Learning Schools is an approach to improve valued student learning outcomes by working in partnership with schools.
This is a professional learning and development version of the Learning Schools Model, tested and refined in 5 countries, including Aotearoa New Zealand, since the early 2000s by Waipapa Taumata Rau | University of Auckland’s Te Pūtahi Whakatairanga Hapori Ako Angitu | Woolf Fisher Research Centre (Te Pūtahi). The model has resulted in significant improvements in outcomes for student at both primary and secondary schools.
About the course
Learning Schools is enacted in three phases that build on each other. Throughout each phase, teachers, school leaders, and researchers/facilitators work together in professional learning communities.
Phase 1 – Profiling & Data Analysis
During this phase, school leaders, teachers, and the Learning Schools team work collectively to analyse student learning outcomes, understand and test what could be related to these outcomes; and collectively develop strategies based on these analyses.
School leaders’ and teachers’ knowledge and skills are developed through this process.
Phase 2 – Resourcing
Collaborative analysis continues, and resourcing is provided to build on strengths and deepen school leaders’ and teachers’ knowledge and skills in the areas of need identified in Phase 1.
The impact is assessed and refined, with Professional Learning for Phase 3 developed based on the analysis of the data and school leader feedback.
Phase 3 – Sustainability
Collaborative analysis and resourcing continue where necessary but is extended by focusing on how to sustain the new knowledge and processes gained.
The aim of this final phase is to have school leaders, teachers, researchers, and facilitators collaboratively analysing data and developing practices to sustain the intervention.
Learning Schools is designed for educators who are trying to improve valued student learning outcomes in complex or challenging situations and want to find solutions in consultation with other teachers, leaders, researchers, and facilitators. Through this process you can co-design interventions to solve difficult issues in the context of your own school.
The co-designed interventions build on the existing capability, strengths, and knowledge of teachers and school leaders, but also strengthen and develop new knowledge and capabilities. Knowledge and skills that are typically strengthened include: data literacy and data systems, assessment, pedagogical content knowledge, and teaching and leadership practice. You can undertake it with clusters of schools experiencing a similar problem, individual schools, or even groups within a school.
Over an approximate 12-18-month period, the Learning Schools team comprising Tui Tuia consultants and Te Pūtahi team will partner with schools to develop a collective understanding of how to improve valued student learning outcomes.
Funding can be accessed via the Ministry of Education’s Regionally Allocated Professional Learning Development (RA-PLD).
Lai, Mei Kuin, McNaughton, Stuart, Jesson, Rebecca,& Wilson, Aaron. (2020). Research-practice partnerships for school improvement: The Learning Schools Model. UK: Emerald Publishing Ltd
Literacy and Numeracy
Enhancing and expanding teachers’ capabilities to lead literacy and numeracy learning.
Helping teachers and kaiako build cultural capability to accelerate learning outcomes for Pacific learners.
Growing, strengthening and advocating for language learning and use, and sustaining heritage languages in schools.
Te Whanau Māioha
Learning and mentoring solutions that empower kāhui ako, kaiako and tumuaki to achieve stronger culturally-sustaining outcomes for ākonga/