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Georgie Hamilton

georgie.hamilton@manaiakalani.org

Kiri Kirkpatrick

kiri.kirkpatrick@manaiakalani.org

Dr Naomi Rosedale

naomi.rosedale@manaiakalani.org

Term 3 2026

WC-Guest

Vi3itor@WC

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Karakia

Kia tau te rangimārie ki a tātou katoa

Kia maimoa ngā mana, ngā reo o tēnā

Kia mauri tau,

Hihiritia te hinengaro

Kia ako, kia hanga, kia tohatoha

I roto i ngā mahi katoa

Kia eke pānuku, kia eke tangaroa

(Tuturu whakamaua kia tina) tīna

(Haumi e hui e) Taiki e

Let peace transcend upon us all

Let us all cherish one another

Let us be calm

Awaken the mind

To learn, to create, to share

Within everything we do

To inspire and manifest success

Stand strong and true

Join and bind together, let it be done

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School	Name(s)
Waiopehu College	Cathy, Karlene
Koputaroa School	Danielle
Levin Intermediate	Mary, Walter
Levin School	Paulianne - *Apologies
Foxton Beach School	Felicity *Katy Apologies
Foxton School	*Apologies
Coley Street School	Debs (Tina on line)
Manakau School
Ōpiki School
St Joseph's School	Liam
St Mary's School	*Apologies
Taitoko

Attendees

Username: WC-Guest; Password: Vi3itor@WC

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Manaiakalani Research and Development

Term 1: Assessment

Term 2: Observations

Term 3: Questionnaires

Term 4: Assessment

Beginning data in key areas:

PAT reading

PAT maths

Easttle writing

Observing literacy practice across subjects, year levels and schools

Voice from our key groups:

Learners, whānau, teachers,

leaders

Repeat Term 1,

PAT reading

PAT maths

Easttle writing

Phonics check

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Open EdPotential to see your data live

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How to read your data

There are then 3 sections to the report:�

Design for Learning

Direct Instruction

Learning Experience

Select the Observation report > Literacy

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Horowhenua Cluster

2026 Goal

Actions (What & When?):

Teachers take part in school and cluster PLD on formative assessment.
Teachers attend PLD on new assessment tools.
Leaders model formative assessment conversations.
Teacher planning will include a range of visible assessment/feedback and reflection content.

Evidence (How know?):

Teachers unpack assessments to inform their teaching and conversations with learners.
Teachers regularly share assessment & feedback insights with Learners.
Communication with whānau on successes, next steps, and how to work together to get there.
Learners share progress and goals clearly when asked.

Ensure that every learner in our school knows how they are achieving and what progress they have made.

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TMN - Assessment Capability

Similar levels of LI and SC in planning and teaching but less reference to them in LE
Clear success criteria has an effect size of 0.77
Example of LI and SC on a student blog

This data is pulled from the 3 sections of the report on EdPotential

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Cluster Number of Observations

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Cluster - Assessment Capability in Direct Instruction

Learning intentions were used consistently across most classes and year levels.
Not all learning intentions were unpacked using success criteria, with this being less evident in Years 1–3 and 7–8.
LI or SC were not visible in 7 lesson plans and 2 live lessons (out of 74 observations)
Most lessons observed were part of larger units of work.

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Cluster - Assessment Capability (DI vs Learning Experiences)

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Generative feedback (feedforward) is the least seen form of feedback, most feedback is oral given in the moment and then lost
The Power of Feedback according to Hattie and Timperley
Example of generative feedback

TMN - Feedback seen in Direct Instruction

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Cluster - Feedback seen in Direct Instruction

Generative feedback (feedforward) is the least seen form of feedback
Rewindable feedback for Y9-10 and 11-13 with stronger evidence of generative feedback in Year 11-13.
Formative assessment should make a feedback loop
Example of generative feedback

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Less than half of the learners (44%) knew what their next learning steps were
Student goal setting
Example of student goal setting

TMN - Learner Reported Engagement

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Cluster Learner Reported Engagement

Learner enjoyment is high at all levels
Learners mostly know what they are learning.
Overall, 39.4% of the learners knew what their next learning steps were

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Cluster Feedback and Reflection: Direct Instruction, �Learning Experiences and Students knowing their next steps

Prompt for thinking: Could next-steps awareness reflect how consistently generative feedback is given, how rewindable it is, and how well students use Self Reflection rubrics and LI/SC?

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Other Graphs of Interest

Reading Comprehension
Discussion
Writing
Create
Choice

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TMN - Comprehension

Teaching comprehension strategies fell in 2026
National Reading Panel found there was sufficient evidence for the teaching of comp. strategies.
Learning site with clear Strategies / WALT

This data is pulled from the Observation reports over time.

