Teacher-led Innovation Fund (TLIF): summaries of completed projects Publications
Publication Details
These reports bring together the summaries of the Teacher-led Innovation Fund (TLIF) projects which have already been successfully completed. They demonstrate teaching practices in innovative and exciting ways or explore new practices to improve learning outcomes.
Author(s): Various
Date Published: Various
Introduction
The project summaries are intended to help groups of teachers to think creatively about their proposals and how they can further develop innovative practices.
Navigation
Contact TLIF
If you have any questions about TLIF projects, please contact us at:
Email: TLIF Mailbox
-
Whangarei Girls’ High School (TLIF 5-065) - Connecting the Dots Beyond
Project Reference: Whangarei Girls’ High School (TLIF 5-065) - Whangarei Girls’ High School and Sistema Whangarei had already partnered in a previous TLIF inquiry where they explored blending the principles of the El Sistema approach to music education with approaches…
Author(s): (Inquiry Team) Nicholas Grew (Head of Music, Whangarei Girls’ High School) and Sam Winterton (Sistema Whangārei programme director)
Date Published: February 2019
Find Out More -
Pokuru School (TLIF 5-082) - Learning through play: Making thinking visible
Project Reference: Pokuru School (TLIF 5-082) - Teachers of Pokuru School’s years 1 to 2 students had found that play-based learning (PBL), conducted as a regular part of the learning programme, was working well for most learners. However, others did…
Author(s): (Inquiry Team) led by Dianne Shariff and Natasha Dunne
Date Published: February 2019
Find Out More -
Port Ahuriri School (TLIF 2-031) - Purpose-based writing through science
Project Reference: Port Ahuriri School (TLIF 2-031)Port Ahuriri School had a teacher with significant expertise in science pedagogy. An inquiry into students’ attitudes towards science revealed high levels of interest and that they wanted to do a lot more. Meantime,…
Author(s): (Inquiry Team) Colleen Reid, Emma Robertson, Haley Pierson and Jo Radley
Date Published: February 2019
Find Out More -
First Steps Palmerston North (TLIF 4-069) - Unpacking a puzzle of practice: Exploring ways to support consistent, intentional teaching to promote children’s social-emotional competence
Project Reference: First Steps Palmerston North (TLIF 4-069) - Teachers at this large early learning centre wanted to become more intentional in how they supported children to develop their social-emotional competencies. They wanted to feel greater confidence that they could…
Author(s): (Inquiry Team) led by Karen Mackay
Date Published: February 2019
Find Out More -
Amesbury School (TLIF 5-010) - Developing coaching leadership with primary school students
Project Reference: Amesbury School (TLIF 5-010) - In an earlier TLIF project (TLIF 2-036) spanning 2016–2018, Amesbury School used a coaching approach to support the development of the school’s middle leaders.…
Author(s): (Inquiry Team) led by Ursula Cunningham and Demelza Murrihy-Topp
Date Published: February 2019
Find Out More -
Nayland College (TLIF 5-015) - Whāia te mātauranga hei oranga mō koutou
Project Reference: Nayland College with Broadgreen Intermediate school (TLIF 5-015) Whāia te mātauranga hei oranga mō koutou – seek after learning for the sake of your wellbeing - Nayland College had a new deputy principal with a passion for place…
Author(s): Inquiry team led by Diana Maskill
Date Published: February 2019
Find Out More -
Goodward School (TLIF 5-016) - Place-based learning – begin where your feet are
Project Reference: Goodward School (TLIF 5-016) - Goodward School was on a journey towards making authentic, inquiry-based learning part of a curriculum that fostered biculturalism and inclusion. However, its leaders felt challenged by Hoana Pearson’s statement: “The culture of the…
Author(s): (Inquiry Team) led by Marsha Copping, along with Linda Alton, Raewyn Chapman and Kelsie Ross
Date Published: February 2019
Find Out More -
Waimea College (TLIF 5-022) - Can we increase student engagement in STEM subjects by using coding, robotics and building a local curriculum with authentic tasks?
