Teacher appraisal systems in New Zealand have historically emphasised accountability, often at the expense of professional development. This study examines how appraisal processes in two primary schools integrate accountability with developmental goals to support teacher growth. Using a qualitative case study approach, data were collected through semi-structured interviews, participant observations, and document analysis. Thematic analysis revealed that a deeply embedded culture of learning—driven by transformational, pedagogical, and distributive leadership—was central to this integration. School leaders fostered pedagogical improvement through reflective practices, feedback, dialogue, and collaborative inquiry. Mentorship and teaching portfolios emerged as key mechanisms, enabling continuous professional growth and self-assessment while reinforcing accountability. Findings indicate that appraisal systems grounded in collaborative learning, intentional leadership, and reflective practice can move beyond compliance to become powerful tools for teacher development. The study contributes to appraisal reform discourse by demonstrating how schools can reframe accountability as a developmental opportunity, providing practical insights for policymakers, school leaders, and educators seeking to balance evaluation with professional growth.
Peer mentoring in higher education is increasingly recognised as an effective strategy to support students’ transition, social integration, and academic success. This review synthesises recent literature on peer mentoring programmes across diverse student populations and institutional contexts. Evidence shows that well-designed programmes benefit both mentees and mentors: mentees receive guidance on academic expectations, social and personal support, and increased confidence, while mentors develop leadership, communication, and professional skills. Key trends include the shift toward small-group formats, reciprocal learning relationships, and structured programmes with clear objectives, deliberate mentor selection, and formal training. Peer mentoring initiatives can target academic, social, wellbeing, or professional development goals, allowing multiple programmes to coexist within a single institution. Overall, the literature highlights peer mentoring as a versatile and impactful approach for enhancing student engagement, retention, and holistic development, supporting its continued implementation in higher education.
This editorial relflects on the negative impact resulting from the education policy ping-pong between short election cycles in Aotearoa New Zealand and proposes a more stabelising situation through placing education system decision making and policies one step removed from the political flavour of the day through professional, research informed institutions to work in collaboration with the Ministry of Education, using the Finnish system as an example.
This paper investigated Omani international students’ perceptions of peer interaction in multicultural group work during their undergraduate studies at a university in New Zealand. To gather data, a sample of twelve Omani international students were invited to participate in semi-structured interviews using open-ended questions. Data were analysed using thematic analysis. Findings suggest that students were generally satisfied with their experiences in multicultural group work, viewing it as an opportunity to interact with classmates, collaborating with peers from diverse backgrounds, and offering ways to expand interaction outside the classroom. However, limited interaction in group work was associated with issues that led to dissatisfaction. These issues included disappointment due to the language barrier, differences in students’ different academic levels and commitments, and difficulty in maintaining friendships after completing group tasks. The findings advance our knowledge of the dynamics of multicultural group work and have implications for international students, pedagogy and educators within tertiary education.
The opinion piece presented here is an edited version of an open letter written to the Teaching Council of Aotearoa New Zealand, dated 13th April 2026, asking for their draft Inclusive Teaching Practice Guidance (ITPG) to be explicitly dedicated for the disabled, including neurodiverse learners, as opposed to ‘all’ learners.
Trust is highly valued in schools and has been linked to factors that support innovation, wellbeing and high student achievement (Bryk & Schneider, 2002; Sun et al., 2023; Tschannen-Moran & Gareis, 2015). The purpose of the research study this article is based on was to identify how sustaining trust through unexpected change differs from building trust, and therefore what actions are required from school principals during these disruptions. Data from an anonymous survey of New Zealand secondary school teachers revealed how important they thought different facets of trust were and what advice they would give to principals when building trust versus sustaining trust. It was found that honesty was ranked highest for both. In addition, the most frequent advice to principals centered on acts of benevolence when both building and sustaining trust, followed by openness. Teachers also valued principals remaining calm during uncertainty. Their advice also shifted from building an individual relationship with the principal when establishing trust, towards looking after the team collectively when sustaining trust. The implications of this research are that principals need to be aware of the impact of their actions during unexpected changes, focusing on the wellbeing of all and providing certainty to teachers by taking a consistent, calm, and transparent approach.
