School resources

An overview of the research on the role of teachers in creating effective home-school partnerships.

An overview of the challenges that neurodivergent students can experience in secondary school settings, and how to help.

A detailed resource using videos of practice to explore key principles of effective maths teaching.

Why providing additional working memory support is so important for neurodivergent students.

Building supportive partnerships with families of neurodivergent students.

Guidance on how to support the mental health and wellbeing of students aged 11-15.

An example of a de-escalation plan designed to support students to emotionally self-regulate at school.

Understanding and supporting emotional self-regulation at school: Why some students may find it difficult to regulate their emotions at school, and what to do to support them.

How OCD affects students, and what schools can do to provide support.

Understanding some of the common challenges with writing that neurodivergent students may experience.

Understanding the additional mental health needs of neurodivergent students.

Understanding the additional mental health needs of neurodivergent students.

A closer look at the specific mental health and wellbeing needs of students in their upper teens.

An introduction to dyscalculia, a cognitive difference that affects students' ability to understand and work with quantities and numbers.

A guide to the latest developments in artificial intelligence and what they mean for teaching and learning.

A set of approaches and strategies for promoting the wellbeing and achievement of students with FASD at school.

An introduction to effective and inspiring approaches to teaching mathematics and statistics at secondary school level.

Key principles and strategies for teaching spelling across all levels of primary school.

The importance of vocabulary knowledge and how to teach it in literacy programmes and across the curriculum.

How to promote the success of students with Developmental Language Disorder in secondary school.

Approaches and strategies for supporting students with Developmental Language Disorder in primary school classrooms.

How to support students with Developmental Coordination Disorder in schools and classrooms.

An overview of DLD, one of the most common forms of neurodivergence, and how to support students with DLD in the classroom.

An introduction to understanding sensory processes differences and the impact they may have in classrooms and schools.

An introduction to the concept of mathematics learner identity and how positive maths identities can be promoted through effective teaching and learning

An overview of key principles underpinning culturally responsive practice.

A systematic look at some key principles for supporting Maori students to achieve success as Maori

A closer look at some key strategies for supporting Pasifika students through culturally responsive pedagogies

Understanding twice-exceptional students and how to support them in the classroom.

The role and value of school libraries.

Priorities and guidelines for developing a school-wide literacy policy.

Research-based strategies for encouraging boys to read for enjoyment.

The importance of literacy is promoting a wide range of outcomes in education and beyond

Research-based strategies for encouraging boys to read for enjoyment.

Why reading for pleasure is so beneficial for teenagers' learning and wellbeing, and what the research says about getting them to read more.

An introduction to the research on the role of exercise and movement in promoting learning and wellbeing

Tools and approaches for evaluating approaches to P.E. and exercise at the school, teacher, and student level

An exploration of the different skills that make up executive function, and how to develop them in primary school classrooms.

How to build on early writing instruction in the middle and upper primary years

An introduction to the essential components of early writing instruction

An introduction to a rare but distinct form of autism.

Introducing trauma-informed approaches in schools

The key principles of trauma-informed practice, and why it is so important.

First Nations peoples and culturally and linguistically diverse (CALD) groups (including refugees) face unique issues and stressors that impact their emotions, learning, behaviour, and psychosocial health. Whilst it is important to acknowledge the resilience developed and demonstrated by people within these groups, it is pertinent to consider how this may impact how they experience their […]

An introduction to childhood trauma and the serious and lasting effects it can have.

An overview of music as an academic subject and its place in the curriculum.

Music in the New Zealand curriculum and the changes to how it has been taught and assessed.

A guide to the key principles of teaching music in primary school.

How fetal alcohol spectrum disorder affects children and young people, and the implications it has for students at school and in life.

A closer look at some strategies for helping students in Years 1-4 develop their executive function skills.

A range of games and activities to support students in Years 5-8 to build their executive function skills.

Approaches for supporting secondary school students to consciously build and hone their executive function skills.

Developing effective schoolwide programmes for supporting RSE in secondary school.

A guide to understanding what differentiates 'sex education' from 'Relationships and Sexuality Education' (RSE), and why it is so important in schools.

Guidance for consulting with the community and implementing an RSE curriculum in primary schools.

How to support students who need to make accelerated progress in literacy.

The importance of literacy teaching and learning across all curriculum areas at secondary school, and strategies for taking a cross-curricular approach.

Evidence-based approaches and strategies for teaching and learning maths.

Why maths is so important, and how to choose effective approaches to teaching and learning.

The importance of literacy is promoting a wide range of outcomes in education and beyond

Innovative ways to use Facebook and other social media tools to support the transition to school.

An introduction to the research on mentoring and its benefits for both mentors and mentees.

The key principles of effective mentoring and how to use them in practice.

How to build trusting relationships and establish roles and responsibilities in mentoring partnerships.

A set of questions to help structure and guide productive mentoring conversations.

An introduction to online PLCs with suggestions for effective implementation and participation.

An overview of the key theories that describe how children develop the language and cognitive skills that underpin the process of reading and writing

Understanding what to measure and how and why to measure it when evaluating students’ learning in early reading and writing

An overview of the key principles in teaching early reading

A summary of the research into growth mindset and why it is important for learning

The origins of and some of the key approaches associated with social justice in education

Key considerations for teaching music in secondary schools.

