Teachers' PLD to become Education Council's responsibility
*Responsibility for teachers’ professional learning and development (PLD) will be transferred from the Ministry of Education to the Education Council.*
Connecting schools to the ICT industry
The ICT industry is finding great results connecting with schools through its in-school outreach programme, TechHub.
Maths report raises more questions than answers
A new report has revealed declining standards in children’s numeracy and sparked criticism and controversy about the way Kiwi kids are taught maths.
Sector Voices: the biggest challenge facing education
We asked prominent people from within the sector what they perceived to be the biggest challenge currently facing New Zealand education. Here is what they had to say.
A different kind of education revolution
The Innovation Partnership wants to see training for teachers on how to teach in modern classrooms and appropriate teaching methods to go alongside investment in digital technologies because devices alone can’t achieve better educational outcomes. MURRAY SHERWIN argues the case.
What does the future of learning look like?
Author of The Future of Learning, MARK TREADWELL, says we need to embrace learning systems that have proven over thousands of years to be far more equitable and successful than rote learning has proven to be over the past 200 years.
Behind Disobedient Teaching
DR WELBY INGS provides an insight into his inspiration for writing what has become the most popular book in education circles at the moment, Disobedient Teaching.
Assess, report, teach, repeat… boring
When teacher CHRIS MAY recognised the same disengagement in his students as he once exhibited as a student, he was inspired to set up an initiative that strove to make learning more practical, contextualised and relevant to their lives, both in and out of school.
Disobedient teaching: a review
JUDE BARBACK believes it is the rich, personal experience interwoven with big-picture thinking that sets Disobedient Teaching: Surviving and creating change in education by Welby Ings apart from other books of its ilk.
Buzzing about differentiated learning
TRACY RILEY and ANNE NOBLE discuss how bees in schools can have a profound effect on integrated learning opportunities.* *
Post-intervention: the importance of sustainability
DR PHIL COOGAN says collaborative partnerships and capability transfer are the key to ensuring the sustainability of an intervention.
New support on its way for beginning principals
Education Review takes a look at a new initiative to support beginning principals.
How Macs are improving opportunities for Māori leaders
LIZ HAWES discusses how the Ministry of Education, the New Zealand Principals’ Federation and Te Akatea, the Māori Principals’ Association have worked together to develop a professional learning development programme for teachers of Māori learners.
The Maker Movement: a portal of possibility
KIMBERLY BAARS discusses the benefits of bringing a maker-centred approach into the classroom.
Pause, Breathe, Smile: training teachers to bring mindfulness into the classroom
GRANT RIX shares the journey of a ‘mindfulness in schools’ programme that is making a difference to the wellbeing and learning outcomes of Kiwi kids.
Researching teaching: the importance of Sotl
The new director of Ako Aotearoa DR STANLEY FRIELICK discusses the evolution of research around the scholarship of teaching and learning (SoTL) and its importance to tertiary education.
Ed's Letter - Exciting and inclusive PD
I recently attended a professional development day at my children’s school. The invitation was extended to parents and the board of trustees to join staff for a day of discussing and redefining the school’s vision, led by Core Education’s Jo Wilson.
PD for tertiary teachers: yes please!
Professional development for tertiary educators is vital. In the absence of formal training, the opportunity to collaborate with others to share best practice and learn new skills and strategies is essential. Education Review talks to Cath Fraser about her Problem-Based Learning workshop, aimed at tertiary educators.
Enacting school vision – are we walking the talk?
Core Education’s JO WILSON describes the steps schools and communities can take in order to achieve their preferable future.
What if we didn't do it alone?
#edchatNZ founder DANIELLE MYBURGH extends an invitation to join the new #edchatNZ MOOC (massive open online course) – a professional development opportunity with a difference for New Zealand educators.
A positive education for all?
Within the past decade, a quiet groundswell of interest has contributed to a gradual shift in the way that educators see the world. GABRIELLE MILLS reports on a professional learning experience focused on positive education.
Engaging learners in a blended learning environment
JILL TANNER-LLOYD, Ako Aotearoa’s communication manager, joined participants at the first delivery of the organisation’s newest professional development workshop to find out what teaching strategies are needed to maximise learner engagement and success when using blended learning.
Making learning visible: putting Hattie into practice
Professor John Hattie’s meta-analyses have helped to unveil effective teaching and learning practices. Here, LYNDA SHANKS shares how this research is being made accessible to schools and teachers through the popular Visible Learningplus programme.
