Primary award recipients 2018

  1. Adams, Donna

    Motatau School

    Investigate the impact our localised curriculum Te Marautanga o Motatau has on the past, present and future ākonga at Motatau Kura. Undertake a review of the current document and measure its success or failure, strengths and weaknesses through interviews with selected groups of people.

  2. Akroyd, Simon

    Apanui School

    Investigate the common specific actions, interventions and initiatives that schools have used to improve the engagement and achievement of Māori students. Visit a number of schools to speak with key personnel: principals, management, teachers, whānau, community, students and possibly board of trustee members.

  3. Armstrong, John

    Henley School (Nelson)

    Research high performing education systems internationally to develop strategies to improve outcomes for learners in Communities of Learning/Kāhui Ako.

  4. Arthurs, Pamela

    St Peter's School (Beckenham)

    Investigate parent involvement in schools through relevant literature and personal interviews. Visit schools and explore levels and quality of parent engagement, including the perceptions of difference that such engagement makes to students' attitudes and learning outcomes.

  5. Ashmore-Smith, Mark

    Ouruhia Model School

    Inquire into how the arts, particularly music, drama and dance, are successfully taught in primary schools today.

  6. Barker, Peter

    Selwyn School

    Investigate best practice play-based learning initiatives. Develop an action plan to improve the evaluative capability of the school to lift student achievement of all learners and meet the development needs of the students.

  7. Bidois, Angelique

    Matata School

    Investigate how small dual-medium primary schools with one Rumaki Reo class and teacher effectively and sustainably meet the learning needs of all year 1–8 students.

  8. Brady, Jo

    St Joseph's Catholic School (Whakatane)

    Gain an understanding of the theory behind play-based learning. Visit schools to look at whether different models of play-based learning in junior classes have positive impacts on behaviour, progress and achievement data. Then review practice in our junior syndicate and implement change where needed.

  9. Brown, Christine

    Raroa Normal Intermediate

    Write a case study on the development of a wellbeing initiative at my school. This will have been underway for a year to the date of leave.

  10. Buckley, Jo

    St Bernadette's School (Naenae)

    Reflect on what we are doing and what we can learn from others to enhance the educational achievement and outcomes for Māori and Pasifika leaners, especially our high proportion of Pasifika students who are English language learners.

  11. Burn, Adrian

    Clifton School (Bulls)

    Visit schools to talk about their homework expectations and philosophies and the impact of these. Research the Finnish approach to homework, the philosophy behind it, and its impact.

  12. Burrow, Jeff

    Warrington School

    Study up-to-date research and visit other schools to help us redevelop our vision and practices of what student agency looks like at our school.

  13. Cairns, Erin

    Ruru Special School

    Investigate the current tertiary pathway options available for students 16+ who have supported learning needs – in Southland, elsewhere in the country and Australia – and how our school can engage better with providers to expand the range of options.

  14. Campbell, Shane

    Bohally Intermediate

    Research effective models for collaborative teaching and learning in middle schools to ensure we have a sound pedagogical knowledge base before we begin designing our new learning spaces. Visit middle schools that have well established collaborative teaching and learning practices that enhance student learning within their modern learning environments.

  15. Channer, John

    Fraser Crescent School

    Explore ways schools can implement systems and use their unique school curriculum to support staff to successfully engage in, and capitalise on, the cultural competencies identified in the Tātaiako document.

    Download: Full report (PDF 445 kB)

  16. Choromanski, Kevin

    Pomaria Road School

    Investigate relationships-based learning model (Culture Counts), nationally and internationally, to increase student achievement and education success for Māori and Pasifika learners. Evaluate the implementation within schools and identify the challenges, successes and processes of sustainability of the model.

  17. Clement, Sue

    Te Aro School

    Investigate how schools can foster wellbeing for the growing number of students who present with heightened levels of anxiety and trauma. Learn more about successful interventions, practices and strategies that will benefit the health, wellbeing and achievement of these students.