Planetary health is a relatively new concept in health sciences. Although there are natural synergies between public health and planetary health, to date little has been written regarding the specific ways in which public health tertiary education might prioritise the teaching of planetary health within its curricular. In this discussion paper, we begin with an overview of the origins of planetary health and how it has been taken up by the health professions. We then move the discussion to consider how it might fit with a public health education agenda, and existing concepts and issues with respect to planetary health. Drawing on the literature and an overview of existing planetary health tertiary education and evaluation, we propose ways in which planetary health can be prioritised in the delivery of public health tertiary education, particularly within the context of Aotearoa New Zealand, to contribute to the health and well-being of both people and the planet.
When I receive correspondence from students in my writing classes, I wonder if it is representative of my teaching or of the class’s capabilities. Reflecting on that dynamic, I designed a study to assess if I needed to modify either what I need to teach or how I perceive students’ capabilities (or something in between). My data suggest that my students are more than capable of identifying shifts in tone for power-distance communication and that I therefore need to be aware of negativity dominance.
It is not easy to be an educator in 2025 in Aotearoa New Zealand. Amidst a variety of pressures, many educators continue to see their role as not merely a job but rather a privilege to guide, support, and empower future generations. However, while teaching is never ‘easy’, it seems that attacks on education, educators, and widely shared values in education such as equity, fairness, and a commitment to Te Tiriti o Waitangi have been relentless in the policyscape over the last 12-18 months. Looking back at the past two editorials in Teachers’ Work, we critiqued the progressing privatisation and commercialisation of education (Couch et al., 2024), and the ongoing attempts of the current government to undermine Te Tiriti o Waitangi as a foundational document of our government and society (Jones et al., 2024). As Alwyn Poole opines in The Post (Poole, 2025), our education system appears to be in decline on multiple levels and none of the recent successive governments have made any substantial inroads that would address key issues, such as “an overworked and under-appreciated teaching profession; a general over-reliance on market-driven policy; a culture of testing, measurement and accountability; ongoing equity and access issues; and a lack of urgency in preparing students for the 21st century” (Baker, 2023, p. 14). Although one can argue that much has changed in recent years, these issues remain or indeed are being exacerbated.
This teacher reflection explores how the quality of leadership and mentoring relationships shapes the ākonga (student) experience within Initial Teacher Education (ITE) programs, with a focus on the Bachelor of Early Childhood Education. Drawing from both managerial and lecturer perspectives, it examines how embodied and relational leadership practices, rooted in empathy, authenticity, and reflective dialogue, foster professional identity, resilience, and confidence in ākonga. The authors argue that effective mentoring is not confined to formal settings but often emerges through everyday interactions that create safe and inclusive spaces for growth. By modelling vulnerability and engaging in reciprocal relationships, leaders and lecturers support ākonga in bridging theory and practice, navigating classroom challenges, and developing a strong sense of belonging. The article concludes that leadership, when enacted with the whole self, becomes a transformative force that not only enhances learning outcomes but also inspires future educators to lead with integrity and connection throughout their professional journeys. (Corrected version March 2026)
Preparation of Primary teachers to deliver the Arts in schools continues to receive attention, particularly as the shortage of educators becomes more prevalent. This paper seeks to examine the preparedness of teachers undertaking Initial Teacher Education (ITE) across three Australian Institutions (n=120). The authors explore ‘How does ITE preparation influence teacher confidence, perceived subject value, and readiness to deliver Arts education in primary schools?’ Drawing on responses from an anonymous online survey, descriptive analyses presents the high value placed upon the arts by teachers, while similarly indicating differences between perceptions of preparedness to teach and perceived confidence to teach the Arts. Findings across cohorts are presented, raising issues for future ITE subject design combined with longer term considerations for the sustained integration of the arts.