The main tenets underpinning Vygotsky’s theory of education

An overview of Piaget’s key educational principles

An overview of the key components of creativity and how to support it in schools

A closer look at how to support and develop students’ creativity in primary school classrooms

What creativity looks like across subjects and how to promote it in secondary schools

An introduction to instructional leadership and its importance for improving student learning outcomes

What the research says about the impact of PLCs and how to set up an effective one

An overview of the key processes and practices of effective PLCs

A useful tool for evaluating how effectively a PLC is working

Key principles for teachers, school leaders and external experts facilitating PLCs

A set of questions covering a range of aspects of PLC work that can be used to stimulate and sustain discussion

The implications of cognitive load theory for learning, and how to design instruction to minimise cognitive load and maximise learning.

How the process of learning occurs in the brain and the relationship between memory, understanding and knowledge

The key features of long-term and working memory and how they work together as part of the learning process.

Retrieval practice is a learning strategy designed to promote consolidation of knowledge through recall over time.

Spaced or distributed practice is a pedagogical strategy based on cognitive principles of memory formation.

An introduction to teacher inquiry and its role in improving teacher practice and student outcomes.

A brief introduction to the scanning phase of the spiral of inquiry and some tools to use for data collection and reflection during this phase.

An overview of the checking stage of the spiral of inquiry and some tools for recording and evaluating evidence of the impact of changed practices and new approaches.

An introduction to the key components of effective classroom and behaviour management.

A closer look at how to establish classroom environments that support positive behaviour.

Explicitly teaching classroom expectations and practices can help to prevent problem behaviours.

Actively engaging students is an effective way of promoting a positive learning environment and preventing disruptive behaviours.

Being specific when highlighting students’ positive behaviour helps them to understand what they are doing well and what kinds of behaviour are desirable.

It is important to have a plan for recognising and responding to significant incidents of problem behaviour

A useful set of tools and procedures for evaluating your current classroom management techniques and implementing more effective approaches where necessary.

An introduction to the key principles underpinning John Dewey’s philosophy of education

How to support and promote essential executive function skills in secondary school classrooms.

How to go about taking action by trying new approaches and practices and recording their impact.

A brief introduction to the professional learning phase of the spiral of inquiry and some useful tools for identifying the focus and possible sources of professional learning.

How to go about developing a hunch as part of the spiral of inquiry

An overview of the focusing stage of the spiral of inquiry and some tools to help narrow and refine the focus of inquiry.

Specific advice on avoiding and dealing with burnout among principals and school leaders

What leads to burnout among teachers, and how to prevent and address it

A brief introduction to some of the routine mistakes made when gathering and analysing data, and how to avoid them.

General principles and guidelines for gathering and analysing data and using the findings to inform decision-making and improve practice.

A set of strategies to help teachers support neurodiverse learners by building on their strengths while addressing their learning needs.

A guide to some of the more common bullying behaviours at secondary school and how to prevent them.

Practical ways that early childhood education and primary school teachers can help ensure that the transition to school is a positive and successful experience for children and their families.

A guide to help teachers support their students to develop good study habits, use effective learning strategies, and stay motivated while working independently.

A brief history of curriculum integration, the theory underpinning it, and the key principles to bear in mind when implementing it.

An introduction to the kinds of behaviours that constitute bullying in primary school-aged children, and some strategies for addressing and preventing them.

How teachers and schools can utilise student voice to support assessment and inquiry

A visual scheduling tool designed to support autistic children with their learning and wellbeing.

A tool to support teachers and schools to think about how well they currently are supporting their students and their learning and to identify areas for improvement

An overview of research-based approaches to setting high-quality homework for secondary school students that is effective and purposeful.

An overview of executive function, why it’s important, and how it can be supported and developed at primary school.

The benefits of instructional coaching as form of teacher professional development and some key considerations when implementing an instructional coaching programme.

An explanation of the concept of neurodiversity as a strengths-based approach to learning differences, and an introduction to some of the different forms of neurodiversity.

An overview of the research on the transition from primary to secondary school, and how schools and families can support students through the challenges and opportunities that this transition creates.

An overview of the different definitions and understandings of giftedness, along with a set of strategies that schools and teachers can use to better support gifted and talented students.

A summary of the evidence about whether or not primary school students should do homework, how much is appropriate, and what kinds of tasks and activities should be set as homework.

A guide to understanding what differentiates bullying from other mean and hurtful behaviours, and myths about bullying busted.

An overview of the principles of validity, reliability and fairness that should underpin all educational assessment.

A set of strategies specifically geared towards motivating students who are struggling academically or grappling with new challenges.

An approach to enhancing student autonomy in order to boost their motivation and increase their engagement.

A set of practical strategies and instructional approaches to help motivate your students.

A set of practical approaches to using cooperative learning across a range of subjects and curriculum areas.

An introduction to the principles of assessment that underlie a ‘system that learns’, encompassing early childhood education, primary school and secondary school.

The principles of cooperative learning, the evidence on its benefits for students, and ideas for incorporating it into your teaching.

An introduction to the research on the factors that contribute to teacher wellbeing, and some practical tips and tools for supporting and promoting the wellbeing of teachers and students.

A set of practical strategies designed to help students develop resilience in their learning.

The importance of resilience to student learning and success, and tips for building students' resilience.

The different types of engagement and strategies for promoting and supporting engagement in the classroom.