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Cluster - Making Thinking Visible (Comprehension)

Vocabulary was taught well across all year levels with less visible in Years 9-10
Reading strategies were taught explicitly in across all years
Critical analysis was evident across all year levels, with particularly strong evidence of interpretations and connections in Years 9–10.

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TMN - Discussion seen in Direct Instruction

Literal and open ended questions questions are the most common, Extended discussion was seen in less than 50% of observed lessons
Classroom discussion has an effect size of 0.82
Example of extended discussion

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Cluster - Discussion seen in Direct Instruction

Extended discussion peaks in year 7-8
Different viewpoints were done well in Year 4-6, and verbal reasoning in Years 7 to 10
Discussion scaffolds were observed across all year levels

Almarode, J., Hattie, J., Fisher, D., & Frey, N. (2021). Rebounding and reinvesting. Where the evidence points for accelerating learning. A GOLD paper. Thousand Oaks, CA: Corwin. W hite-paper-reinvesting-and-rebounding

Extended discussion peaks at Year 7–8, with Year 11–13 the second strongest

Use of evidence from the text notably drops at Year 11–13 (~40%) — worth investigating?��For reference:

Extended discussion - A conversation between learners with at least three exchanges without the teacher needing to contribute in between.

Different viewpoints planned for - The discussion is set up in a way that allows for personal opinions to be voiced, perhaps a provocation, debate

Verbal reasoning - Asking and answering challenge assumptions, evaluative to critique ideas, supporting judgement with evidence, weigh up strengths and limitations, use of modal language eg. should/shouldn’t

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Cluster - Discussion seen in Design for Learning vs Direct Instruction

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TMN - Writing

Exemplar texts were only used in lessons 26% of the time
Knowledge of how texts work aids in reading and writing abilities
Examples

This data is pulled from the first 2 sections of the report on EdPotential

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TMN - Create

Create to apply understanding was seen in 56% of observations
Creativity is the top of the revised Bloom’s taxonomy of higher order thinking skills
Examples of create

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Cluster - Create

Create to apply understanding was strongest at Year 9–10, and evident across all year levels.
Create for engagement is seen across all year levels
Most observed Create activities were short, with longer create activities happening at secondary.

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TMN - Choice in the Learning Experience

Constrained levels of choice were seen in 20-30% of observations
Choice is important for students to play an active role in their learning
Examples of constrained choice

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Cluster - Choice in the Learning Experience

One choice was the most consistently observed form of choice across all year levels
Choice of artifact stands out at Year 9–10

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Noticings - Waiopehu College

Noticing	Action to take back to school
We don’t do a lot of formal lesson plans so the LI and SC are not as clear, but we do do these in our direct instruction. Teacher and Learner actions show a positive picture of teacher feedback in various forms. Our reading skills are more visible than our writing skills. We would expect to see more open ended discussion and use of evidence, but it depends on what the lessons were. We tend to create over a longer period. We do more create for understanding than engagement. Seniors (Year 11-13) have less choice than Juniors (Year 9-10). Choice is mainly visible at the beginning of the learning process.	Think of ways we can incorporate this more into our teaching - could be related to the writing element We have started to look at how to implement a school wide writing approach. We should allow for more self and peer feedback/reflection time. Continue to develop a culture of observing and being observed. Giving students more opportunities to discuss their learning and next steps. Need to plan for a wider range of questioning types. Develop skills for learners around discussions. Explore opportunities to give greater choice of artifact and tools to better support diverse learners.

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Noticings - Koputaroa School

Noticing	Action to take back to school
Learning Intentions 100% Success Criteria 50% Feedback mostly oral - Teacher feedback mostly evaluative and descriptive Discussion both planned for and evident in lessons Extended discussion not planned for but occurred in 50% of lessons observed Critical analysis planned for and observed Pleasing to see the create evident in all but 1 lesson. Mostly create to apply understanding	Teacher planning for feedback to make it happen Share the info on Feedback and Critical analysis and Create

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Noticings - Levin Intermediate

Noticing	Action to take back to school
Learning intentions were planned for and visible - 90% of the time. However success criteria was only visible 60% Discussion = A lot of differentiation in types of discussion - positive. Teachers often don’t plan for feedback - but active do give feedback. Great at having scaffolded lessons. This is reflected as the strong implementation of structured literacy across the school. A good range of discussion - extended discussion was not planned for but happened much higher than the cluster average. This is supported by having the ground rules for talk. . Strong discussion scaffold, and verbal reasoning compared to cluster data,. A good range of short and long creates. Including strong use of create to apply understanding. A good balance of create and other work during the lessons. Strong one choice or some choice. Teachers had planned their choice - the graphs almost looked identical. Need to work on choice of artifact and choice of process.	Success Criteria - planning for and sharing Experiment more with types of choice - often one or some choice Implement a consistent feedback plan across the school/expectations of feedback. Rewindable feedback, peer feedback, and generative teacher feedback were the least used. Across all year levels - text form, structure, styles and features was not covered. Ensure new teachers know about our ground rules for talk and are implementing it in their programme. We would like to see a greater range of choice - this could be due to time factors and a focus on quality output with direction.