  18. Coakley, Paul

    St Pius X Catholic School (Glen Innes)

    Gain a better understanding of the cultural backgrounds and schooling experience of Tongan and Samoan children attending our schools in NZ, by visiting Catholic and state schools in Tonga and Samoa. Investigate methods of parent engagement in children's learning in those settings to help inform our school programmes. Examine Tapasa – Cultural Competencies Framework for Teachers of Pasifika learners.

  19. Cornwell, Pauline

    Papatoetoe Intermediate

    Investigate a variety of Pasifika educational settings to develop strategies to best support Pasifika learners and to better communicate with parents, particularly as learners transition into school and into secondary school.

  20. Couper, Debbie

    Kaitieke School

    Undertake professional reading and visit schools to grow my understanding around personalised learning. Investigate what successful personalised learning looks like in the classroom, what hurdles others have experienced in implementing a personalised learning pedagogy and how they were overcome, and how digital technologies are being used to support personalised learning.

  21. Creba, Mark

    Pleasant Point Primary School

    Complete introductory papers for a Masters of Education. Visit schools and the University of Auckland. Personal research and professional reading.

  22. Cunningham, Bruce

    Belmont School (Auckland)

    Research on Community of Learning, Kāhui Ako (CoL) – surveys, visits to schools and questioning principals – to answer the following questions: What is collaboration? What is the impact of CoL leadership within our schools? What is the impact of principal leadership within our schools? What impact are CoLs having on the wellbeing of school leaders?

  23. Curtis, Maine

    Waitohu School

    Visit schools to investigate and reflect on systems, practices and to gather innovative ideas that schools use to accelerate target students' progress rates in mathematics, with a particular focus on Māori.

  24. Davy, Angela

    Mokoia School

    Research effective practices for successfully transitioning children from early childhood to primary school. Visit preschools to inquire into the perceived effectiveness of the transitions, and develop ideas to strengthen the process.

  25. Dewar, Gail

    Makara Model School

    Investigate the benefits of play-based learning and how it is organised and structured to ensure students are learning and progressing. Investigate linking school structures themselves, in term of year levels, and research on brain development to provide benefits for the students.

  26. Dibben, Chris

    Tawhero School

    Collate and share effective early identification and intervention strategies or systems that support students years 0-5 at risk and their whānau.

  27. Dodds, Margaret

    Waitaha School

    Investigate collaborative and inclusive practices in the three newly established, co-located schools in the Rolleston Community of Learning to lift engagement and student achievement.

  28. Eades, Braden

    Glenbervie School

    Research experiential learning activities that reflect authentic contexts, from a student learning priority and staff professional development perspective, along with the communication of learning to stakeholders.

  29. Edmonds, Simon

    Gracefield School

    Investigate successful restorative justice practices by visiting schools and observing strategies that are deemed to be successful.

    Download: Full report (PDF 164 kB)

  30. Ellery, David

    Somerville Intermediate School

    Inquire into ways that develop learner agency in order to enhance engagement and raise achievement. I will undertake professional reading, interviews with experts in the field, school learners, classroom practitioners and learners, and I will attend an appropriate conference related to my topic of inquiry.

  31. Fox, Ricardo

    Mayfair School

    Investigate the implementation of tier 3 and post-tier 3 Positive Behavioural Interventions and Supports (PBIS) internationally to support PB4L anti-bullying programmes in the school.

  32. Fraser, Neil

    Ngatea School

    Readings, discussions and reflections. Draft and implement a year 7–8 Technology curriculum that is fully integrated into students' individualised learning programmes.

  33. Gifkins, Mark

    Parkvale School

    Discuss with school leaders in successful Communities of Learning, Kāhui Ako (CoL) the impact being in a CoL has had on the outcomes of their students. I would like to know: 1) How they have worked towards and successfully developed a collaborative practice. 2) What they know works and why. 3) How they have used resources to gain the most impact on student outcomes. 4) How has this been led. 5) What they see as the current strengths, weaknesses, opportunities and threats in their CoLs. 6) What would they do differently.

