Primary award recipients 2019

  1. Anderson, Lee

    Te Kopuru School

    Investigate the impact of a play based or discovery learning curriculum on student learning and achievement.

  2. Anderson, Richard

    Kaimata School

    Study the impact of principal hauora on the acceleration of wellbeing and achievement of teachers and students in Aotearoa, particularly for priority learners (Māori, Pasifika, and students with additional learning needs).

  3. Armstrong, David

    Sacred Heart School (Timaru)

    Clarify the factors that are negatively impacting on principals' performance and hauora and potentially reducing their capacity to act as learning leaders in their schools.

  4. Baker, Helena

    Takaro School

    Examine relevant studies and research that support the development of leadership principles that enhance student achievement.

    Download: Full report (PDF 954 kB)

  5. Bamford, Wendy

    Wanaka Primary School

    Investigate new pedagogies for deep learning and participate in our cluster schools' 'deep dive' approach.

  6. Bangma, John

    Mairehau Primary School

    With a current curriculum focus taking us back towards broadening what we teach and away from just literacy and numeracy, we can again celebrate the diversity it provides. To help us refocus on the breadth, how are schools balancing their school day, week, and term to reflect this opportunity? How broad are primary schools taking this?

  7. Barker, Emma

    Strath Taieri School

    Investigate how integration of digital technologies and STEM can help support and motivate student learning.

  8. Barker, Paul

    Kaeo School

    Undertake professional reading and correspond with schools overseas who are leaders in relationship-based teaching and learning.

    Download: Full report (PDF 631 kB)

  9. Barton-Redgrave, Linda

    Long Bay School

    Reviewing and evaluating current research around play-based and discovery learning approaches, networking with teachers and related educational groups including online connections and attending workshops.

  10. Bascand, Chris

    Lower Moutere School

    Investigate how, after 2 years, kāhui ako have made a difference to achievement for priority and all students across schools where kāhui ako have been established; and how kāhui ako have planned for sustainability for the future.

    Download: Full report (PDF 599 kB)

  11. Bevis, Carol

    Bledisloe School

    Examine the use of the Growth Coaching model with particular reference to enhancing teachers' ability to participate in relationships with whānau which have the intent of mana ōrite.

  12. Brown, Mark

    Newtown School

    Inquire into the research, development, innovations and impacts of the Education Council and Ministry of Education's new Leadership Strategy for the teaching profession of Aotearoa NZ.

  13. Burnside, Toni

    Banks Avenue School

    Build on my knowledge of coaching and mentoring and see how other schools have implemented and resourced coaching and mentoring in their schools.

    Download: Full report (PDF 2 MB)

  14. Cavanagh, Lisa

    Silverstream School

    Research effective strategies for building strong partnerships with parents and caregivers.

    Download: Full report (PDF 229 kB)

  15. Cheer, Tristan

    Eskdale School

    Research play-based learning with a specific focus on how to link play to the NZC.

  16. Christophers, Moya

    St Joseph's School (Waitara)

    Investigate the effectiveness of digital technologies and how they can accelerate and change student and staff learning connected to whānau engagement that can happen 'anywhere at any time'.

  17. Cochrane, Tom

    Matatoki School

    Research proven teaching practice, programmes and activities that make a real difference in raising achievement levels for boys in writing.

    View report – Google document

  18. Collins, Sherie

    Kea Street Specialist School

    Investigate and research autism in females, many of whom are being misdiagnosed and missing out on the support they require.

    Download: Full report (PDF 382 kB)

  19. Cooper, Paul

    Whitiora School

    Investigate whānau and school relationships, by visiting schools, attending a conference, and meeting with other principals.

    Download: Full report (PDF 955 kB)

  20. Cronin, Kevin

    Whangaparaoa School (Auckland)

    How do differing school communities both nationally and internationally promote teacher and principal hauora?

    Download: Full report (PDF 647 kB)

  21. Culhane, Jane

    Waimataitai School

    Investigate how schools and providers foster resilience in children and support this development with family and whānau.

    Download: Full report (PDF 611 kB)

  22. de Thierry, Garry

    Rotorua Intermediate

    Undertake extensive observations of Visible Learning in action in a range of schools.

