Leadership & professional development
Supporting neurodivergent teachers in schools and early childhood settings
What the research says about supporting neurodivergent teachers in the workplace.
From family involvement to partnership
A summary on the research behind family involvement and home-school partnership.
What families and whānau can do to support home-school partnerships
The key contributions that families make to home-school partnerships.
What school leadership can do to support home-school partnerships
What leaders can do to positively impact the relationship between school and students' parents and whanau.
Partnerships with families from diverse cultural backgrounds
Tips and suggestions for improving partnership with culturally diverse families.
What teachers can do to support home-school partnerships
An overview of the research on the role of teachers in creating effective home-school partnerships.
Supporting positive transitions for refugee and migrant children
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.
Making sense of education research
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.
Leading improvement in a time of change
Jacqui Patuawa and Karen Spencer from Evaluation Associates share strategies and practical tools for leading through periods of significant externally-mandated change
Providing effective mental health support and avoiding teacher burnout
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
Māori achieving success as Māori part 2
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.
Teaching and leading to the north-east
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.
Positive transitions into school and early childhood settings for refugee and migrant children
Key insights from a webinar with Professor Sally Peters and Dr Hazel Woodhouse.
Leading through change: Building trust, courage, and clarity in schools
Key insights from a webinar with Karen Spencer and Dr Jacqui Patuawa.
Prioritising wellbeing in schools
Key insights from a webinar with Dr Chris Jenson.
Teaching and leading to the north-east
Key insights from a webinar with Professor Russell Bishop.
Insights from the research behind the Great Teaching Toolkit
Insights from a webinar with Professor Rob Coe.
Tips and tools for building teacher resilience and wellbeing
Insights from a webinar with Dr Sarah Ferguson.
Principles of quality teaching and school leadership
Professor Rob Coe discusses his work developing the Great Teaching Toolkit, an evidence-based curriculum for teacher learning, plus tools and instruments to provide feedback for professional development
Why is evaluative thinking important?
by Professor Helen Timperley
Professor Helen Timperley discusses the importance of evaluative thinking.
How teachers can improve an aspect of their practice
by Professor Helen Timperley
Professor Helen Timperley discusses what next once you identify an area to work on.
How should schools start thinking about embedding evaluative thinking?
by Professor Helen Timperley
Professor Helen Timperley discusses how schools should start thinking about embedding evaluative thinking in their practice.
How should schools monitor and collect evidence?
by Professor Helen Timperley
Professor Helen Timperley discusses how schools should monitor and collect evidence to understand the ongoing impact of their inquiries.
How should schools measure improvement, impact and progress?
by Professor Helen Timperley
Professor Helen Timperley discusses how schools should measure improvement, impact and progress in their students.