  34. Gillatt, Mike

    Hutt Intermediate

    Investigate and synthesise research on shared vision and strategic direction. Align this with my leadership experience to date to improve my personal leadership practice.

  35. Glasgow, Mavis

    Buckland School

    Investigate successful transition to primary school and to secondary school. Visit early childhood education providers including Kohanga Reo and schools, and talk to family groups and students in the local area.

  36. Goodall, Simonne

    Randwick School

    Find successful ways to engage with Māori and Pasifika communities, in the belief that successful engagement and consultation with families will lead to better outcomes, and hopefully attendance, for Māori and Pasifika students. Visit similar schools. Explore the impact of attendance on learning and behaviour and study successful initiatives that have been trialled in similar NZ schools, such as RAAYS programme (Raising Achievement Across the Youth Sector).

  37. Graham, David

    Goodwood School

    Investigate the role of preview in accelerating achievement for priority learners. Develop such practices in the school, taking an acceleration rather than a remedial approach in supplementary support, allowing priority learners to access learning content prior to their usual guided session.

  38. Gully, Hugh

    Nelson Intermediate

    Investigate the management of Tier 3 students, those most at risk of not engaging in positive learning. Visit schools who have embedded practice around managing Tier 3 (T3) students to inform our practice.

  39. Hall, Lynne

    Waikoikoi School

    Visit schools locally who are helping students to be better able to articulate their learning strengths and goals and know their next learning step. I am most interested in the SOLO model.

  40. Hann, Lyn

    Palmerston North Adventist Christian School

    Investigate effective interventions that raise achievement of Pasifika students. This will include discussions and interviews with other principals and senior management, talking to Pasifika parents, professionals and experts and professional reading.

  41. Harrington, Janine

    Halswell Residential College

    Research national and international evidence-based programmes for students with special educational needs and complex and challenging behavioural problems that 1) improve self-control of behaviours and emotions; 2) develop self competence and interpersonal skills; and 3) develop positive attitudes, values and perceptions.

  42. Harrison, Sue

    St Patrick's School (Kaponga)

    Investigate student development and behaviour in relation to transitioning into intermediate and high schools, especially from U1 and U2 rural schools into larger urban intermediate or high schools, including boarding options. Investigate what transitioning practice is working well for students' engagement in high schools. Consult Māori whānau and students in-line with Māori students achieving as Māori and taking into consideration iwi aspirations for their tamariki.

  43. Hastings, Celeste

    Holy Cross School (Miramar)

    Undertake professional development in a growth mindset – a tool to strengthen learning and enhance wellbeing. Meet with experts in growth mindset and visit schools at various stages of growth.

  44. Heatley, Liz

    Sacred Heart School (Petone)

    Investigate transition to secondary school. Visit Catholic full primary schools with similar cultural percentages to my own school (10.7% Māori, 37.7% Pasifika) to see how they prepare and transition their year 8 students, including priority students, to secondary school.

  45. Hoetawa, Carmel

    Mountview School

    Inquire into the impacts on leadership for Kāhui Ako, Community of Learning (CoL) Lead Principals in a range of socio-economic school settings and where there are significant numbers of priority learners. Does leadership of a Kāhui Ako, as a principal, strengthen leadership capacity for the leader and for others?

  46. House, Nik

    Welcome Bay School

    Investigate play-based learning approaches to develop existing models in the school and Community of Learning, Kāhui Ako to support the teaching and learning of students transitioning from ECE to Level 1 of the curriculum.

  47. How, Joanne

    Roslyn School

    Research and visit successful establishments that use learning through play, especially with a focus on Māori students.

  48. Irvine, Janine

    Cornwall Park District School

    Investigate the effect heterogeneous grouping has on student achievement while also exploring the different approaches schools have used to move teachers from only using ability grouping to also incorporating flexible and responsive heterogeneous grouping into the teachers' skill set.