What is social emotional learning, why it is important and how to integrate it into teaching and learning in schools.

An introduction to the concept of student agency and its importance for learning and lifelong success, as well as some practical strategies for promoting student agency.

The importance of self-regulation to learning and how students can be supported to become self-regulated learners.

The importance of self-regulation to learning and how students can be supported to become self-regulated learners.

The importance of social connection to student learning and wellbeing, and practical approaches for promoting positive social connection in schools and classrooms.

The different types of motivation, their importance for learning, and strategies designed to boost student motivation.

The importance of self-regulation to learning and how students can be supported to become self-regulated learners.

A set of practical strategies and approaches to help teachers support students with autism to thrive at secondary school.

A brief introduction to ADHD and a set of strategies to help support students with ADHD in the classroom.

The following survey can help teachers determine students’ perceptions of their teacher’s ability to teach them and their confidence in their own ability to learn.

Using Gibson and Dembo’s Teacher Efficacy Scale[i], how would you currently rank your teacher efficacy in the following areas of teaching and learning – low, average, or high? [i] Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582. Retrieved from http://dx.doi.org/10.1037/0022-0663.76.4.569 By Helen Withy

Teachers with high sense of efficacy create mastery experiences for their students whereas teachers with low instructional self-efficacy undermine students’ cognitive development as well as students’ judgements of their own capabilities.

How teachers can design learning opportunities that strengthen students’ efficacy and the impact that this has on learning and achievement.

The beliefs a person has about their own capabilities has a substantial impact on their achievement.

A series of steps designed to help you implement Assessment for Learning in your classroom.

A comprehensive step-by-step guide to strategic planning for school leaders.

An introduction to role of the emotions in the cognitive process of learning.

A brief introduction to autism and what it means for teaching and learning.

The importance of schools developing a critical stance towards educational technology

A brief introduction to dyslexia and what it means for teaching and learning.

An introduction to evidence-based strategies for supporting autistic students in primary school settings.

An overview of the research on the role of digital technology in education.

What the research says about using digital devices to teach reading, writing and maths.

A checklist designed to help teachers evaluate the kind of feedback they give their students

A workbook that takes teachers through each step of the Teaching as Inquiry process.

A closer look at a set of strategies for improving the feedback you give students

A detailed overview of effective feedback, and how to improve the nature of the feedback you give your students

A systematic look at eight tools that students can use for peer and self-assessment

The key principles of Assessment for Learning and strategies for classroom implementation.

How to help students learn to assess and improve their work

A checklist to help teachers evaluate how they implement and use assessment to inform teaching and learning.

A systematic look at a series of strategies designed to boost the assessment capability of students.

A set of Assessment for Learning strategies designed to motivate students.

Assessment for learning at a glance.

Why high expectations teaching is so important, and how to introduce the key strategies of high expectations teaching into your practice.

How to create a classroom culture that supports achievement through high expectations.

Approaches to grouping that avoid perpetuating low expectations through ability grouping

How to set high expectation goals for your students.

A brief insight into what certain teaching practices reveal about your expectations and beliefs about student learning.

A summary of the key differences between high and low expectations in practice.

How to ask well-crafted questions that promote higher-order thinking and deep learning

Five common beliefs about teaching and learning that aren't supported by research.

How to incorporate the key components of successful lessons into your planning.

Key non-cognitive skills and why they are important to learning.

A checklist for teachers to use when evaluating their high expectations practice.

A series of clear steps for teaching students about self-assessment.

A questionnaire to help teachers evaluate their own mindset.

In this webinar, Dr Hana Turner-Adams will explore how relationships, identity, and culture shape learning experiences, and why educators play a crucial role as agents of change within their classrooms and wider school communities.

This webinar with Professor Melissa Barnes from La Trobe University will examine the research behind metacognition and discuss why it has such a powerful impact on learning outcomes.

This webinar for early childhood and school teachers and leaders shares insights from research by Professor Sally Peters and Dr Hazel Woodhouse which highlights the powerful role of early childhood settings, schools, Settlement Centre staff, and families in supporting positive educational experiences and transitions.

This webinar with Lisa Winiata and Tara Solomon from Kaitiaki Kindergartens and Tami Harris from Acorn Neurodiversity shares findings from the research partnership between Kaitiaki Kindergartens and Acorn Neurodiversity which investigated how kaiako can support neurodivergent tamariki through the transition to school.

Internationally recognised expert Professor Paul Nation shares insights from his decades of experience in supporting vocabulary acquisition.

This webinar with Associate Professor Rebecca Gordon from University College London explores the common difficulties many people with dyslexia experience, and offers practical insights for teachers and school leaders supporting learners of all ages.

This webinar with international bullying expert Dr Karyn Healy explores what decades of research reveal about successful strategies for preventing and responding to bullying.

In this practical, future-focused webinar, Dr Claire Han introduces MyEducationResearcher, her powerful new web application that can run a meta-analysis on any education research question and deliver clear, usable summaries in just 30 minutes.

This webinar with Westlake Girls’ High School’s Futures Education and AI Lead Susana Tomaz explores what AI literacy looks like in practice, why it’s essential for students’ futures, and the risks of ignoring it. It will also look at how schools around the world are responding, discuss what we can learn from their approaches, and share insights from the work of Day of AI Aotearoa | New Zealand.

