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1. Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis

   Alton-Lee. A. (2003). Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis. Wellington: Ministry of Education.See also the series of BES Exemplars: Quality Teaching/Ngā Kete Raukura – Ngā Tauira: He Ako Reikura, by Alton-Lee and others. Quality Teaching for...

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   Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis

   Alton-Lee. A. (2003). Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis. Wellington: Ministry of Education.

   See also the series of BES Exemplars: Quality Teaching/Ngā Kete Raukura – Ngā Tauira: He Ako Reikura, by Alton-Lee and others.

   Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis is framed around the concept of 'diversity'. It rejects the idea that we can segregate students into groups who are 'normal' or 'other'. Working from that inclusive frame, it identifies ten characteristics of teaching that are strongly associated with improved outcomes for diverse learners.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Understanding inclusion, Effective schools, Audit, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Alton-Lee, A. 2003 Wellington: Ministry of Education.

2. BES Exemplars: Quality Teaching/Ngā Kete Raukura – Ngā Tauira: He Ako Reikura

   A series of BES Quality Teaching exemplars has now been published by the Ministry of Education. The exemplars demonstrate: the nature of highly effective teaching the professional learning, leadership, and educationally powerful connections with families, whānau, and communities that support...

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   BES Exemplars: Quality Teaching/Ngā Kete Raukura – Ngā Tauira: He Ako Reikura

   A series of BES Quality Teaching exemplars has now been published by the Ministry of Education. The exemplars demonstrate:

   • the nature of highly effective teaching
   • the professional learning, leadership, and educationally powerful connections with families, whānau, and communities that support such teaching.

   They show real people in real schools translating research into practice and generating new evidence for you to consider. This widened focus has led to the identification of eleven dimensions of quality teaching. The exemplars incorporate tools that teachers and school leaders can use to engage with the content and consider its application to their practice. These include an adapation of the inquiry and knowledge-building tool.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Understanding inclusion, Effective schools, Audit, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Alton-Lee, A., and others 2012 Wellington: Ministry of Education.

3. Leading Learning – the BIGgest Picture

   The Tauranga Moana learning community is a cluster of schools in the Bay of Plenty that share a focus on improving outcomes for Māori learners by using e-learning to foster learning for both teachers and students. This link is to...

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   Leading Learning – the BIGgest Picture

   The Tauranga Moana learning community is a cluster of schools in the Bay of Plenty that share a focus on improving outcomes for Māori learners by using e-learning to foster learning for both teachers and students. This link is to a bundle of resources on values-based school development that the cluster is using with the support of their developer, Julia Atkin.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Leading change, Building inclusive school cultures

   Contributed by:

   Tauranga Moana Learning Community .

4. BES (Best Evidence Synthesis) Iterative Programme – Hei Kete Raukura

   The Iterative Best Evidence Synthesis (BES) programme brings together research-based evidence from New Zealand and elsewhere to explain what works in education and why for diverse (all) learners in schooling, focusing particularly on what makes a bigger difference for Māori...

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   BES (Best Evidence Synthesis) Iterative Programme – Hei Kete Raukura

   The Iterative Best Evidence Synthesis (BES) programme brings together research-based evidence from New Zealand and elsewhere to explain what works in education and why for diverse (all) learners in schooling, focusing particularly on what makes a bigger difference for Māori and Pasifika learners. Five BES reports have been published to date. These are:

   • School Leadership and Student Outcomes/He Kura Rangatira BES by V. Robinson, M. Hohepa, and C. Lloyd
   • Effective Pedagogy in the Social Sciences/Tikanga ā iwi BES by G. Aitken and C. Sinnema
   • Teacher Professional Learning and Development BES by H. Timperley et al.
   • Effective Pedagogy in Mathematics/Pāngarau BES by G. Anthony and M. Walshaw
   • Quality Teaching for Diverse Students in Schooling by A. Alton-Lee.

   Recent BESs feature vignettes and cases that bring their findings to life. Three have been summarised by the The International Academy of Education (IAE). These are:

   • Teacher Professional Learning and Development/Te Kaupapa Whakaako, Whakapakari Kaiako
   • Effective Pedagogy in Mathematics/Te Ako Pāngarau Whaihua
   • Effective Pedagogy in Social Sciences/Tikanga ā Iwi.

   The BES Exemplars are a recent development. Each exemplar describes how educators have successfully implemented a particular teaching approach and explains the conditions that enabled success. They are designed to help you implement a collaborative approach to ongoing school improvement that is responsive to diverse (all) learners.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Leading change, Understanding inclusion, Effective schools, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Ministry of Education.