Ten years of Ten Trends
As CORE Education’s influential Ten Trends initiative enters its 10th year, KAREN SPENCER looks back on the origins of the trends and what’s in store for 2016.
A quiet but noisy revolution in the language classroom
DR ROSEMARY ERLAM discusses the shift in teaching languages to the internationally recognised, task-based language teaching approach and how New Zealand language teachers can use this approach effectively.
Criminals in the classroom
Are teacher education providers selecting the right people?
Putting student voice to good use
Selected from 19 schools, Clevedon School, Marist Catholic School (Herne Bay), Gladstone Primary School (Mt Albert) and Rhode Street School (Hamilton) are the first to participate in Cognition Education Trust’s inaugural Student Voice Impact on Teacher Decision Making project.
If you don’t lead, how can they follow?
If you don’t lead, how can they follow?
PLD overhaul welcomed
Education Review checks in on the Ministry’s review of professional learning and development for the schooling sector.
Connecting education with industry
Education Review asks Workchoice Trust chief executive AMANDA WHEELER about why the upcoming Teachers’ Workchoice Day events are such a great form of professional development.
Authentic learning trumps fear tactics
Innovative secondary teachers are using road safety as an authentic context for young people to apply curriculum learning, writes MARY CHAMBERLAIN
Bringing the child abuse conversation into the classroom
JUDE BARBACK looks at the collaborative approach between schools, communities, police, CYF, the Ministry and child advocacy organisations to help ensure students are safe at school and at home.
The teacher supply and demand see-saw
JUDE BARBACK reviews the tricky business of managing teacher supply and demand.
Leading learning and change across the country
JUDE BARBACK takes a closer look at the Learning and Change Networks initiative that is empowering New Zealand schools to raise achievement – and gaining global recognition.
10 Twitter tips for teachers
Education Review suggests ten ways teachers can get more out of the Twitterverse.
Welcome to the Worldwide Classroom
DENNIS VIEHLAND discusses the possible threats and opportunities MOOCs pose for the traditional tertiary institution.
Secrets from the Thesis Whisperer
DR INGER MEWBURN, better known as the Thesis Whisperer, shares three common mistakes made by fledgling postgrads, and how to avoid them.
“Yes, I want to be an academic social media superstar!”
Thesis Whisperer, Dr Inger Mewburn recently visited Victoria University of Wellington to discuss the merits of incorporating social media into academic research. Education Review invited two research students to share their reflections on the workshop.
Achieving thesis perfection
PROFESSOR ALISON JONES gives her 12 top tips for postgraduate writing success.
From procrastination to productivity
As a personal performance & development coach working with postgraduate students, Brian Johnston has seen it all. Here, he discusses how procrastination and other self-sabotaging behaviours need to be addressed to become a productive postgrad.
A collaborative approach to student achievement
Principal WENDY KOFOED shares how a collaborative teaching inquiry model at Newmarket School is helping to raise achievement levels of Māori and Pasifika students.
Transitioning between class levels – a way for teachers to connect the dots
TRACEY CARLYON opens the door for discussion on teachers transitioning between different class levels.
Qualifications necessary in ECE
A letter published in the New Zealand Herald some time ago conveyed the author’s sentiments effectively.
The role of the ECE teacher
How can we do the best we can for young children in early childhood services?
What it means to be an ECE student
NICOLA DUNHAM considers all angles in her research concerning the academic identity of field-based early childhood initial teacher education students.
Getting the best from National Standards
Jenny Poskitt advises teachers how to get to grips with Overall Teacher Judgments, to help them get the best out of National Standards for their students.
The many faces of teaching
Education Review peeks through the doors of New Zealand classrooms to discover the many different pathways to becoming a teacher.
When “the stare” isn’t enough
VALERIE MARGRAIN discusses the complexities of engaging with challenging behaviour in her new book, Responsive Pedagogy: Engaging Restoratively with Challenging Behaviour.
Teachers of Promise
MARIE CAMERON and SUSAN LOVETT discuss the early findings of their research, the Teachers of Promise study: Teachers in their ninth year of teaching.
A world away from Wellington
MIKE STEWART reflects on his experiences as a teacher trainer in Papua New Guinea.
STUART MIDDLETON considers parallels between the experiences of new teachers and new entrants
Learning the lessons
MARIE CAMERON reflects on the lessons for schools, from research into beginning teachers
Managing the excitement
The thrill of starting a teaching career is a real asset for new teachers, but one that needs to be managed carefully, suggest school support advisers