Jacqui Patuawa and Karen Spencer from Evaluation Associates share strategies and practical tools for leading through periods of significant externally-mandated change

There are many considerations when choosing which texts to teach. Teachers Taylor Hughson and Jordan Tricklebank, along with Claudia Rozas from University of Auckland, explore the factors influencing teachers’ decision-making

Matua Johnny Waititi will talk about the journey to setting up Te Whānau Rūmaki o Te Puna, an immersion unit at Westlake Boys High School on Auckland’s North Shore

Speech pathologist Vanessa Leaver talks about DLD, how it can affect children and young people at school, and how to support students with DLD in the classroom

Exploring ideas and practices that enhance student ownership and autonomy in afterschool makerspaces

Tami Harris of Acorn Neurodiversity explores how using a trauma-informed lens to support neurodivergent students in school settings can help teachers to mitigate challenges

Dr Tanya Evans from the University of Auckland talks about how the decades of cognitive research can be applied to teaching mathematics in the classroom

Dr Christine Braid of Massey University talks about a range of books that students of all ages can read independently, as well as great books for teachers to read aloud

Dr Tania Cliffe-Tautari discusses how attitudes and beliefs that kaiako hold consciously and unconsciously can be a significant factor leading to student engagement or disengagement at and from school.

Julie Cullen of Sensible Screen Use shares insights from a recently published review which examined the impacts of digital technologies on the health and wellbeing of children and adolescents

Hema Sridhar discusses the opportunities and risks of working with emergent AI technologies in schools and classrooms

Dr Nina Hood and Dr Stephanie MacMahon introduce the science of learning, exploring what it means, the research base it draws on, and its implications for curriculum and pedagogy in school

Associate Professor Bronwyn Wood explores why and how social studies should be taught using the well-established concept-led approach.

Michelle McKinlay shares her insights into supporting ESOL (English for speakers of other languages) students in English medium classrooms.

This webinar with Jennifer Neill offers valuable insights and practical strategies to ensure a child’s transition from early childhood education to school is as smooth and positive as possible

Researcher and medical doctor Dr Chris Jenson discusses his research into providing effective mental health and wellbeing support for students by embedding it into existing curricula and learning programmes

Dr Greg Ashman explores what cognitive load theory is and its practical implications for teachers.

This webinar explores how we position and understand the role of knowledge within education and schooling and how this links to the design, development, and implementation of the curriculum.

Dr And Pasley discusses why all children deserve to be affirmed for who they are and how gender affirmation might become a space where teachers and students can unpack differences in the classroom and support all children to explore how they want to be in the world

Janelle Riki-Waaka returns to help educators to positively challenge their existing beliefs and perceptions about te ao Māori, and to build deeper understanding of the best ways to work alongside Māori and enact our
responsibilities to te Tiriti o Waitangi.

Dr Tracy Stewart explores what is meant by emotional regulation and discuss practical strategies that teachers can use to support emotion regulation skills in the classroom. She will also discuss her new, not yet published, research, in which she is working together with teachers to co-develop emotion regulation skills that are embedded directly into classroom practice.

Daisy Christodoulou discusses how comparative judgement can help schools improve students’ writing.

Teachers from Pupuke kāhui ako discuss their work to improve the continuity and coherence of literacy learning from early childhood education to Year 13.

We held a free webinar to launch our research report into the experiences of neurodivergent children and those supporting them in Aotearoa New Zealand’s education system. Watch the recording of our webinar where we discuss the reports key findings and to explore what needs to happen to improve the support and opportunities neurodivergent young people receive in New Zealand.

Professor Russell Bishop discusses his research into how leaders and teachers can structure their practice to create quality and equitable learning for ākonga Māori and other marginalised students.

Renowned assessment expert Michael Absolum (ONZM) explores the central role assessment should play in driving learning throughout the education system and how schools and teachers can adopt these ideas into their practice

Teacher Jeanette Breen discusses what is most important for students to learn in their writing journey from Primary to Secondary

Kim Milne (principal advisor at FASD-CAN) discusses what FASD is, how it affects children and adolescents, and what teachers and schools can do to support students with FASD.

Dr Jess Stubbing shares her expertise as both a researcher and Clinical Psychologist to help teachers and schools know how best to support student mental health and wellbeing.

Dr Sarah Ferguson shares her extensive knowledge about how to promote workplace wellbeing, including providing educators with tools and strategies that help them to build their resilience and improve their wellbeing.

International expert Gill Connell discusses the range of movement patterns children need to be engaging with to support their holistic development

A special presentation from Emeritus Professor Peter Moss.

Professor Emerita Naomi Baron from American University talks about the research into digital technologies and writing, and to share insights from her newest book

Christine Counsell explores questions and ideas related to curriculum thinking and curriculum design.

This webinar explores trends, issues, and possibilities related to the role of technology in education, with particular focus on the continuing digital inequalities that exist and the social and educational implications of these disparities.

Dr Sarah Bickerton and Mandy Henk break down in plain language what the recent developments in AI are, what they may mean for education, and importantly, what some strategies might be that teachers and schools can use to engage effectively with AI.

A panel discussion exploring the key ideas, questions, and recommendations raised in our 2023 report on curriculum design in schools

Professor Gavin Brown takes a balanced perspective, suggesting that despite unwelcome side effects, schools and teachers need tests to know what students can or cannot do.

Dr Emily McDougal shares insights from her work into supporting neurodivergent students in schools and classrooms.