5. The Cultural Self-Review: Providing Culturally Effective, Inclusive Education for Māori Learners

   Bevan-Brown, J. (2003). The Cultural Self-Review: Providing Culturally Effective, Inclusive Education for Māori Learners. Wellington: New Zealand Council for Educational Research. (Available for purchase from the publisher.) The Cultural Self-Review provides a structure and process that teachers from early childhood...

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   The Cultural Self-Review: Providing Culturally Effective, Inclusive Education for Māori Learners

   Bevan-Brown, J. (2003). The Cultural Self-Review: Providing Culturally Effective, Inclusive Education for Māori Learners. Wellington: New Zealand Council for Educational Research. (Available for purchase from the publisher.)

   The Cultural Self-Review provides a structure and process that teachers from early childhood centres through to secondary schools can use to explore how well they cater for Māori learners, including those with special needs.

   Central to the book is a cultural input framework that provides a set of principles for analysing programme components, (environment, personnel, policy, processes, content, resources, assessment, and administration). While emphasising practical ideas, the author cautions users not to take a recipe-book approach. She suggests that schools use the ideas as a springboard for discussion and for developing school action plans with strategies that meet their particular needs. In line with the framework’s eight guiding principles, she stresses the importance of including parents, whānau, and community members, including kaumātua, in a school’s cultural self-review.

   The book also includes a 'stairway to cross-cultural competence' that teachers can use to better understand cultural differences and their impact on learners.

   Resources for:

   Further learning , Taking action

   Relevant to:

   Inquiry and knowledge-building, Leading change, Understanding inclusion, Audit, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Bevan-Brown, J. 2003 Wellington: New Zealand Council for Educational Research.

6. He Waka Tino Whakarawea: A Model for Evaluating the Cultural Appropriateness and Effectiveness of Programmes and Services for Māori Learners both With and Without Special Needs

   Bevan-Brown, J. (2011). “He Waka Tino Whakarawea: A Model for Evaluating the Cultural Appropriateness and Effectiveness of Programmes and Services for Māori Learners both With and Without Special Needs”. Kairaranga. NZ Journal of Educational Practice, 12(2), pp. 27–35.Abstract:  This article...

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   He Waka Tino Whakarawea: A Model for Evaluating the Cultural Appropriateness and Effectiveness of Programmes and Services for Māori Learners both With and Without Special Needs

   Bevan-Brown, J. (2011). “He Waka Tino Whakarawea: A Model for Evaluating the Cultural Appropriateness and Effectiveness of Programmes and Services for Māori Learners both With and Without Special Needs”. Kairaranga. NZ Journal of Educational Practice, 12(2), pp. 27–35.

   Abstract:  This article introduces a waka tino whakarawea model for evaluating programmes and services for Māori learners. It is based on a set of underlying principles identified in the author’s 2002 PhD study. Explanations are provided for eight principles: kaupapa Māori; importance, relevance and beneficence; participation; empowerment, tino rangatiratanga and Māori control; accountability; high quality; appropriate personnel and equality and accessibility. Challenges to implementing these principles are outlined and suggestions for overcoming the challenges are shared. A framework containing the principles and 22 associated questions is included, as is a procedure for evaluating, improving or developing programmes and services for Māori learners both with and without special needs. Finally, the waka tino whakarawea metaphor of a well-equipped canoe is explained.

   Resources for:

   Further learning , Taking action

   Relevant to:

   Understanding inclusion, Audit

   Contributed by:

   Bevan-Brown, J. 2011 12(2), pp. 27–35..

7. Index for Inclusion: Developing Learning and Participation in Schools

   Booth, T., and Ainscow, M. (2011). Index for Inclusion: Developing Learning and Participation in Schools. Bristol, England: Centre for Studies on Inclusive Education.This third edition of the Index is available on loan from the IHC library. The second edition, published...

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   Index for Inclusion: Developing Learning and Participation in Schools

   Booth, T., and Ainscow, M. (2011). Index for Inclusion: Developing Learning and Participation in Schools. Bristol, England: Centre for Studies on Inclusive Education.

   This third edition of the Index is available on loan from the IHC library. The second edition, published in 2002, is also available.

   The Index for Inclusion has supported principled school development around the world since its first publication in 2000. Its approach to whole-school improvement is based on the principles of inclusion and is structured around three dimensions: culture, polices, and practices.

   The success of the Index can be judged by the fact that it has been translated into 37 languages.

   You can find more information, including a detailed description, on the CSIE website.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Leading change, Understanding inclusion, Audit, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Booth, T., and Ainscow, M. 2011 .