Project Reference: Waimea College (TLIF 5-022) - Teachers of STEM (science, technology, and mathematics) at Waimea College were concerned that student engagement was lower in these subjects than in others and that students did not appreciate the pathways they offer…
Author(s): (Inquiry Team) led by Damian Campbell
Date Published: February 2019
Find Out More -
Netherton School (TLIF 5-026) - Primary teachers positioning problem solving at the heart of mathematics
Project Reference: Netherton School (5-026) - Teachers in the year 5–8 hub at Netherton School had an interest in extending their learning about growth mindsets and the learning pit to its use when taking a problem-solving approach to mathematics learning.…
Author(s): (Inquiry Team) led by Hilary Rodley
Date Published: February 2019
Find Out More -
Park Estate School (TLIF 5-027) - Dialogic teaching at Park Estate School
Project Reference: Park Estate School (TLIF 5-027) - Park Estate School had already engaged in professional learning in science that had led to some improvements in practice and the creation of templates for planning lessons that promote active student learning.…
Author(s): (Inquiry Team) led by Gretchen Bennett
Date Published: February 2019
Find Out More -
Balmoral School (TLIF 5-029) - Small village, loud voice
Project Reference: Balmoral School (TLIF 5-029) - Balmoral School was concerned about the relatively low achievement of Pasifika students. The team that led this project wanted to explore the students’ experience of schooling. They theorised that by ‘amplifying’ Pasifika student…
Author(s): (Inquiry Team) led by Joanna Douglas and Jesse McBride, with Trish Cullen (deputy principal) in support
Date Published: February 2019
Find Out More -
Childspace Ngaio Early Learning Centre (TLIF 5-040) - Continuity of care and learning from home, into ECE, and on to primary school
Project Reference: Childspace Ngaio Early Learning Centre (TLIF 5-040) - Childspace Ngaio had tried a ‘continuity of care and learning’ approach in its infant and toddler rooms that had been successful in strengthening relationships with tamariki and whānau.…
Author(s): (Inquiry Team) led by Bobbi-Jo Burkitt
Date Published: February 2019
Find Out More -
Waitakere College (TLIF 5-076) - Developing learner engagement and agency through collaborative inquiry into integrated project-based local curriculum design in authentic contexts
Project Reference: Waitakere College (TLIF 5-076) - Teachers from three disciplines were interested in co-designing a cross-curricular course, teaching drama, visual art, and technology using the context of ‘alternative futures’. They hoped that this would focus students’ attention on the…
Author(s): (Inquiry Team) Initially, Joelle Bunt led this project and, later, Jordan Foulds took on this task.
Date Published: February 2019
Find Out More -
Loburn School (TLIF 5-081) - How might we enhance students’ use of teacher feedback so that they take greater agency in their own learning?
Project Reference: Loburn School (TLIF 5-081) - Loburn School was concerned that student agency and engagement in their learning was below expectation and that writing achievement was not where they wanted it to be. They understood the importance of effective…
Author(s): (Inquiry Team) led by Mike Reed
Date Published: February 2019
Find Out More -
Tawa College (TLIF 5-085) - How will changes in teacher practice support students to develop their own cultural awareness through technology and the design process?
Project Reference: Tawa College, with Paraparaumu College (TLIF 5-085) How will changes in teacher practice support students to develop their own cultural awareness through technology and the design process? - Teachers at Tawa College found that students taking technology as…
Author(s): (Inquiry Team) Toni Tippett (Tawa College), alongside Clare Shill (Paraparaumu College)
Date Published: February 2019
Find Out More -
Sacred Heart School (TLIF 1-059) - Petone basin transition to school project
The project supported teachers to develop their classroom inquiry project, or innovation as part of a school or early childhood education (ECE) service review, with the focus of each based on the teacher’s reflections about their existing practices. They wanted…
Author(s): (Project leader) Jacqui Pennington (Sacred Heart Petone)
Date Published: February 2019
Find Out More -
Darfield Primary School, Annabel’s Educare, Darfield Preschool & Nursery (TLIF 2-020) - Enabling school readiness through collaborative transition practices
Project Reference: Darfield Primary School, Annabel’s Educare, Darfield Preschool & Nursery (TLIF 2-020) - Darfield Primary School teachers had inquired into how they could develop effective teaching practices to enhance student achievement in writing.…
Author(s): (Inquiry Team) Kiri Conrad, Mark Robb, Aaron Richards, Meredith Devonald from Darfield primary school and Sharon Tuer from Anabell's Education, Darfield.
Date Published: February 2019
Find Out More -
Marian College, St Thomas of Canterbury College, St Teresa’s School, and St Joseph’s School (TLIF 4-040)
Project Reference: Marian College, St Thomas of Canterbury College, St Teresa’s School, and St Joseph’s School (TLIF 4-040) - Motivated by their shared concern for social justice and child rights, and by lessons from research into the interaction between student…
Author(s): (Inquiry Team) Liz Beattie (Project Lead), Megan Martin, Keri Campbell, Lydia Sula and Sarah Te One
Date Published: January 2019
Find Out More -
Patricia Avenue School (TLIF 5-051) - Making moves: A dancing engagement for students with special learning needs
Project Reference: Patricia Avenue School (TLIF 5-051) - Patricia Avenue School is a specialist school for children and young people who have an intellectual disability. This project took place primarily at the base school. (The school also runs satellite classes…
Author(s): (Inquiry Team) led by Renee Manning
Date Published: January 2019
Find Out More -
Michael Park Kindergarten and Four Seasons Kindergarten (TLIF 5-056) - Fostering communities of creativity
Project Reference: Michael Park Kindergarten and Four Seasons Kindergarten (TLIF 5-056) - Creativity is widely understood as playing a critical role in individual and national wellbeing. It is also regarded as a strength of the Steiner education system. However, the…
Author(s): (Inquiry Team) led by Karen Affleck (Michael Park Kindergarten, Auckland) and by Tracey-Lee Hooton (Four Seasons Kindergarten, Taupō)
Date Published: January 2019
Find Out More