Schools are experimenting with AI chatbots to help students learn. What do students say? Image: © Matthew C/peopleimages.com - stock.adobe.com
<h2><span data-contrast="auto">In 2025, changes to the English and Maths and Statistics learning areas will become mandatory, necessitating changes for schools across the country. </span><span data-ccp-props="{}"> </span></h2>
<p><span data-contrast="auto">To support these changes and to help ease transition, ERO is releasing a series of articles aimed at school leaders. The articles outline strategies using evidence-based approaches to ensure sustainable and positive changes. </span><span data-ccp-props="{}"> </span></p>
<p><a href="https://www.schoolnews.co.nz/latest-print-issue/" target="_blank" rel="noopener"><b>Read the latest print edition of <em>School News</em> online HERE.</b></a></p>
<p><span data-contrast="auto">The first article, published in November, covers building a professional learning community within schools. The second article, published in December, covers preparing for a differentiated learning approach. More articles are expected to be released over the summer. </span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">“The intention is to support principals with practical guidance, including links to useful tools and some key steps to take toward implementation,” reads </span><a href="https://ero.govt.nz/news/professional-learning-communities-in-support-of-the-curriculum-implementation" target="_blank"><span data-contrast="none">the first article</span></a><span data-contrast="auto">.</span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">“This coming year’s change should not be viewed as a one-time event. A fundamental aspect of this process is establishing the necessary structures to support ongoing change and improvement as part of the school’s routine practices. </span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">“In a series of articles [sic], the Education Review Office will share good practice that it has seen in school improvement and effective change implementation.” </span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">The articles are penned by the ERO’s Chief Review Officer, Nicholas Pole.</span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">“ERO is in a unique position to share good practice. Our work alongside schools across the country allows us to see first-hand what great schools do in practice,” said a spokesperson from the ERO. </span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">“The series of articles aims to provide school leaders and teachers with practical guidance based on evidence and experience on how to deliver effective change to improve students’ education outcomes. We want to support and prompt principals and boards as they lead change within their own school environment and work towards implementation.”</span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">Three more articles are expected to be published in the new year, focusing on:</span><span data-ccp-props="{}"> </span></p>
<ul>
<li data-leveltext="ï·" data-font="Symbol" data-listid="2" data-list-defn-props="{";335552541";:1,";335559683";:0,";335559684";:-2,";335559685";:720,";335559991";:360,";469769226";:";Symbol";,";469769242";:[8226],";469777803";:";left";,";469777804";:";ï·";,";469777815";:";hybridMultilevel";}" aria-setsize="-1" data-aria-posinset="1" data-aria-level="1"><span data-contrast="auto">Setting effective goals and measures in a school’s annual implementation plan;</span><span data-ccp-props="{}"> </span></li>
</ul>
<ul>
<li data-leveltext="ï·" data-font="Symbol" data-listid="2" data-list-defn-props="{";335552541";:1,";335559683";:0,";335559684";:-2,";335559685";:720,";335559991";:360,";469769226";:";Symbol";,";469769242";:[8226],";469777803";:";left";,";469777804";:";ï·";,";469777815";:";hybridMultilevel";}" aria-setsize="-1" data-aria-posinset="2" data-aria-level="1"><span data-contrast="auto">The use of assessment information for decision making; </span><span data-ccp-props="{}"> </span></li>
</ul>
<ul>
<li data-leveltext="ï·" data-font="Symbol" data-listid="2" data-list-defn-props="{";335552541";:1,";335559683";:0,";335559684";:-2,";335559685";:720,";335559991";:360,";469769226";:";Symbol";,";469769242";:[8226],";469777803";:";left";,";469777804";:";ï·";,";469777815";:";hybridMultilevel";}" aria-setsize="-1" data-aria-posinset="3" data-aria-level="1"><span data-contrast="auto">Making good use of teaching observation to grow practice in support of the curriculum changes. </span><span data-ccp-props="{}"> </span></li>
</ul>
<figure id="attachment_6459" aria-describedby="caption-attachment-6459" style="width: 300px" class="wp-caption alignnone"><img class="size-medium wp-image-6459" src="https://www.schoolnews.co.nz/wp-content/uploads/2017/07/AdobeStock_112961178-2-300x200.jpg" alt="" width="300" height="200" /><figcaption id="caption-attachment-6459" class="wp-caption-text">Creating a community of learning among kaiako is one of the best practices covered in the article series. Image: © contrastwerkstatt- stock.adobe.com</figcaption></figure>