Janelle Riki-Waaka explores what Māori achieving success as Māori means from a Māori worldview, and how teachers and schools can consider how well their environments and practices support ākonga Māori to succeed and thrive.

Dr Dione Healey shares insights from her extensive research into ADHD, much of which is concerned with supporting children with ADHD through cognitive training.

Dr Jacinta Oldehaver discusses her research into how utilising dialogic pedagogical approaches can positively support the engagement and learning of Pasifika students.

Professor Carol Mutch (University of Auckland) shares her research from over 12 years of supporting schools through different disasters and crises both in Aotearoa and the wider Asia-Pacific

Dr Heidi Leeson from Monocle Education discusses social-emotional learning (SEL) and shares her latest research on the most impactful areas of SEL in regard to academic performance and the developmental stages of students.

Kate Jones talks about how to make learning stick, focusing on the benefits of retrieval practice and practical ideas for teachers to ensure classroom practice is based on relevant research evidence.

The Education Hub's Dr Vicki Hargraves joins Nina Hood to talk about some of the key ideas emerging from recent early childhood research and how this research can inform teachers’ practice.

Associate Professor Jodie Hunter shares insights from her extensive classroom-based research into the use of culturally responsive approaches to teaching and learning mathematics in primary school.

Emma Nahna joins us for a follow-up webinar to explore in more detail strategies teachers can employ to support oral language development across the primary school years.

Professor Emerita Naomi Baron of American University discusses the extensive research from the past decade that has explored the nature and impact of reading digitally.

Speech language therapist and literacy consultant Emma Nahna talks about the fundamental importance of oral language as part a broad, rich literacy programme.

Dr Christine Braid shares her vast knowledge and expertise around the processes involved in learning to read and write.

This webinar explores the challenges that neurodiverse students face in schools and as they move on to tertiary education, as well as how teachers and schools can help to ameliorate these challenges.

This webinar explores trauma-informed practice at primary and secondary school level, including the key principles, strategies, and common barriers and solutions.

Justine Munro and Madelaine Armstrong-Willcocks explore what is important and what works in gifted education and share insights from their work with the New Zealand Centre for Gifted Education.

Dr Helen Walls, classroom practitioner and researcher, presents the ‘what’ and ‘how’ of writing instruction, including the re-evaluation of some widely-accepted practices.

Professor Andrew Martin presents a guide to the good, the bad, and the ugly of student motivation.

The perilous state of literacy in New Zealand – The Education Hub launches its latest report with a panel discussion.

This webinar is a sequel to our 2021 webinar, exploring the role of movement in children’s learning and development, and how teachers can support children.

Exploring the role movement plays in child development and how teachers can support children to be develop gross and fine motor skills.

Exploring the importance of relationships and sexuality education (RSE) in primary and secondary schools.

A discussion on the principles you can use to work out the form of your lessons, and mathematics and statistics programmes more broadly.

This webinar speaks to earliest transitions in early childhood education as threads of significance in and across time.

In this webinar, Heather Matthews from Hornby Primary School, Raewyn Davis from Hornby High School, and Dr Amanda Denston from Te Whare Wānanga o Waitaha | University of Canterbury share the findings from their collaborative research around the creation of a culturally and linguistically sustainable framework for socio-emotional learning that supports wellbeing for rangatahi in Years 4 to 8.

This webinar examines the Pathways section of Te Whāriki and its potential to support learning as children transition from early childhood education to school.

Trish and Fay Purdie-Nicholls discuss the underpinning principles for teaching and leadership, and the core practices they have developed to enable neurodiverse learners to demonstrate their intellect and capability.

Discover how two teachers used real-world problems drawn from their local community to engage students in collaborative problem-solving.

Trudi Browne and Nic Rickard from Burnside School present this webinar, and discuss how a collaborative, whole school approach to oral language professional learning led to significant changes in ākonga oral communication confidence and competence.

Heather Peshak George explores what research says about the strategies, practices, and approaches to classroom and behaviour management that promote positive and productive learning environments.

Sally Peters and Hazel Woodhouse from the University of Waikato explore transitions in the early years.

Benjamin Riley, the founder of Deans for Impact, explores how teachers can design learning experiences for students rooted in scientific insight.

Dr Jared Cooney Horvath explores how humans take in, embody, and utilise new information and ideas.

Patrice Bain shares the valuable experience she has gained from working with cognitive scientists over the past fifteen years.

Assistant Professor David Blazar from the USA explains why instructional coaching is one of the most effective educational interventions.

Distinguished Professor Viviane Robinson discusses her book 'Reduce Change to Increase Improvement' (Corwin, 2018)

Two school principals discuss the key lessons that emerged from the lockdown period for their teachers, students, and parents, and how they have utilised what they’ve learned.

Watch Dr Linda Bendikson discuss the research on school improvement and provide practical advice and strategies for senior leaders looking to undertake improvement journeys in their schools.

Authors of the report School-led learning at home: The voices of parents of Māori and Pasifika students, discuss the value of parent voice and some of the key findings of their recent research.

Professor Stuart Kime discusses the role of assessment in teaching and learning with a particular focus on practical strategies for how teachers can enhance their assessment practice and embed effective assessment into their day-to-day teaching.

Learn how one primary school has structured their online and distance learning, including their approach to pedagogy, the curriculum, and wellbeing, as well as their daily schedule and use of technology.