    Download: Full report (PDF 114 kB)

  23. Delaney, Kerry

    Titahi Bay School

    Research and develop coaching approaches and skills to enhance effective professional learning and development and grow agency for teachers and students.

  24. Dimond, Tamae

    Waitomo Caves School

    Inquire into staff wellbeing by communicating with other New Zealand schools and having discussions with fellow principals.

    Download: Full report (PDF 142 kB)

  25. Duynhoven, Margaret

    St Joseph's School (Opunake)

    Investigate successful art practices that celebrate cultural diversity, increase student engagement, and benefit achievement of Māori and Filipino learners.

    Download: Full report (PDF 109 kB)

  26. Earl, Jo

    St Francis of Assisi Catholic School

    Further investigate project-based learning by engaging in professional reading and visiting schools that are using this approach.

  27. Engles, Paul

    Kohimarama School

    Build my understanding about learner agency and how this is used to engage, deepen and transform learners and learning, and as a result improve achievement.

  28. Friar, Phil

    Papamoa Primary School

    Further my knowledge of leadership theory and practice to develop a coaching and mentoring model that will support staff to lead "organic change" that extends innovation and collaborative teaching.

  29. Gianelly, Sonia

    Dovedale School

    Research the effects that poor mental health and trauma have on a child's education. Use this research to develop teaching and leadership practices to support children to participate successfully in the school system with the goal to improve their educational and life outcomes.

  30. Gillard, Maria

    Ngakonui Valley School

    Investigate visible learning pedagogy, tools and processes so that I can continue to grow and embed assessment-capable learners.

  31. Hancock, Kathy

    Kaingaroa School (Kaitaia)

    Inquire into whānau understanding of current school reporting, by identifying relevant research and meeting with school leaders, teachers and whānau in Northland and schools in our kāhui ako, to determine best practice.

  32. Harrod, Debra

    Aorangi School (Rotorua)

    Investigate three aspects of transition to school from early childhood education, including the philosophical differences between the Te Whāriki curriculum and the expectations of primary school new entrants teachers.

    Download: Full report (PDF 219 kB)

  33. Harvie, Linda

    Farm Cove Intermediate

    Research what a wellbeing curriculum could look like for year 7 and 8 students, by examining professional readings, conducting interviews with researchers, visiting schools and attending a relevant conference.

    Download: Full report (PDF 466 kB)

  34. Hastings, Sandy

    Beckenham Te Kura o Puroto

    How can I ensure our school is inclusive of gender-diverse people, particularly gender-diverse students and their whānau, and also gender-diverse staff, whānau and wider community?

  35. Heath, Simon

    Renwick School

    Gather the views of principals and educational leaders in three jurisdictions on leadership in their system context. Explore key questions of instructional and professional leadership, collaboration and knowing the impact of leadership on teaching capability and student outcomes.

    Download: Full report (PDF 215 kB)

  36. Henderson, Brendon

    Tawa Intermediate

    Examine governance models of kāhui ako across New Zealand.

    Download: Full report (PDF 462 kB)

  37. Holden, Cynthia

    Warkworth School

    Investigate models of best practice where culturally responsive and relational pedagogy combined with the affordances of innovative learning environments have been maximised to activate deep learning among self-regulating learners and promote equity of learning outcomes for all learners.

    Download: Full report (PDF 193 kB)

  38. Holley, Viki

    Onehunga Primary School

    Investigate wellbeing programmes and initiatives in schools, with the aim of increasing wellbeing of students and staff, enhancing kāhui ako and school programmes, and better student achievement outcomes for all learners, particularly priority learners.

    Download: Full report (PDF 215 kB)

  39. Hookham, Martin

    Korokoro School

    Investigate the quality of transition for students from our small primary context to a large secondary context.

    Download: Full report (PDF 198 kB)

  40. Huddleston, Lynne

    Pahiatua School

    Inquire into the critical success factors required for strengthening collective teacher efficacy and collaborative practice, to enhance learner and teacher success and wellbeing.

    Download: Full report (PDF 89 kB)

  41. Isaacson, Robyn

    Flaxmere Primary School

    Research the relationship between principals and boards of low-decile schools, the role of the principal as the educational adviser to the board, the ways boards are trained, and the role of the principal in this training.

