The innovative use of ICT can be used to enhance professional development. Pakaraka School has created an environment where everyone is a learner. It uses ICT to capture the weekly lesson of a visiting teacher of Te Reo Māori. (Extract from ‘Te ManaKōrero: Strengthening Professional Practice’, 2005).

Developing an inclusive curriculum. At Rotorua Lakes and Greymouth High Schools, student and whānau knowledge is validated through its introduction into the context for learning. (Extract from ‘Te Mana Kōrero: Strengthening Professional Practice’, 2005).

A feature of effective professional learning is critical reflection on practice. At Greymouth High School and Waitara Primary School, teachers are opening up their classrooms to others for peer observation and feedback. (Extract from ‘Te ManaKōrero: Strengthening Professional Practice’, 2005).

Diagnostic information should be obtained from a wide range of sources. The close analysis of curriculum data is critical to informing teaching and learning decisions. (Extract from’ Te ManaKōrero: Strengthening Professional Practice’, 2005).

Rotorua Lakes High School and neighbouring Mokoia Intermediate have established a collaborative learning community where they share professional development opportunities. The process of developing better relationships with students began with asking the students what the issues were. (Extract from ‘Te ManaKōrero: Strengthening Professional Practice’, 2005).

What are the key features of professional development that strengthens Māori student learning outcomes, and what effect has that had on teacher practice? (Extract from ‘Te ManaKōrero: Strengthening Professional Practice’, 2005).

At Ruawai Primary School and Kapiti College, whānau knowledge is valued as teachers construct contexts for learning that reflect the cultural significance and history of their location.

At Whangarei Intermediate, teacher Joe Beaumont works to create a classroom environment which is both supportive and challenging. The focus is on ensuring that every student sees what they are capable of achieving.

At Rotorua Lakes High School maths teacher Tony Renshaw has changed what is going on in his classroom to encourage Māori student participation and achievement.

What do teachers have to do to make students feel that they can achieve? What is the basis of an effective learning relationship? (Extract from ‘Te ManaKōrero: Teachers making a difference’, 2002) .