Communication in educational and community contexts often hinges not just on what is asked but why and how it is asked. This article introduces Sudhan’s Question Intent Matrix, a novel 2x2 framework for interpreting the emotional and intentional layers behind questions. The matrix is defined by two axes – Emotional Energy (ranging from defensive, low-openness to curious, high-openness) and Intent (ranging from an intent to influence to an intent to understand) – yielding four quadrants of question types: Curious Questions, Check-in Questions, Challenge Questions, and Control Questions. Grounded in communication theory and pedagogical practice, the model builds on foundational ideas including Speech Act Theory, intent-based communication principles, Socratic questioning, and Edgar Schein’s concept of Humble Inquiry. I propose that by “listening for intent” behind questions, educators and community practitioners can respond more effectively, fostering better understanding, empathy, and critical dialogue. The article details the theoretical underpinnings of the matrix, describes each quadrant of the framework, and discusses its practical implications for enhancing communication and learning in educational and community support settings.
In White Collar: The American Middle Class, C Wright Mills describes teachers as the “economic proletarians of the professions” (1959, pg. 129). His argument is that despite the professional status and salary, teachers have little control over the conditions or realisation of their work. Mills’ claim is a fitting provocation in the context of the recent refresh (2023) and subsequent rewrite (2025) of the English curriculum. More to the point, Mills’ view of teachers as ‘state labour’ raises (at least) two questions about the role of teachers in relation to state policy.
This article presents a contextualised case study developed in response to the persistent complexities of supporting mentoring teachers. Recognising the multifaceted challenges inherent to mentorship, this study trialled a digital platform (pataka.ac.nz) designed to alleviate pressures such as time constraints and professional isolation. The platform provided a digital collection of resources to support mentoring conversations and fostered connection among mentors through collaborative resource generation and sharing. Additionally, student teachers played a key role in distributing resources, enabling mentors to access materials as needed. The findings emphasise the importance of accessibility, collaboration, and coordinated actions in addressing mentoring challenges and strengthening professional practice. While no single solution exists, this case study highlights the potential of interconnected research and practice initiatives, including digital platforms, to positively support mentor development and enhance mentoring relationships.
This literature review serves as the foundation for a doctoral research project that examines the intersection of educational leadership, gender, and equity in education in New Zealand’s context with specifical focus on women teacher leaders in math and science disciplines. Despite the growing recognition of the significance of leadership in fostering equitable learning environments (Galloway & Ishimaru, 2017), our understanding of the practical implementation of equity on school level remains underexplored. Particularly, little is known regarding the use of leadership abilities by women teacher leaders within school context in science and math subjects. Grounded in both positioning (Davies & Harré, 1990) and equity-oriented leadership (Theoharis, 2007) frameworks, the below literature review discusses how women teacher leader’s identities, professional agency, and institutional cultures contribute to transformative educational practices towards achieving equity in their disciplines. Through this approach, this article aims to extend the existing discussions about teacher leadership by highlighting how women teacher leaders engage with equity related concerns in math and science education.
This article examines Indigenous children’s rights and early learning through a framework grounded in Te Tiriti o Waitangi, mātauranga Māori, and international Indigenous education policy. Drawing on the United Nations Convention on the Rights of the Child and the United Nations Declaration on the Rights of Indigenous Peoples, it argues that children’s rights cannot be meaningfully realised without Indigenous authority over language, culture, and education. Situated in Aotearoa New Zealand, the paper critiques the dominance of Western developmental models in early learning and positions Māori concepts of relationality and kaitiakitanga (guardianship) as foundational to rights-based pedagogy. Comparative examples from Hawai‘i, Canada, and Australia illustrate how Indigenous-led governance and language frameworks operationalise children’s rights through community authority rather than institutional inclusion. The article concludes that genuine transformation requires structural change beyond symbolic recognition, including shared governance with Indigenous communities, mandated professional learning in Indigenous pedagogies, and policy frameworks that centre Indigenous knowledge systems as foundational rather than supplementary.
