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Use the resources below to support your entry for the Awards.

Evidence is a key part of your entry. Learn more about presenting evidence here.

Current awards status
Now opening 25 February 2019
Awards close 5 April 2019

Education Excellence Framework

The Education Excellence Framework underpins the Awards. The diagram illustrates how certain elements overlap to improve and sustain outcomes for children and young people. These include:

  • NZ curricula
  • Practice in learning context
  • Best Evidence Synthesis.

The education experts and judges will look for evidence that your group’s entry has integrated the three elements of this framework.

2017 PM Awards Diagram EEF ENG edit

New Zealand curricula

Your case study should include explicit links to your curriculum and education strategies.

Ka Hikitia – Accelerating Success 2013–2017
Kiwi Leadership for Principals

Te Marautanga o Aotearoa
Te Whāriki (Early Childhood Curriculum)
The New Zealand Curriculum for English-medium teaching and learning in years 1–13
The Pasifika Education Plan 2013–2017
Tū Rangatira Māori Medium Educational Leadership
Whakapūmautia, Papakōwhaitia, Tau ana – Grasp, Embrace and Realise (pdf)

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Tool for Assessing Valued Outcomes for All Learners

The Tool for Assessing Valued Outcomes for All Learners is a two-dimensional framework comprising two value axes that represent important outcomes for New Zealand children and young people.

These axes are:

  • achievement and progress
  • social and cultural location.

This tool allows you to assess the extent to which your group is improving achievement and progress, and you are providing contexts for learning that support children and young people to feel socially and culturally located – secure in their identity, language and culture.

This tool should help you to answer Question 7 in your entry.

Tool for Assessing Valued Outcomes for All Learners diagram


2017 PM Awards Diagram TAVOAL2 ENG

This example illustrates how the tool has been used to demonstrate an improvement in outcomes for children and young people from year 2012 to 2016. It captures a range of education outcomes: academic achievement, social and cultural outcomes. Learners are achieving and progressing at a higher level. Also, learners are more socially and culturally located.

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Iterative Best Evidence Synthesis (BES) programme

The BES describes what works, when and why for children and young people. It includes three tools:

  • the overview of BES findings
  • four levers of educational improvement 
  • the Inquiry and Knowledge-Building Cycle.

Overview of the BES findings

Refer to this pdf overview for an A3 summary of three key BES publications:

  • School Leadership and Student Outcomes
  • Teacher Professional Learning and Development
  • Quality Teaching for Diverse (All) Leaners.

Four key levers for educational improvement

The overview of BES includes the four levers of educational improvement. When used together, these levers support improved outcomes for diverse (all) learners.

Four key levers for educational improvement diagram

The Inquiry and Knowledge-Building Cycle

The Inquiry and Knowledge-Building Cycle is a diagram presented in the A3 overview of BES findings. This tool has been designed to help implement a collaborative approach to ongoing school improvement that is responsive to diverse (all) children and young people. 

2018 PM Awards Diagram C ENG - Inq&Knowl cycle

You should refer to this diagram to help you write your case study. When answering each question, use the Inquiry and Knowledge Building cycle shown above.

Question 4: What did your group set out to achieve, and why? Refer to part A.

Question 5: What practice did you need to change to make this happen? Refer to parts B, C and D.

Question 6: How did you make the changes happen? Refer to part E.

Question 7: What difference did the changes make? Refer to part F.

For more information on BES, go to: Best Evidence Synthesis (BES) Iterative Programme.

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Glossary of terms

All children and young people includes:

  • speakers of different languages
  • high and low achievers
  • students with multiple, fluid and complex ethnic, gendered, and social class cultures, heritages (including indigenous heritage) and identities
  • students who bring varied disabilities and cultural resources to their learning.

Refer to the Education of Diverse Student Populations on making a bigger difference for diverse learners.

Education outcomes: All children and young people need to be well served by their education to develop their capabilities, sense of belonging, well-being, and abilities to succeed and contribute to wider communities.

Governance: Governance in schools includes Boards of Trustees. Governance in early childhood settings includes owners, directors, service providers, and trustees.

Transformative practice: This is about understanding the social conditions in which children and young people live and the role played by educators in working towards a more equitable society.

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