School Development

Schools need to identify and document their philosophical and operational positions. The team can provide a range of options to schools to help them identify and organize documentation. These include the charter (including strategic and annual plans), board manuals, policies, procedures (including a staff handbook), curriculum documents and action plans.


An effective learning culture is one in which school personnel love learning, are pro-active and enthusiastic about continuing their own learning, participate in the learning activities and work cooperatively to create a “community of learners”. It is one in which people are honest in their self reflection and in their reviewing of school practices and programmes, they front and resolve difficult issues and genuinely model the behaviours they would like in their students.

Our team is highly skilled in facilitating the development of a strong learning culture through ongoing whole staff development, sharing of current research, principal and deputy/assistant principal professional development groups, leadership and curriculum training.


All team members have had extensive experience in supporting schools to develop charters. The charter is the basis for setting a school’s direction and reflects the philosophical position (vision) of the school and its community. We are able to support schools to develop a consultation process and support in writing the charter that ensures full input from relevant stakeholders.


In making decisions about what policies the board may want to adopt consideration should be given to the school’s culture, the schools needs and any potential risk to the school. We are able to provide support and guidance in the development of policies and procedures, and we have many examples of current policies. See our Recent Reflections page.


The school’s charter and strategic plan provide a framework from which to self review. A review and development cycle should be identified within, or alongside, the school’s strategic plan. The annual plan is based on a process of continual review. Self review provides a way of acknowledging successes and identifying areas for development.

Self review may be based on
• Analysing comprehensive student achievement information
• Collecting and analysing survey data or feedback
• Identifying and planning for change or improvement in specific areas
• Designing and implementing programmes to improve student outcomes in prioritised areas
• Evaluating and reporting progress each year
• Making decisions that will reflect the school’s charter for the following year.

Our research backgrounds contribute to our ability to provide high quality self review processes and outcomes for schools.


Achievement targets should be based on identified needs of students and should challenge teacher practice. Our team has extensive experience in the development of realistic targets, action plans and measurement tools or strategies to support schools achieve and evaluate their targets. Members of The Education Group have worked in primary, intermediate and secondary schools in Auckland and nationally.


The partnership between a school and its community is its strength. It is important that the school is responsive to the hopes and aspirations of its community. All interactions should endeavour to show awareness and sensitivity to language and cultural differences. We are able to support schools in their consultation processes through development of community questionnaires, facilitation of focus groups, group and individual interviews and analysis of responses.


Transition can be a difficult time for students. Understanding the needs of students at this time is vital to ensure successful movement of student from one phase of their education to another. The team has a wealth of research and practical experience in assisting schools to deal with the issue of transition. See our Writing page for our publication on transition.
Professional Development