8. Self-review Tool for Schools: Focus on Students Achieving below Curriculum Expectations in Literacy (Years 1–8)

    Davidson, J. E., Borell, S., and Kaiwai, H. (2010).  Self-review Tool for Schools: Focus on Students Achieving below Curriculum Expectations in Literacy (Years 1–8). Auckland: Real Evaluation. A high proportion of students with ASD achieve below curriculum expectations in literacy. This...

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   Self-review Tool for Schools: Focus on Students Achieving below Curriculum Expectations in Literacy (Years 1–8)

    Davidson, J. E., Borell, S., and Kaiwai, H. (2010).  Self-review Tool for Schools: Focus on Students Achieving below Curriculum Expectations in Literacy (Years 1–8). Auckland: Real Evaluation.

    A high proportion of students with ASD achieve below curriculum expectations in literacy. This tool was developed to support schools to use the inquiry and knowledge-building cycle to better meet the literacy needs of struggling readers and writers. It was developed by a team of literacy experts and tested in an exploratory study involving four Auckland schools.

    It consists of a manual with ten rubrics that schools can use to evaluate how well their literacy approaches and strategies are meeting the needs of their struggling readers and writers.

    Each rubric has six levels that schools can use to rate their current performance. They are intended to prompt 'conversations that matter' about the needs and progress of struggling readers and writers. These are conversations in which teachers and leaders reflect on their practice and how they can make a better difference for the students with the highest literacy needs.

    The suggestions for using the tool emphasise the importance of taking an inquiry approach as they work through the rubrics. The developers recommend beginning with Rubric 9: Accelerated progress in literacy for struggling readers and writers. Two supplementary documents, a Quick Start Guide and Frequently Asked Questions, provide support for this starting point.

    The writers state:

   This will give your school a clear picture of how it’s doing overall and how urgent and serious any shortfalls might be. It’s probably the most important conversation needed to get the inquiry ball going.

   pages 5 and 6

    The tool includes interview protocols and interview questions for capturing the perspectives of all those with a stake in the process: the literacy team, classroom teachers, parents, caregivers, whānau, and the students themselves.

   Resources for:

   Taking action

   Relevant to:

   Inquiry and knowledge-building, Audit

   Contributed by:

   2010 Auckland: Real Evaluation.

9. Educational Leaders

   The  Educational Leaders site supports New Zealand school leaders solve problems and increase their professional learning. The site is a rich repository of information about leadership, change, inquiry, and knowledge building. It includes specific sections on culture, pedagogy and assessment,...

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   Educational Leaders

   The  Educational Leaders site supports New Zealand school leaders solve problems and increase their professional learning. The site is a rich repository of information about leadership, change, inquiry, and knowledge building. It includes specific sections on culture, pedagogy and assessment, and problem solving. There are also practical supports for managing schools effectively.

    A page on Attitudes, values, and ethics provides information and resources for taking moral leadership and setting clear goals that ensure success for all students.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Leading change, Building inclusive school cultures, Evolving inclusive practices

   Contributed by:

   Ministry of Education .

10. Effective RTLB Practice: Annotated Case Studies from Resource Teachers Learning and Behaviour

    Hancox, M., and Macdonald, A. (2011). “ Case Study: Year 6 Student with an Autistic Spectrum Disorder”. In Effective RTLB Practice: Annotated Case Studies from Resource Teachers Learning and Behaviour. Christchurch/Wellington: New Zealand Resource Teachers: Learning and Behaviour Association.New Zealand...

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    Effective RTLB Practice: Annotated Case Studies from Resource Teachers Learning and Behaviour

    Hancox, M., and Macdonald, A. (2011). “ Case Study: Year 6 Student with an Autistic Spectrum Disorder”. In Effective RTLB Practice: Annotated Case Studies from Resource Teachers Learning and Behaviour. Christchurch/Wellington: New Zealand Resource Teachers: Learning and Behaviour Association.

    New Zealand RTLBs Mary Hancox and Annette MacDonald present a case study of an ecological assessment used to foster inclusion for a year 6 student with ASD. The assessment surfaced the issues for the boy, his parents, the teacher, and the peer group. It allowed the co-construction of an intervention that led to whole-school improvement. The outcomes included increased understanding and empathy for the student from staff and peers, and a happier boy whose participation in playground activities increased from 5 percent to 60–70 percent.

    Resources for:

    Taking action

    Relevant to:

    Building inclusive school cultures, Evolving inclusive practices

    Contributed by:

    Hancox, M., and Macdonald, A. 2011 .