  42. Jennison, Susan

    Westburn School

    Visit schools that employ bilingual support workers, in Auckland and Southland, to discuss ways they've been able to connect families from different ethnic backgrounds to their school community.

    Download: Full report (PDF 204 kB)

  43. Jones, Phil

    Maraekakaho School

    Visit kāhui ako that have strengthened transitions from early childhood to school and from primary to secondary, with a focus on culturally responsive practices that support transitions for students who identify as Māori, to be successful as Māori.

  44. Joyce, Andrea

    Tisbury School

    Document the impact of undertaking an 18 month e-learning programme that promoted accelerated pathways of change towards equity, excellence and belonging for learners.

    Download: Full report (PDF 3 MB)

  45. Kaiser, Peter

    Tirimoana School

    Research perceived successes and challenges in establishing and sustaining communities of learning, with particular reference to early adopter kāhui ako.

    Download: Full report (PDF 227 kB)

  46. Kemp, Andrew

    Broomfield School

    Look at the extent of, success, and participation in learning languages in schools in the region.

    Download: Full report (PDF 424 kB)

  47. Kenny, Simon

    Fergusson Intermediate (Trentham)

    Collect, compare, and analyse a variety of school curricula, charters and strategic plans to explore how different schools strategically lay out and work through learner pathways and how their school vision and values, alongside the key competencies and cultural competencies, are reflected in these documents.

  48. King, Pam

    Wairau Valley Special School

    Investigate how students in the mainstream with special learning and behavioural challenges can have their learning needs supported in an Innovative Learning Environment.

    Download: Full report (PDF 322 kB)

  49. Kinley, Scot

    Bromley School

    What are the ways that school leaders grow a culture of learning that develops children's and staff competencies to thrive in a rapidly changing digital world?

  50. Knell, Vicki

    Omokoroa Point School

    Investigate a positive psychology in schools, teacher and student wellbeing, and the development of Healthy Schools.

  51. Livingstone, Sharon

    Otatara School

    Engage in professional learning in relation to the development of ecological identity and literacy as a means to support and enhance culturally sustainable practices in our school.

  52. Luckin, Dee

    St John Bosco School (New Plymouth)

    Find out what makes true collaboration, and better understand how professional collaboration can make a difference to student achievement.

    Download: Full report (PDF 226 kB)

  53. Mackintosh, Anne

    Greerton Village School

    Research elements of bilingual education, with a view to establishing a bilingual class at our school.

    Download: Full report (PDF 705 kB)

  54. Macnee, Kaylene

    Pinehaven School

    Research the use of learner profiles in schools and how these can be used for self, peer, teacher assessment and to support transitions between classes and to intermediate.

    Download: Full report (PDF 244 kB)

  55. Malones, Lisa

    Mangaroa School

    Explore how schools are engaging with parents to increase both parent and student resilience around education, particularly in the junior school.

    Download: Full report (PDF 1 MB)

  56. Marshall, Debbie

    Dairy Flat School

    Visit other schools that may use programmes around trauma informed education practices.

  57. Marshall, Karleen

    Te Wainui a Rua

    Investigate the impact our localised curriculum Te Marautanga o Te Kura o Te Wainui-a Rua on past, present and future akonga.

  58. McCallum, Mark

    Taonui School

    Research the possible methods of adopting a Growth Mindset pedagogical approach to leaching and learning in order to reduce curriculum anxiety.

    Download: Full report (PDF 195 kB)

  59. McCambridge, Elaine

    New River Primary

    Research relating to transitioning children with learning support needs from early childhood education to the school environment.

    Download: Full report (PDF 206 kB)

  60. McIntyre, Vicki

    Hinds School

    A research-based change project, relating to a Master of Contemporary Education, to develop pedagogical practice to create an environment that encourages students to be agentic through cognitive engagement, to move from being passive to active learners.

    Download: Full report (PDF 503 kB)

  61. McKay, Jo

    Holy Family School (Wanaka)

    How do I, as a school leader, best provide specialist teaching and provisions for students identified with Specific Learning Disorders in our school?

    Download: Full report (PDF 505 kB)

  62. McMurray, Karen

    Randwick Park School

    Read relevant texts from the Reggio Emilia philosophy for learning, and attend the conference in Melbourne.