Clinical psychologist and Parentland co-founder Dr Natalie Flynn discusses the research behind the importance of supporting wellbeing, as well as practical strategies to support mental health.

Harry Fletcher-Wood discusses the research on motivation and engagement as well as practical techniques teachers and school leaders can use to increase student engagement.

Dr Claire Han explores the different mindsets, skills, and competencies that SEL incorporates and how they can be integrated into teaching and learning.

What is engagement and how can teachers promote student engagement?

Strong relationships and effective communication are the key to supporting children and their families during the transition from their early childhood centre to school.

How can you adopt a strengths-based approach to help neurodiverse students succeed in your classroom?

Creativity in education and how teachers can support it

High-quality assessment and how it supports learning

The key elements of instructional coaching at a glance

The key principles to bear in mind if you choose to set homework for your students

Executive function skills support wellbeing and success at school and in life. Find out more about how to promote and develop them

Agency is an enabler of success at school – find out how to promote it

Discover why social connectedness is important and how to cultivate it

Discover strategies for schools and teachers to help support gifted and talented students

Discover the ways our emotions affect our learning, and how to design the classroom with emotions in mind

Learn how different levels of memory are developed and what influences how we retain information

Self-regulation is the process by which students monitor and control their cognition, motivation, and behaviour in order to achieve certain goals.

What you need to know to embed SEL in your school culture

A visual overview of the key Assessment for Learning strategies to implement in your classroom

The components of effective feedback at a glance – to print and share

The key features of high expectations teaching at a glance.

The key components of effective lessons at a glance.

Higher level questioning stems.

Effective questions at a glance.

Some key non-cognitive skills and strategies for supporting them in the classroom.

Key insights from a webinar with renowned linguist Emeritus Professor Paul Nation.

Key insights on supporting dyslexic students from a webinar with Associate Professor Rebecca Gordon from University College London.

Key insights from a webinar with bullying expert Dr Karyn Healy from the University of Queensland.

In this webinar, Susana Tomaz, Futures Education and AI Lead at Westlake Girls’ High School, explores why AI literacy is now essential for schools, focusing on how teachers can prepare students to navigate an AI-enabled world. She draws on research, classroom practice, and international examples to outline the opportunities, risks, and practical steps for integrating […]

Key insights from a webinar with Karen Spencer and Dr Jacqui Patuawa.

Insights from a webinar with Matua Johnny Waititi from Westlake Boys High School.

Key insights from a webinar with Dr Claudia Rozas, Jordan Tricklebank, and Dr Taylor Hughson.

Key insights from a webinar with speech pathologist Vanessa Leaver.

Key insights from a webinar with Professor Andrew Gibbons and Associate Professor Ricardo Sosa.

Key insights from a webinar with Tami Harris from Acorn Neurodiversity.

Mathematics education researcher Associate Professor Tanya Evans proposes a series of evidence-based strategies that should serve as the foundation for maths teaching and learning in schools.

Key insights and book recommendations from a webinar with Dr Christine Braid from Massey University.

Key insights from a webinar with Dr Tania Cliffe-Tautari of Waipapa Taumata Rau - The University of Auckland.

Key insights from a webinar with Julie Cullen from Sensible Screen Use.

Key insights from a webinar with Hema Sridhar from Koi Tū: The Centre for Informed Futures.

Key insights from a webinar with Dr Stephanie MacMahon from the University of Queensland.

Insights from a webinar with Associate Professor Bronwyn Wood.

Key insights from a webinar with Michelle McKinlay from the University of Auckland.

Insights from a webinar with Jennifer Neill on the transition to school.

Key insights from a webinar with Dr Chris Jenson.

Key ideas from a webinar with Dr Greg Ashman.

Key insights from a webinar with Naomi Fisher.

Key insights from a webinar with Dr Ampersand Pasley.

Key insights from a webinar with Professor Russell Bishop.

Key insights from a webinar with Michael Absolum.

Key insights from a webinar with Professors John Morgan and David Lambert.

Key insights from the webinar with Professor Emerita Naomi Baron of American University on the impact of digital tools on how we write.

Insights from the webinar with Professor Rebecca Eynon.

Insights from a webinar with Professor Rob Coe.

Insights from a webinar with Dr Sarah Ferguson.

Insights from Dr Alex Barnes' research into co-governance in one New Zealand school.

Key insights from our second webinar with Janelle Riki-Waaka.

Key insights from the webinar with Dr Tracy Stewart.

Key insights from the webinar with clinical psychologist Dr Jess Stubbing on supporting students' mental health and wellbeing.

Key insights from the webinar with the leaders of the Pupuke Kahui Āko.

The key insights from our webinar with Professor Naomi Baron on the research into reading print versus digital texts.

An introduction to a new approach to supporting students' mental health within learning programmes.

An innovative but highly reliable approach to marking writing.

Insights from our webinar with Kim Milne from FASD-CAN.

Insights from the webinar with Mandy Henk and Sarah Bickerton on generative AI and its role in the classroom.

Key ideas from the webinar with Professor Gavin Brown on how teachers can use tests to inform teaching and learning.

Why a knowledge-rich curriculum is essential for all students.

Insights from the webinar with Emily McDougal on supporting neurodivergent students in schools and classrooms.

A firsthand account of how undiagnosed OCD profoundly affected one student's experiences at school.