The upholding of children’s rights to develop their identity as citizens in a bicultural country is contingent with teachers’ capacity to co-construct bicultural curriculum with children and whānau in ECE. Te Whāriki provides a framework around which teachers can work with whānau and children to localise teaching and learning experiences. In doing so, they are able to promote conditions for teaching and learning where the unique mātauraka and reo of mana whenua may thrive and a context within which children’s languages, identities and cultures are supported to flourish. But, how do teachers hold themselves to account and build their collective knowledge and practice to lead teaching and learning in this way? This study investigates how kaiako used a structured professional learning framework (DWR) to intentionally uphold children's rights to bicultural curriculum, as outlined in Te Whāriki and international rights conventions.
This opinion piece examines how professional development initiatives in higher education can facilitate transformation grounded in Te Tiriti o Waitangi. Drawing on experiences at Massey University, we explore how resistance, relationality, and contextual approaches can advance meaningful engagement with Te Tiriti o Waitangi beyond compliance frameworks. We argue that resistance offers productive entry points for deeper dialogue when met with pedagogical approaches centred in manaakitanga and whakawhanaungatanga. Tuakana-teina relationships provide essential relational structures that honour both experienced voices and emerging perspectives, creating communities of practice where treaty literacy evolves through reciprocal exchange. Context-specific approaches that connect treaty principles to disciplinary practices and institutional systems foster sustainable transformation across research, teaching, and leadership domains. This work moves beyond simplified interpretations toward an understanding that centres both the provisions and principles of Te Tiriti o Waitangi, acknowledging its political, cultural, and legal significance. These insights contribute to global conversations about decolonising education, supporting Indigenous rights, and reimagining higher education as sites of relational justice where collective responsibility replaces symbolic gestures and compliance checklists.
This article examines how early childhood education (ECE) settings in Aotearoa New Zealand can serve as counter-hegemonic spaces that affirm tamariki identities, languages, and cultural rights. Grounded in Gramsci’s theory of cultural hegemony and Freire’s pedagogy of the oppressed, it argues that ECE environments are not neutral but often reproduce Eurocentric norms through English dominance, Western developmental frameworks, and monocultural rituals. Policy frameworks including Te Whāriki (2017), Tapasā (2018), Ka Hikitia (2020), and the Action Plan for Pacific Education (2020), alongside the United Nations Convention on the Rights of the Child (UNCRC), provide a foundation for resisting these hegemonies and sustaining diverse cultural worldviews. Drawing on practice examples such as pūrākau, whānau-led weaving, and culturally-sustaining arts, the article illustrates how kaiako and communities can co-construct transformative learning environments. It also identifies challenges, including tokenism, inconsistent teacher capability, and persistent privileging of English and Western developmental norms. The article contends that intentional, critically reflective pedagogy is vital for embedding cultural rights as foundational to ECE. By engaging with counter-hegemonic practice, kaiako can transform kindergartens into liberatory cultural spaces where tamariki thrive as confident, culturally grounded learners.
In this article we review the Draft Inclusive Teaching Practice Guidance (ITPG) from the Teaching Council (2025a). This is the Council’s third guidance book, after providing Tātaiako for Māori learners, and Tapasā for learners from the Pacific. The main focus of the ITPG for registered kaiako/teachers is strengthening their inclusive practice, and while it is very much about disabled learners, it also views inclusion in the broadest sense. We review the ITPG against the opportunities for supporting active participation of all learners, and where it sits alongside the revised Standards for the Teaching Profession released in 2025. The ITPG does not take an explicit rights oriented approach like many previous inclusive practice frameworks, but instead works to provide an interpretation of the Standards for kaiako working in Aotearoa New Zealand to use. However because of this lack of an explicit rights orientation, there is a very real danger that kaiako will view embedding the ITPG in practice as something they can opt in or out of doing as they feel fit, rather than this being an important professional obligation grounded in the inalienable right that all tamariki and rangatahi possess to an equitable and inclusive education. Without this obligation, it is possible for teaching practice to be overwhelmed by other institutional and policy drivers of practice. Thus in a more rights focused, mana enhancing political context, the ITPG could become a critical means for transforming inclusive practice. However, so too could it easily be made irrelevant by marginalising, discriminatory, exclusionary policy and power dynamics in play within Aotearoa New Zealand’s education system, such as we collectively find ourselves navigating at the moment.