  63. Mill, Michele

    Monte Cecilia Catholic School

    Investigate successful interventions, authentic experiential learning environments, and cultural settings that could have an impact on educational outcomes for English language learners, predominantly Pacific.

  64. Mirams, Sarah

    East Tamaki School

    Investigate how to shift the school from a predominant focus on student voice to developing a culture of student agency, where students will be leaders of change and have an authentic partnership role in strategic decision making.

    Download: Full report (PDF 982 kB)

  65. Mitchell-Bain, Melissa

    Bradford School

    Further research theories and best practice in trauma-sensitive, wrap-around and growth mindset approaches, to examine how this pedagogy can contribute to the development needs of our students who exhibit severe behaviours that impact on their own and other's learning.

  66. Mulcahy, Peter

    Browns Bay School

    Investigate the design options that best suit our school context, in particular our pedagogical beliefs and practices, to ensure even better outcomes for student learning.

    Download: Full report (PDF 714 kB)

  67. Nicholson, Andrea

    Katikati Primary School

    Visit other schools, talk to local RTLBs, and look at current research regarding provisions for special needs education.

  68. Nikora, Kim

    Thames South School

    Engage with all our schools to gather data on progress made to date in relation to our kāhui ako high-level plan actions and the shifts in teacher practices. Identify the driving forces that supported our progress towards our expected outcomes and ways we were able to overcome the restraining forces along the way.

    Download: Full report (PDF 603 kB)

  69. Nolian, Andrew

    Wainui Beach School

    Research whether the transition to school and formal learning is enhanced by a period of the day being play-based learning (PBL), what other schools' programmes consist of and what aspects work best for students.

  70. Owers, Maria

    Rosehill Intermediate

    Research the concept of hauora for staff and students and investigate evidence-based programmes in schools that support student and staff hauora.

  71. Parsons, Dave

    Riverlands School

    Undertake further study on effective leadership practices, with the goal of developing my own leadership skills.

  72. Patterson, Karen

    Inglewood School

    Undertake collaborative action research on developing collaborative leadership across multiple education sites and how to best support collaborative leadership.

    Undertaken with Kim Waite. View report here.

  73. Pauling, Dave

    Richmond View School

    Explore best practice for our new area school, looking specifically at years 7-13 curriculum, with an emphasis on personalised learning. 

    Download: Full report (PDF 82 kB)

  74. Payne, Anneta Maree

    Kaitangata School

    Visit a number of New Zealand rural schools to explore how student agency can be enhanced in single-cell classrooms.

  75. Peck, Debra

    Riverdale School (P North)

    Inquire into the critical success factors required for strengthening collective teacher efficacy and collaborative practice, to enhance learner and teacher success and wellbeing.

    Download: Full report (PDF 89 kB)

  76. Peterson, Brigid

    Ardmore School

    Investigate a range of successful pedagogical approaches to teaching mathematic in years 1-8, with a focus on the development of mathematical inquiry.

  77. Plowright, Trish

    Elm Park School

    Develop my understanding of how to continue to encourage my staff to reconstruct the learning environment to better serve the interests of those in the classroom, where a diverse group of students and their teacher form a community of learners.

    Download: Full report (PDF 577 kB)

  78. Preddy, Mark

    Romahapa School

    Investigate and visit schools to help update our vision and practices to reflect a growth mindset and student agency, and help ensure students experience future-focused, authentic learning.

  79. Rate, Nick

    Russell Street School

    Look at innovative ways to assess and report on learning and achievement, and how this process can embrace our school vision: Empowering agency, innovation and leadership. 

    View sabbatical report

  80. Riceman, Gregory

    Raureka School

    Investigate how culturally responsive learning approaches and changing pedagogies are catering for the wellbeing of students and improving achievement and outcomes for priority learners.

    Download: Full report (PDF 691 kB)

  81. Roebuck, Gregory

    New Lynn School

    Research how principals lead the pedagogy required for teachers to meet the learning needs for priority learners in Innovative Learning Environments.

    Download: Full report (PDF 376 kB)

  82. Rowan, Clare

    Hawera Christian School

    Investigate modern teaching and pedagogy and physical aspects of innovative learning spaces, with reference to how they can be adopted in a two-teacher rural school and how children with particular learning needs are catered for.