Key insights from our webinar with Jacinta Olderhaver exploring dialogic approaches to teaching and learning.

Key insights from the webinar with Janelle Riki-Waaka on supporting ākonga Māori to achieve success as Māori in schools.

The key insights from our webinar with Associate Professor Dione Healey on understanding ADHD.

The key insights from our webinar with Carol Mutch on schools' responses to disasters and traumatic events.

The key insights from our webinar with Dr Heidi Leeson on the importance of social-emotional learning for academic achievement.

Dr Heidi Leeson of Monocle Education offers her perspective on the relationship between social-emotional learning and the key competencies

The key insights and strategies from Kate Jones' webinar on using retrieval practice to promote deep learning.

Key insights from the webinar with Professor Jodie Hunter on effective, culturally responsive maths teaching in primary school.

The key insights from our webinar with Professor Naomi Baron on the research into reading print versus digital texts.

Powerful practices for building oral language capability from our webinar with speech language therapist Emma Nahna

Key insights from our webinar with Justine and Madelaine from the New Zealand Centre for Gifted Education.

Dr Chiara Horlin offeres practical ways that teachers and schools can help to ameliorate these challenges and support neurodivergent students to celebrate and use their strengths in the classroom.

Darcy Fawcett and the teachers from Gisborne Boys High School share insights into their work on improving and automating data analysis

The teachers from Coromandel Area School share their insights into using a range of tools and approaches to promote the success of neurodiverse students in the classroom

Chris Duggan from The House of Science shares insights from their work into promoting the teaching and learning of science in primary and intermediate schools

Hear from the teachers and students involved in the Te Waka STEM Innovation Hub at Tauhara College

Teachers from Burnside Primary share the findings of their multi-year focus on supporting and improving oral language in the early primary years

Key insights from our webinar with Emily Berger and Karen Martin on understanding trauma and adopting trauma-informed approaches in schools

Key insights from our webinar with Irene Anderson and Jennifer Glenn on teaching reading and writing across subject areas in secondary schools.

Key insights from the highly practical and informative webinar with Professor Andrew Martin on student motivation and engagement

A summary of some of the key insight's from Helen Wall's highly informative webinar on teaching writing

A summary of the key insights from the webinar on primary school mathematics, with Fiona Ell and Lisa Darragh

Key insights from our webinar with Gill Connell on the importance of movement for learning.

Gill Connell answers your questions about how to support and promote movement for learning in ECE settings

Bright Spots Report 2018-2020 by
Darcy Fawcett, Gisborne Boys High School

Bright Spots winners Trish and Fay Purdie-Nicholls from Coromandel Area School share the key findings from their research.

Further insights from our second webinar with Sally Peters and Hazel Wodhouse on supporting enriching transitions from early childhood education to school.

Key insights from our webinar with Dr Cara Swit

A report summarising the two-year Te Waka STEM Innovation Hub project at Tauhara College in Taupō.

A written report discussing the work being done at Burnside Primary School with a focus to develop students’ confidence and competence to communicate through a school-wide initiative to improve the teaching of oral language.

Key insights on transitions from Sally Peters and Hazel Woodhouse.

Teacher and creativity researcher Dr Tim Patston shares his insights on teaching with, about, and for creativity

6 principles from the learning sciences research to support effective teaching

What teachers need to know about how we learn and what it means for their practice

Key insights from Claire Chuter on how to support and promote students’ social emotional learning.

The key things you need to know about what executive function is and how to support it in children.

Useful guidelines on whether or not to set homework, how much to set, and how to design high quality homework tasks.

Key ideas for supporting parents and children through the transition to school.

Advice from clinical psychologist Dr Natalie Flynn on maintaining the wellbeing of teachers, parents and students during lockdown and beyond

The key ideas from our webinar discussing the recent report 'School-led learning at home: The voices of parents of Māori and Pasifika students'.

Key ideas on effective assessment practice in schools from Stuart Kime's webinar

A brief introduction to what social emotional learning is and why it's important

A brief introduction to how memory works and its importance to teaching and learning

Useful ideas to help guide behaviour management.

An introduction to the research on the importance of mindsets, and associated beliefs, behaviours and actions

What is self-efficacy, why is it important, and how can teachers support their students’ self-efficacy?

The importance of schools developing a critical stance towards educational technology

Associate Professor Mary Hill answers your questions about Assessment for Learning.

A brief introduction to the importance of feedback to your teaching practice

Julie Gifkins, Head of Junior School at St Cuthbert’s College, discusses the journey her teachers have been on over the past 4 years to use data and evidence more effectively to inform their practice and identify areas they need to improve

Alison Taylor, Deputy Principal at Pakuranga College, discusses the six-year journey her school has been on to embed teaching as inquiry into the practice and mindset of teachers and the change in culture she has observed as teachers become more open to change and talking about their learning

This short animation provides an introduction to Assessment for Learning: why it’s important, and how you can incorporate it into your teaching practice.

Heath, a Year 2/3 teacher at Stonefields School, uses student voice across a range of learning areas to help him to gain a better understanding of how engaged his students are in their learning, to modify his practice, and to build relationships with his students

The key features of high expectation teaching at a glance

What needs to be considered when approaching education reform.

Assistant Professor Vanessa Rodriguez discusses the key things that teachers need to know about how the brain works in order to support their own and their students’ learning.

