Teacher-led Innovation Fund (TLIF): summaries of completed projects

Publication Details

This report brings 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: May 2018

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.

Manutuke School (TLIF 1-003)

Taki Akina - Te Reo-a-Waha Intervention Strategy

Taki Akina is an intervention strategy to raise the standard of te reo māori oracy of children and kaiako in māori medium learning settings.

John McGlashan College (TLIF 1-008)

Utilising a brain-based intervention to improve the reading of secondary students who have difficulty reading because of developmental dyslexia

The goal of this project was to devise an effective reading intervention for adolescents with special needs in the area of reading, by comparing the effectiveness of a reading intervention based on the Knowledge Sources theory of reading acquisition with the effectiveness of the school's current reading intervention.

Bishopdale School (TLIF 1-016)

Building a community of collaborative inquiry through an on-line Physical Education mentoring programme

This project sought to introduce teachers to new physical education thinking, new physical education methodology, the use of new digital technologies and collaboratively working with new people.

Russley School (TLIF 1-019)

Impact of structured Phonological Awareness Teaching (PA) on teaching practice and literacy achievement

This collaborative project investigated the potential of an explicit and structured PA programme to raise literacy achievement for Years 0-3 students, including those with specific learning needs.

Maungaraki School (TLIF 1-031)

Teachers navigating students driving their learning

The area of focus was teacher collaboration to raise the achievement of 16 year 7 students who were not achieving at National Standards in two or more areas. Teachers sought to foster achievement through the development of learning environments designed to increase student agency.

Kaikorai Valley College (TLIF 1-036)

Science and Technology Learning Innovation in Agriculture

The context for this inquiry centred on possibilities for setting up an urban farm on the school grounds. Students from the school, and from several contributing primary schools, were supported to undertake a structured inquiry cycle to determine the most appropriate use for this land. Different groups investigated different possible uses.

Taipa Area School (TLIF 1-042)

Applying Music Education Pedagogy to other curriculum areas

This project was to motivate, engage and raise the achievement of students by extending successful pedagogical practices in music to other departments over 2015-2016.

Flaxmere College (TLIF 1-074)

Collaborative inquiry to accelerate literacy progress

This project focused on improving teacher classroom practice and student literacy achievement through collaborative inquiry, utilising the teaching as inquiry cycle.

Southern Cross Campus (TLIF 1-086)

Leadership for Academic success

This project was designed for Year 9 and 10 Pasifika and māori students with an outdoor education camp focused around Spoken Word Poetry and its potential to accelerate achievement outcomes in literacy for priority learners.

Western Springs College (TLIF 1-090)

Developing mathematical understanding through spoken and written language

This project specifically targeted Year 9 and 10 mathematics students in one secondary school with the aim to benefit these students by enhancing their mathematical understanding as reflected in their ability to talk and write about mathematical concepts and processes.

Richmond Road Primary School (TLIF 1-120)

Teacher Learning Communities: a way to effect change in formative assessment and teaching practices

This TLIF addressed the questions:

  • How does a teacher learning community change the formative assessment practices of teachers?
  • What formative assessment practices changed as a result of the teacher learning community?
  • What initiated,  sustained and/or inhibited changes in formative assessment practices?
  • To what extent, if any, does student achievement data in literacy and mathematics change over the period of the project? What might explain these patterns of achievement?

Alfriston College (TLIF 1-121)

Re-imagining Teaching and Learning in Year 9 and Year 10 at Alfriston College

This project enabled the teachers to free themselves from traditional curriculum thinking and devise new structures to investigate the potential of integrated learning.

Huirangi School (TLIF 1-124)

Building transitions between Early Childhood Education (ECE) and Primary schools

This project represents a new way for teachers from ECE and schools to work together to support transitions from ECE to school.

Hampden Street School (TLIF 1-142)

How might student-led pedagogy in modern learning environments (MLEs) improve literacy learning?

The purpose was to explore the impact of student-led innovative teaching practices in a Modern Learning Environment (MLE) on literacy outcomes.

St Francis de Sales (TLIF 1-194)

Bringing literacy to life using drama strategies to develop multi-literate students

The purpose of the inquiry was to raise achievement in writing through the medium of immersion in drama.

Hauraki Plains College (TLIF 1-209)

Project Papatuanuku (Hauraki Land Project)

Iwi (Pare Hauraki land owners) explored with teachers and students and diverse experts within the community how previously peat mined land (Pouarua Landcorp Block) might be made into a productive unit which reflects culturally appropriate practices.

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