  49. Jessop, Chris

    Forest Lake School

    Investigate what future-focussed teaching and learning will look like in dual-medium school, to develop a clear vision for our school as we prepare students for the 21st Century.

  50. Kimber, Mary

    Waiau School

    Research how schools are engaging and connecting to their communities, and based on my findings, develop a robust communication plan relevant for our school to ensure all aspects of communication are effective and well managed.

  51. Knowles, Peter

    St Canice's School (Westport)

    Meet with teachers and principals in Finland to further my understanding of aspects of the systems and pedagogy they have in place, to enhance my own professional knowledge and that of other principals in NZ. I would also like to investigate aspects of the English system, therefore comparing all three.

  52. Lendrem, Bruce

    Paengaroa School

    Inquire into the culturally responsive nature of modern learning environments (innovative learning environments), with specific focus on the effects this has on Māori achievement and acceleration of learning.

  53. Lindsay, Jane

    Paihia School

    Reflect on where we are going as a school and how we could do things better to accelerate Māori student achievement, by visiting other schools, reading research and reviewing case studies.

  54. Malcolm, Anne

    Ponsonby Primary School

    Investigate middle leadership needs and successful practice in schools' middle leadership development programmes.

  55. Manson-Petherick, Ann-Maree

    St Joseph's School (Taihape)

    Investigate play-based investigative learning, with a focus on Walker Investigative Learning, in other state and state-integrated schools to establish best practice that caters to the development of all student learning and accelerates student achievement.

  56. McDonnell, Dean

    Hinuera School

    Investigate cultural relationships for responsive pedagogy and its positive impacts on student outcomes.

  57. McDougall, Shannon

    Tokoiti School

    Visit schools and institutions in NZ and the UK that are implementing the concepts that the Crisis Prevention Institute delivers through the Managing Actual or Potential Aggression courses (MAPA). Gather information about best practice in MAPA training, implementation, monitoring and record keeping in school communities. Also, look at digital fluency and how learning in this area can support students who are struggling with current learning contexts and link this to the MAPA concepts.

  58. Miles, Jason

    Kaiapoi North School

    Incorporate play-based learning into our learning programmes, particularly in our junior learning spaces. Undertake research, visit schools using a play-based approach and attend a professional learning conference with collaborative teaching and play-based learning in its focus.

  59. Mitchell, Allan

    Waihopai School

    Synthesise research on improving the wellbeing of primary school students, particularly those who are at risk of poorer wellbeing outcomes, and develop appropriate tools and identifiers. Visit local schools, schools in Christchurch that are involved in the Te Ara Tuhura Cluster that is working to improve the emotional intelligence and resilience of pupils post Christchurch earthquakes, and schools with similar special needs as ours in Dunedin and Christchurch.

  60. Mossop, David

    Hukanui School

    Investigate effective oral language programmes and assessments for children entering school. Investigate how schools and early childhood centres are responding to the challenge of increasing numbers of children entering school from diverse backgrounds.

  61. Moyle, Warwick

    Kaharoa School

    Investigate play-based learning in the early years of primary schooling alongside the Reggio Emillia approach, and the impacts they have on children's learning and transition from early childhood education.

  62. Ngatai, Shane

    Rhode Street School

    Study the establishment and sustainability of Kāhui Ako, Communities of Learning in NZ. Visit schools that have established CoLs over the past two years. Visit international educational institutions in The Republic of Cuba to compare what is working well in their Communities of Learning models.

  63. Nicholls, Merillees

    Pukekohe East School

    Investigate innovative methods of using digital technologies through observation of best practice examples to enhance and raise achievement of boys' literacy in the Pukekohe Community of Learning.

  64. Nicolson, Vicki

    Port Chalmers School

    Investigate research and best practice to engage and enhance boys achievement in writing. Develop a tool kit of strategies for schools and teachers to use to accelerate achievement.