Assistant Professor Vanessa Rodriguez talks about the key things for teachers to know about the learning process.

Associate Professor Hunter Gehlbach talks about some of the most important things for teachers to think about in terms of socio-emotional learning.

Associate Professor Hunter Gehlbach talks about the free resources that Panorama Education makes available to teachers.

Associate Professor Hunter Gehlbach discusses instruments that schools can use to measure socio-emotional learning.

Associate Professor Hunter Gehlbach talks about whether teachers should be actively trying to measure the elements of socio-emotional learning.

Associate Professor Hunter Gehlbach discusses the relevance of the ideas underpinning socio-emotional learning to all levels of schooling.

Associate Professor Hunter Gehlbach describes some things that teachers can do to help students regulate their emotions.

Associate Professor Hunter Gehlbach talks about some practical things that teachers can do to promote and support their students’ motivation.

Associate Professor Hunter Gehlbach talks about how teachers and schools can help support social connectedness.

Professor Helen Timperley discusses the importance of evaluative thinking.

Professor Helen Timperley discusses what next once you identify an area to work on.

Professor Helen Timperley discusses how schools should start thinking about embedding evaluative thinking in their practice.

Professor Helen Timperley discusses how schools should monitor and collect evidence to understand the ongoing impact of their inquiries.

Professor Helen Timperley discusses how schools should measure improvement, impact and progress in their students.

Professor Helen Timperley discusses how schools should determine what to focus on in their inquiries.

Professor Helen Timperley discusses how schools should start thinking about embedding evaluative thinking in their practice.

Dr Aaron Wilson talks about data-informed strategies that schools can employ to assess their students' progress and achievement.

Dr Aaron Wilson discusses how to sensecheck the way you interpret data.

Dr Aaron Wilson explains how schools can use their data to inform and improve teaching and learning.

Dr Aaron Wilson explains how to go about collecting and analysing data as part of Teaching as Inquiry.

Dr Aaron Wilson explains what data conversations are and why schools should engage in them.

Dr Leon Benade talks about the idea of space/materials having agency

Dr Leon Benade discusses the differences between open-plan classrooms and flexible learning spaces.

Dr Leon Benade discusses the role of school leadership in how flexible learning spaces are used.

Dr Leon Benade talks about the relationship between space and pedagogy in the classroom.

Dr Leon Benade talks about why flexibility is important and what it offers for teachers and learners

Professor Gavin Brown discusses what student self-assessment is and why it is important.

Associate Professor Hunter Gehlbach talks about what we mean when we talk about socio-emotional learning.

Year 6 teacher Anja Hennig discusses how she employs the principles of Professor Christine Rubie Davies’ research into high expectation teaching in her classroom practice

Professor Christine Rubie Davies discusses her ground-breaking research on the impact of high expectations teaching and the practical steps teachers can take to become high expectation teachers

Dr Aaron Wilson discusses what schools should take into account when using data to assess progress and inform teaching and learning.

Professor Graeme Aitken shares his thoughts on whether teachers' inquiries should focus on priority learners or the whole class

Professor Graeme Aitken explains the power of positioning inquiry as a collaborative activity, focused on a shared problem of practice

Professor Graeme Aitken offers some advice on where teachers should go to access research knowledge and new ideas

Professor Graeme Aitken explains why it is important for all teachers to make time for inquiry

Professor Graeme Aitken offers his thoughts on whether or not Teaching as Inquiry should be part of the appraisal process

Professor Graeme Aitken explains how to determine whether or not you have made enough of a difference for your students

Professor Graeme Aitken shares his thoughts on the importance of Teaching as Inquiry

Professor Graeme Aitken offers some tips on determining the focus of your inquiry

Professor Graeme Aitken talks about how to approach the focusing stage of the inquiry cycle

Professor Christine Rubie Davies describes the key changes required to shift from low to high expectation teaching

Professor Christine Rubie Davies explains how teachers can make the shift from low to high expectation teaching

Professor Christine Rubie Davies describes the classroom climate created by teachers with high expectations

Professor Christine Rubie Davies explains how goal setting works in the context of high expectation teaching

Professor Christine Rubie Davies explains how to shift from ability to mixed ability grouping

Professor Christine Rubie Davies talks about how students are acutely aware of their teacher's expectations of them

Professor Christine Rubie Davies explains the impact of teacher expectations on student learning and achievement

Professor Christine Rubie Davies discusses what she means when she talks about high and low expectation teaching

The key features of high expectation teaching at a glance

Year 3/4 teacher, Suzanne Corlett discusses how she has integrated assessment for learning principles into her classroom

Professor Gavin Brown discusses what teachers need to know about using self assessment in their classrooms

Professor Gavin Brown discusses the top 5 things that teachers should know about self-assessment

Professor Gavin Brown discusses the differences between self-assessment and peer-assessment

Professor Gavin Brown discusses the strategies teachers can use when employing self-assessment in their classrooms.

Professor Gavin Brown discusses some of the common mistakes that occur when self-assessment in used in classroom settings.

Professor Graeme Aitken, one of the people behind the teaching as inquiry model in the New Zealand Curriculum, shares some top tips for teachers engaging in Teaching as Inquiry.

In this presentation Mary Chamberlain discusses where we have been, where we are going, and what are our opportunities for assessment in New Zealand.

Deputy Principal at Alfriston College discusses the innovative approach to assessment her school has developed.