<p><b><span data-contrast="auto">Professional learning communities</span></b><span data-contrast="auto"> </span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">In the first article on building a professional learning community, ERO outlines the research on schools who have implemented a professional learning community. They found that “highly effective schools” use a collaborative approach to build knowledge and solve problems, working toward shared goals and creating a positive <a href="https://www.schoolnews.co.nz/2024/10/continuing-your-learning-journey-pld-in-2025/" target="_blank" rel="noopener">PLD</a> culture with mutual support. </span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">The article also elaborates on effective leadership and planning for the year ahead to ensure effective change implementation, including ensuring access to teaching resources and timeslots for kaiako to discuss and share development, ideas and observations. </span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">The article also links to useful documents worth revisiting, such as the ERO’s School Improvement Framework and studies which examine characteristics of effective teaching PLD. </span><span data-ccp-props="{}"> </span></p>
<p><b><span data-contrast="auto">Preparing for a differentiated approach</span></b><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">The second article covers </span><a href="https://ero.govt.nz/news/preparing-for-a-differentiated-approach-to-curriculum-implementation-in-the-classroom" target="_blank"><span data-contrast="none">differentiated learning</span></a><span data-contrast="auto">. Classrooms with two-or-more year levels may face unique complexities when implementing the new curriculum. ERO shares insights on how to differentiate learning to create appropriate learning experiences for the needs of different learners. </span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">The article covers: </span><span data-ccp-props="{}"> </span></p>
<ul>
<li data-leveltext="ï·" data-font="Symbol" data-listid="1" data-list-defn-props="{";335552541";:1,";335559685";:720,";335559991";:360,";469769226";:";Symbol";,";469769242";:[8226],";469777803";:";left";,";469777804";:";ï·";,";469777815";:";hybridMultilevel";}" aria-setsize="-1" data-aria-posinset="1" data-aria-level="1"><span data-contrast="auto">Knowing learners;</span><span data-ccp-props="{}"> </span></li>
</ul>
<ul>
<li data-leveltext="ï·" data-font="Symbol" data-listid="1" data-list-defn-props="{";335552541";:1,";335559685";:720,";335559991";:360,";469769226";:";Symbol";,";469769242";:[8226],";469777803";:";left";,";469777804";:";ï·";,";469777815";:";hybridMultilevel";}" aria-setsize="-1" data-aria-posinset="2" data-aria-level="1"><span data-contrast="auto">identifying areas for progress;</span><span data-ccp-props="{}"> </span></li>
</ul>
<ul>
<li data-leveltext="ï·" data-font="Symbol" data-listid="1" data-list-defn-props="{";335552541";:1,";335559685";:720,";335559991";:360,";469769226";:";Symbol";,";469769242";:[8226],";469777803";:";left";,";469777804";:";ï·";,";469777815";:";hybridMultilevel";}" aria-setsize="-1" data-aria-posinset="3" data-aria-level="1"><span data-contrast="auto">choosing strategies and;</span><span data-ccp-props="{}"> </span></li>
</ul>
<ul>
<li data-leveltext="ï·" data-font="Symbol" data-listid="1" data-list-defn-props="{";335552541";:1,";335559685";:720,";335559991";:360,";469769226";:";Symbol";,";469769242";:[8226],";469777803";:";left";,";469777804";:";ï·";,";469777815";:";hybridMultilevel";}" aria-setsize="-1" data-aria-posinset="4" data-aria-level="1"><span data-contrast="auto">knowing how effective your practices are.</span><span data-ccp-props="{}"> </span></li>
</ul>
<p><span data-contrast="auto">The article links to helpful research from the ERO which evaluates effective teaching practices in each area. </span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">Educators can also access ERO’s </span><a href="https://ero.govt.nz/how-ero-reviews/how-ero-reviews-schoolskura-english-medium/te-ara-huarau-the-new-approach-to-evaluation/school-improvement-framework" target="_blank"><span data-contrast="none">School Improvement Framework</span></a><span data-contrast="auto"> and the </span><a href="https://evidence.ero.govt.nz/" target="_blank"><span data-contrast="none">evidence and insights website</span></a><span data-contrast="auto">, where ERO’s research and reports are published, including on best practice guides and case studies. </span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">Educators who would like to be notified when articles are published can email </span><a href="mailto:info@ERO.govt.nz" target="_blank"><span data-contrast="none">info@ERO.govt.nz.</span></a><span data-ccp-props="{}"> </span></p>

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