  65. Orr, Regan

    Fairfield School (Levin)

    Inquire into play-based learning and agentic learning to support student achievement and outcomes for our learners, in particular our Māori and Pasifika students. Visit schools in Melbourne and NZ to look at early years and play-based learning, and intermediate education.

  66. Overton, Murray

    Kaiapoi Borough School

    Investigate effective coaching practice for leaders and its use to lift and accelerate student achievement.

  67. Pascoe, Jacqui

    Marshland School

    Examine the role of middle leaders in an Innovative Learning Environment. Has their role changed from leading in a single cell environment? How can middle leaders best prepare to successfully lead their teams through the transition to collaborative teaching and learning? What strategies are most effective to develop highly functioning collaborative teams that raise student achievement in an Innovative Learning Environment? Could coaching and mentoring play a part in maintaining the momentum of change?

  68. Pearse, Rohan

    Mahora School

    Investigate the leadership capabilities for future-focused education and explore the effective integration of Science, Technology, Engineering, Arts and Mathematics (STEAM) in education.

  69. Penrice, Gloria

    Taieri Beach School

    Critique research on learner agency and visit schools to discuss or observe learner agency with principals, teachers, students and parents.

  70. Peterson, Germaine

    Waikowhai School

    Investigate reading programmes that raise the reading achievement of Māori and Pasifika students within a digital, innovative learning environment.

  71. Peterson, Germaine

    Waikowhai School

    Investigate reading programmes that raise the reading achievement of Māori and Pasifika students within a digital, innovative learning environment.

  72. Porteous, Shirley

    Greenacres School

    Explore the practical implementation of effective coaching practices in schools. Investigate how school leaders have built a culture of coaching using a school-wide model, how this has developed over time, and what positive outcomes there have been for staff and students.

  73. Posthumus, Rob

    Hurupaki School

    Investigate change leadership and leadership through coaching, to improve my ability to build positive staff culture and lead a great team. Visit schools to look at how flexible innovative learning spaces are designed to maximise teacher collaborations, student self-regulation and student-centred learning.

  74. Poulter, Ian

    Bluestone School

    Inquire into leadership as it relates to the success and development of bilingual options and the growth of and confidence in te reo Māori and tikanga at the school and in the wider Timaru Community of Learning, Kāhui Ako.

  75. Quarless, Gary

    Goldfields School (Paeroa)

    Complete a thesis for the Master of Disability and Inclusion Studies.

  76. Read, Andrew

    Kerikeri Primary School

    Investigate how a digital curriculum has been integrated into school systems in Australia and Singapore by visiting schools who have implemented programmes that promote digital fluency.

  77. Reed, Nick

    Havelock North Primary School

    How innovative learning pedagogies are catering for the wellbeing of students and improving outcomes for priority learners.

  78. Ryan, Catherine

    Marist School (Mt Albert)

    Investigate pedagogical shifts to a play-based approach in early primary years that reflect Te Whāriki, the early childhood curriculum. Strengthen transition from early childhood education and develop early years learning programmes more closely aligned with Te Whāriki.

  79. Ryan, Glen

    St Anne's Catholic School (Manurewa)

    Research digital and collaborative approaches to teaching and learning in an innovative learning environment that is culturally responsive to accelerate learning for Māori and Pasifika students.

  80. Sandifer, Wendy

    Torbay School

    Research current educational practices to help build sustainable wellbeing in learning communities and in particular priority learners.

  81. Schon, Barry

    Johnsonville School

    Investigate teacher agency and its relationship to raising the achievement of all priority learners. Provide coaching models to implement in the school.

    Download: Full report (PDF 171 kB)

  82. Severinsen, Annabelle

    Waihao Downs School

    Investigate the impact that David Learning Strategies (DLS) has in other schools in NZ, especially for Māori underachievers and children who demonstrate dyslexic learning traits. Compare the acceleration due to DLS of learners from low and high decile schools. Explore how the DLS reflects the latest neuro-science, mindfulness and theory and practices of learning research.

