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


The project summaries are intended to help groups of teachers to think creatively about their proposals and how they can further develop innovative practices.

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  • Teachers navigating students driving their learning

    Project Reference: Maungaraki School (TLIF 1-031) - 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.

    Author(s): (Inquiry Team) Jackie Sutherland, Bernita Bennet, Caine Webster, Jean Annan and Mary Wootten

    Date Published: May 2018

  • Science and Technology Learning Innovation in Agriculture

    Project Reference: Kaikorai Valley College (TLIF 1-036) - 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.

    Author(s): (Inquiry Team) Simon McMillan, Judith Shields, Peter Dodds, Ruth Eley, Karen Flett, Amy McBeath, Shane Parker, Wendy Ross, Emma Murdoch, Rose Hipkins and Trevor McDonald

    Date Published: May 2018

  • Applying Music Education Pedagogy to other curriculum areas

    Project Reference: Taipa Area School (TLIF 1-042) - 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.

    Author(s): (Inquiry Team) Karren O'Carroll, Sean Scanlan, Julien Atkinson, David Lowe, Claire Wilkinson and Dr David Lines

    Date Published: May 2018

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

    Project Reference: Russley School (TLIF 1-019) - 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.

    Author(s): (Inquiry Team) Leigh Fowler

    Date Published: May 2018

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

    Project Reference: Bishopdale School (TLIF 1-016) - 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.

    Author(s): (Inquiry Team) Tim Morgan and Jackie Cowan

    Date Published: May 2018

  • Taki Akina - Te Reo-a-Waha Intervention Strategy

    Project Reference: Manutuke School (TLIF 1-003) - Taki Akina is an intervention strategy to raise the standard of te reo māori oracy of children and kaiako in māori medium learning settings.

    Author(s): (Inquiry Team) Keita Ngata, Hana McFarland, Helen Amorangi, Tunisia Keelan, Ethel Macpherson, Parekura Kupenga, Merekuia Tawhara, and Cath Rau

    Date Published: May 2018

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

    Project Reference: John McGlashan College (TLIF 1-008) - 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.

    Author(s): (Inquiry Team) Claire Fletcher-Flinn, Sue Porter, Mary Guthrie and Rebecca Rapson

    Date Published: May 2018

  • Collaborative inquiry to accelerate literacy progress

    Project Reference: Flaxmere College (TLIF 1-074) - This project focused on improving teacher classroom practice and student literacy achievement through collaborative inquiry, utilising the teaching as inquiry cycle.

    Author(s): (Inquiry Team) Louise Anaru, Dr Mary Libby, Jim May-Mackenzie, Shelley Arnold, Beth Te Kiri, Lisa Coleman, Kevin Gill and Damir Petravich

    Date Published: May 2018

  • Leadership for Academic success

    Project Reference: Southern Cross Campus (TLIF 1-086) - 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.

    Author(s): (Inquiry Team) Belinda Gribbon, Paula Gillon, Dietrich Soaski and Cynthia Orr

    Date Published: May 2018

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

    Project Reference: Hampden Street School (TLIF 1-142) - The purpose was to explore the impact of student-led innovative teaching practices in a Modern Learning Environment (MLE) on literacy outcomes.

    Author(s): (Inquiry Team) Scott Mackenzie, Josh Shelley, Julie McIntosh, Bek Gabites and Chris Brough

    Date Published: May 2018

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

    Project Reference: St Francis de Sales (TLIF 1-194) - The purpose of the inquiry was to raise achievement in writing through the medium of immersion in drama.

    Author(s): (Inquiry Team) Chris Wratt, Tracy Gundesen, Sarah Fountain, Steve Douglas, Tim Gordon and Sally Muir

    Date Published: May 2018

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

    Project Reference: Huirangi School (TLIF 1-124) - This project represents a new way for teachers from ECE and schools to work together to support transitions from ECE to school.

    Author(s): (Inquiry Team) Nicky Tapp, Amy Woodward, Alyson Fitzsimons, Amanda Hogan and Leigh McGrath

    Date Published: May 2018

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

    Project Reference: Alfriston College (TLIF 1-121) - This project enabled the teachers to free themselves from traditional curriculum thinking and devise new structures to investigate the potential of integrated learning.

    Author(s): (Inquiry Team) Melissa Watt, Karyn White, Rachel Caine, Debbie Tupaea-Adams, Mohammed Gul, Sally Berridge and Dr Rose Hipkins

    Date Published: May 2018

  • Developing mathematical understanding through spoken and written language

    Project Reference: Western Springs College (TLIF 1-090) - 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.

    Author(s): (Inquiry Team) Sam Tailby, Jared Hockley, Bella Pomare, Christine Allen, Dr Sashi Shama, Dr Michael Johnston, Professors Terry Locke and Bronwen Cowie

    Date Published: May 2018

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

    Project Reference: Richmond Road Primary School (TLIF 1-120) - 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?

    Author(s): (Inquiry Team) Jonathan Ramsay, Catherine Vetelino, Stacey Dewar, Petrea Barker and Dr Mary Hill

    Date Published: May 2018

  • Project Papatuanuku (Hauraki Land Project)

    Project Reference: Hauraki Plains College (TLIF 1-209) - 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.

    Author(s): (Inquiry Team) Sarah Koch, Ngaire Harris, Ken Robertson, Logan Talyor, Normie Anderson, Rob Webster, Pare Hauraki Iwi Collective and Dr Jane Gilbert

    Date Published: May 2018