In improving the teaching and learning of mathematics, leaders and teachers are working to develop safe, collaborative environments where every learner (teachers and students) can access the thinking of others to strengthen their knowledge and understanding.
Clarity of expectations within a supportive environment are key to scaffolding children into the behaviours of effective learners. Those expectations are realised through structures and processes that ensure everyone knows what to do to achieve success.
In responding to its unique context Invercargill Middle School adopted a range of approaches to accelerate learning. Teachers share a collective commitment to making the most of every learning opportunity.
The team structure in this school supports the professional learning and development of leaders and teachers. Team members discuss their roles, responsibilities and the reciprocal nature of their interactions.
At Invercargill Middle School, the way in which school trustees and leaders work together fosters an appreciative and respectful environment that acknowledges the contributions of everyone in the learning community.
Evaluation and review are the engine room that drives the improvement agenda forward, involving all within the learning community in an ongoing cycle.
At McAuley High School, classroom teacher observations are a frequent occurrence and students report how they regard this as teachers actively modelling learning behaviour.
At Otumoetai Intermediate, all teachers are engaged in differentiated professional learning and development. Those with similar goals are ‘buddied’ with another staff member.
Māori educators and a Māori student draw from their own experiences to discuss the concept of identity and the central role schools play in the identity development of Māori students.