  83. Singh, Suneal

    St Mary's School (Palmerston North)

    Gather, interpret and use a range of evidence to develop a comprehensive profile of Māori learners' achievements, and use this to establish targets and tailored plans for suitable improvement in the school's performance for and with Māori and Pasifika learners.

  84. Smith, Mark

    Papakowhai School

    Research effective leadership practices by school principals in Communities of Learning, Kāhui Ako that contribute to effective communication, high levels of relational trust, and collaboration on shared achievement challenges.

  85. Stevenson, Kate

    Tokanui School

    Research and visit schools, across NZ and Melbourne, that are future focused and have student agency at the fore. Investigate, with a particular emphasis on student agency and a collaborative approach, the ways in which future-focused schools are led and use this to come up with some strategies and goals to put into practice at Tokanui School.

  86. Stuart, Hamish

    Foxton Beach School

    Further my professional learning on the use of e-learning, with a focus on engaging and raising the achievement level of boys, in particular Māori boys. Look at ways leaders have ensured sustainability of new initiatives in their schools.

  87. Su'a, Suzanne

    Trentham School

    Investigate the benefits of student-led reporting and effective models of reporting in collaborative environments, particularly for Māori and Pasifika students. Visit schools that are doing this successfully to hear about their journey, identify successes and challenges, and overall benefits to students and whānau.

  88. Tarr, Colin

    Titahi Bay North School

    Research and develop coaching approaches and skills to support effective professional learning and grow agency amongst teachers and students.

  89. Thompson, Stephanie

    Beach Haven School

    Inquire into teacher agency, especially in relation to facilitating and leading innovation and change in our school. Investigate how other schools are fostering and supporting teacher agency to find out what best practice looks like and how this might apply to our school.

  90. Topp, Teresa

    Waikite Valley School

    Visit schools where Positive Psychology is embedded in everyday practice, taught in a stand-alone or withdrawal methodology, or not used at all. Use research, observation and interviews to draw some conclusions on whether there are any practices that appear to be making a difference to the success of students and the school community.

  91. Tregoweth, Diana

    Papatoetoe West School

    Investigate how science can engage learners at risk of not achieving in literacy and mathematics. Visit schools in NZ and Canada which have science as a focus to gain ideas for engaging students from a range of cultures, particularly Māori and Pasifika.

  92. Wallis, Jane

    Te Matauranga

    Investigate the Reggio Emilia approach to children's learning in the area of early literacy skills, particularly oral and written language.

  93. Wheeler, Philip

    Ashburton Netherby School

    Investigate how schools encourage and manage effective community engagement as well as educationally powerful relationships at the individual level with both responsive community members and more difficult to engage community members.

    Download: Full report (PDF 238 kB)

  94. White, Doug

    Clyde School

    Review the Education Review Office report on student wellbeing and investigate how to use the indicators to guide school leaders and teachers. Analyse trends in our students' responses to the NZCER Me and My School survey. Review Positive Schools based on the work on Positive Psychology by Martin Seligman. Review the work of Jill Pears, Diamond Harbour School, who was the lead educator of the Bays Cluster Education pilot in 2016.

  95. Whyte, Diane

    Fairhaven School (Napier)

    Visit day special schools across NZ to investigate the curriculum and learning programmes available for young adults, 16-21 years, with significant learning needs, which support their transition from school. Study Enabling Good Lives, the new approach to supporting people with disability, so I can provide information that will better support our students and their whānau.

  96. Willmoth, Jo

    Three Kings School

    Investigate pedagogical models focussed on ways to increase student agency and grow student capability to manage their own learning; and to increase teacher capability and understandings of ways to support student self-regulation through the provision of meaningful and authentic contexts for student learning.

  97. Woollard, Alison

    Carterton School

    Investigate best practice coaching and mentoring skills to support the school and Community of Learning, Kāhui Ako.

  98. Young, Maurice

    Marina View School

    Explore how to develop educationally powerful connections with parents and whānau to lift student achievement.