New Zealand’s shift toward standardised testing and prescribed curricula threatens teachers’ use of informal formative assessment—moment-by-moment judgments that guide responsive teaching. Research in three Auckland classrooms showed teachers’ nuanced insights are hard to quantify, creating tension between professional judgment and policy demands that prioritise measurable, comparable data over rich learning.| Ipu Kererū
Philippa Nicoll Antipas argues for enabling constraints rather than pre-determined PLD programmes| Ipu Kererū
In this blog post Clark McPhillips and Tracey Carlyon highlight the challenges related to the role of being a principal in Aotearoa New Zealand.| Ipu Kererū