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Noticings - Levin School

Noticing	Action to take back to school
Learning Intentions 89%; Success Criteria 67% Pleasing to see 33% Rewindable Feedback - this will be something to keep growing 50% of Year 1-3 and 73% of Year 4-6 could talk about what they have been learning. Teacher feedback is a mix of Evaluative, Descriptive and Generative It is pleasing to see that Learning Experiences involving create are up at the 56% mark. The Create activities are mostly to apply understanding.	Teacher planning for feedback to make it happen, in particular, rewindable feedback. Keep growing Rewindable Feedback as part of our goals. Keep the same goals for 2027 to grow the positives.

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Noticings - Foxton Beach School

Noticing	Action to take back to school
100% of lessons have LIs, and form part of wider learning sequences. 50% of SC are shared. Almost 70% of students in Y 1-3 can say what they were learning, and 20% in Y4-6. Our Y7&8 data was too small for the data to cover. Teachers don’t plan for feedback, however 100% of teachers use Oral feedback, with almost 70% of feedback is Evaluative and Descriptive, and nearly 20% is Generative. The students’ observed didn’t do any form of self reflection. This is a wondering, was it just these lessons, or not at all? Making thinking Visible - Comprehension: Almost 70% include Vocab/Morphology - SL and planned for. 100% comprehension strategies 50% Critical Analysis - Interpretations and connections. Discussions - Question types asked 100% literal, almost 70% open ended, use of evidence. Choice - Teachers planned for one choice and set partners, and this was the students experience. Create - One teacher planned for a create and none were visible at the observation. There are opportunities for create in other areas, not during these obs.	Wider discussions: How can we get the students talking about their learning? How can we be more specific with the feedback and feedforward we are providing our students, and in turn getting them to provide. Incorporate feedback into the planning. We need to plan for feedback - are teachers going to do conferencing, feedback loops etc - Give it time How many of the observed aspects are one off - or are they trends? More information can be gained through our walk-throughs. Remember these are one-off snapshots and a small time within the whole series of lessons. Extended Discussion - Talk Moves etc, and to be planned for - do our students know how to do this? Explicit skills to teach - possibly?

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Noticings - Foxton School

Noticing	Action to take back to school

Note:

Data break in 2025

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Noticings - Coley Street School

Noticing	Action to take back to school
Teacher planning - observed by looking at learning design, whether online or on paper. Learning Intention was really clear while success criteria needs more discussion. Teacher action - observed by watching the teacher teach. Feed Back Teacher Action had 100% of oral feedback I need to be part of the observations to have a better understanding of what is being asked. During Learner action lots of comments were good job 1/9 feedback related back to now do this. Discussion- In both planning and teacher action both are strong in literal questions and open ended questions. Comprehension - Extended discussion is low but that could be due to time. Both Verbal reasoning and discussion scaffold are higher in teacher action. Vocab and Morphology are strong in both teacher planning and action Comprehension strategies are over 50% in planning and action. What is being planned for is being taught	We can share these findings at staff meeting on Tuesday. I have printed off The Power of Feedback to handout to staff. I think as we unpack we will find that the SLA and the time constraints in delivering the lesson is why this part of the lesson is dropping off. In Teacher planning there was one choice Teacher Action - one teacher gave students more than 1 choice including choice of task and choice of what to create 1 out of 9 created for engagement 2 out of 9 created for understanding 3 engaged in short create Opportunities is to give students more options to create. Problem solving will be how to fit this in.