    Download: Full report (PDF 2 MB)

  83. Sampson, Dave

    Ranzau School

    Research and develop shared understanding of the questions: What is agency? What could it look like in our context and curriculum? What could it look like a different ages or stages of learning?, to design a local curriculum that reflects students' needs.

  84. Shepherd, Paul

    Maunu School

    How do schools encourage all members of the school community to be fully integrated, especially while recognising a changing ethnic diversity? How do we welcome and include families into the school and value their diverse cultures? What activities and processes do schools have to ensure full and meaningful inclusion of all ethnic groups, in particular from India and Asia?

  85. Simes, Geoff

    Durie Hill School

    Extend my knowledge about the implementation of Positive Behaviour for Learning (PB4L) school development, to strengthen my ability to lead this development within our school.

  86. Spittle, Natasha

    Drummond Primary School

    Research parent engagement initiatives in Southland schools.

    Download: Full report (PDF 190 kB)

  87. Stechman, Dion

    Glentunnel School

    Collect, reflect upon, collate and share information on how to meet the needs of a future-orientated 21st Century learner in the primary education sector.

    Download: Full report (PDF 789 kB)

  88. Stiles, Bob

    Owhata School

    Look at examples of successful schools that are coming together within communities to make a difference to student achievement outcomes, overseas and in NZ.

  89. Sutton, Brenda

    Waitaria Bay School

    Research sustainable leadership in rural and remote schools.

  90. Tawhiti, Jade

    Patumahoe Primary School

    Investigate tuakana-teina concepts and their correlation to reciprocal and peer learning strategies to lift the achievement of our Māori students.

    Download: Full report (PDF 441 kB)

  91. Tyson, Ariana

    Naenae Intermediate

    Work closely with local schools, Māori and Pasifika ORS students and their whānau, to determine best practice for transition for Māori and Pasifika ORS students into our school.

  92. Vohra, Veena

    Mission Heights Primary School

    A privileged opportunity – lessons learnt as a foundation principal of a complex urban primary school.

    Download: Full report (PDF 109 kB)

  93. Waite, Kim

    Toko School

    Undertake collaborative action research on developing collaborative leadership across multiple education sites and how to best support collaborative leadership.

    Download: Full report (PDF 4 MB)

  94. Wallace, Vanessa

    Awahono School - Grey Valley

    Research the importance of student and teacher wellbeing in our schools, especially our small rural schools, and how this can have an impact on student engagement and achievement, with a focus on our priority learners.

  95. Wemyss, Rob

    Clifton Terrace School

    Inquire into the effectiveness of play-based learning and how best to implement this. Investigate effective methods that ensure children transition from the Te Whāriki curriculum to the NZ Curriculum in a seamless way that nurtures their creativity and resilience to learning and collaboration.

    Download: Full report (PDF 375 kB)

  96. Westfield, Jan

    Rawhitiroa School

    Complete Masters of Education in professional learning. Look closely into why some professional learning and development is more sustainable than others.

  97. Weston, Paula

    Dyer Street School

    Visit successful tier 2 PB4L schools, locally and in the lower North Island, interviewing school leaders and teachers, and review data and available documentation.

    Download: Full report (PDF 142 kB)

  98. Windsor, Bu

    View Hill School

    How can we enable learner capacity through making connections between neuroscience and our pedagogical practice?

    Download: Full report (PDF 670 kB)

  99. Witheford, Ben

    Shotover Primary School

    Study the Cynefin Framework as an approach for solving problems.

    Download: Full report (PDF 2 MB)

  100. Wolfgram, Lana

    Totara Grove School

    Further research and write up a case study of the student wellbeing and resilience building programmes that we have developed in our school over the past two years.

    Download: Full report (PDF 673 kB)

  101. Woods, Joan

    St Francis Xavier School (Tawa)

    Investigate culturally sustainable pedagogical practices around collaboration, by focusing on collaborative practices that will provide the best outcomes for all learners.

  102. Young, Bruce

    Holy Cross School (Papatoetoe)

    Investigate pedagogical shifts caused by the implementation of kāhui ako, specifically approaches to increase the success of Māori and Pacific priority learners.

  103. Zonnevylle, Steve

    Gleniti School

    Investigate practical ways that will improve the overall retention rates of experienced, effective principals and to enhance my enthusiasm for school leadership.