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Noticings - Manakau School

Noticing	Action to take back to school

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Noticings - Ōpiki School

Noticing	Action to take back to school

Note:

New School 2026

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Noticings - St Joseph's School

Noticing	Action to take back to school
LIs and SC’s present in planning and learning experiences. Engagement and enjoyment 100% Choice - not present in most of observed lessons. Collaboration low - May not reflect general practice - plenty of tuaka-teina and group project work which is literacy based. Peer feedback, self reflection low Comprehension strategies present along with vocab - critical analysis covered well elsewhere, esp R.E and Cybersmart Exemplar text and writing frames (struture) 40%, likely to be in every junior class. Are these being planned for and used in senior school (I do/we do/you do)? Opportunity for discussion in planning teams	Next learning steps - largely not present Choice - speaks to Intrinsic need for control (Human Givens Needs), school wide goal Feedback - peer feedback and Learner self reflection could be better - loads of quick, easy, effective options for this. Collaboration and choice elements also provide peer feedback opportunities. Simple Rubrics and Success Criteria as part of a standard lesson wrap up - self reflection here identifies next learning steps Extended Discussion - much higher in learning experience than in planning. Investigate why it isnt in more planning - Opportunity for explicit planning for extended discussion/GR4T in R.E.

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Noticings - St Mary's School

Noticing	Action to take back to school

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Noticings - Taitoko

Noticing	Action to take back to school

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Resources

Search the Toolkit

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Getting ready

for the

Principals’

Wānanga

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Planning to Accelerate Progress

Create the conditions to strategically accelerate progress
Use evidence to identify, track and monitor targeted support
Planning effective teaching approaches to accelerate progress
Implementing targeted support to accelerate progress

Tahurangi link

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Our Cluster Plan to Accelerate Progress

Create the conditions to strategically accelerate progress
Use evidence to identify, track and monitor targeted support
Planning effective cluster approaches to accelerate progress
Implementing targeted support to accelerate progress

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Wānanga Prep

Come to your next principals meeting (or the Principals’ Wānanga) having discussed with your school leadership team how these goals are integrated into your school’s strategic plan

Think about how you might create actionable and measurable goals
Plan for any school actions that might need to be taken to achieve this goal

Evidence:

IEPs present and being used, ELL plans aligned
Lesson planning incorporates UDL principles

St Joseph's School

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GOAL:

Xxx

Actions:

Evidence:

St Mary's School (Foxton)

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GOAL:

Xxx

Actions:

Evidence:

Taitoko

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Review the updated spreadsheet from the research team

Hear from your convenor about the discussion at the last convenors meeting

SMART / PAT discussion�
Fill in the Google form to record your schools preference

2027 Assessment Tool

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Principals Wānanga

Our annual wānanga is an opportunity to unite as a network, celebrating our collective achievements from the past year while strategically mapping out our future.

Join us for an inspiring agenda featuring expert-led research sessions with Professor Rebecca Jesson, dynamic cluster discussions, and insightful MIT presentations. It’s the perfect setting to foster meaningful collaboration, spark new ideas, and enjoy the unique spirit of connection that makes our time together so special.

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Learner, Teacher, Leader Questionnaires due:

End of Week 3 (Friday 7 August)

Whānau Questionnaires due:

End of Week 5 (Friday 21 August)

Assessment Toolkits

Week 6 and Week 8

Upcoming Dates:

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W6: Assessment Toolkits

Reading for Enjoyment: Interventions and Measurement

Tuesday 25 August, 3:30pm

Tracking Class Assessment Data

Thursday 27 August, 3:30pm

Formative Assessment and Great NZ Books

Thursday 27th August, 7 pm

Feedback and Feedforward

Wednesday,�26 August, 3:30pm

Click here to sign up

PAT Whānau Report

Wednesday, 26th August, 4.30 pm

Assessment Capable Learners

Tuesday 25 August, 3:30pm

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W8: Assessment Toolkits

Helping Learners Understand Their Next Steps and Set Goals

Wednesday 9 September, 4:30 pm

Teaching Learners Test Taking Skills

Thursday 10th September, 4.30 pm

EdPotential Data

Wednesday 9 September, 3:30 pm

Oral Language and Feedback

Thursday 10 September, 3.30pm

Maths Evidence Collection

Tuesday 8 September, 3.30pm

Using PAT writing with Julie Roberts (NZCER)

Tuesday 8 September, 3:30pm

Click here to sign up

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Georgie Hamilton

georgie.hamilton@manaiakalani.org

Kiri Kirkpatrick

kiri.kirkpatrick@manaiakalani.org

Dr Naomi Rosedale

naomi.rosedale@manaiakalani.org

Contact the team:

Georgie Hamilton

georgie.hamilton@manaiakalani.org

Kiri Kirkpatrick

kiri.kirkpatrick@manaiakalani.org

Janet Lee

janet.lee@manaiakalani.org

Elena Terekhina

elena.terekhina@manaiakalani.org

Dr Jess Aitken�jess.aitken@manaiakalani.org

Alvaro Gunawan�alvaro.gunawan@manaiakalani.org