Your evidence is a key part of your entry. Evidence is the data and information you select to explain what your team achieved, and show the impact it made on your learners. You need to present your evidence in a way the judges find interesting. Try to think of creative ways to show the impact your work programme has had on learners, teachers, parents, whānau and the broader community.

He wāhanga tino whaitake tō taunakitanga o tō tono. Ko te taunakitanga he raraunga kua tīpakohia hei whakamārama i ngā tutukitanga o tō rōpū me ngā pānga ki ngā ākonga. Me whakaatu ā koutou taunakitanga kia kaingākau ai ngā Kaiwhakawā. Whakaarohia ngā momo ara auaha hei whakaatu i te pānga o tā koutou kaupapa ki ngā ākonga, ngā kaiako, ngā mātua, ngā whānau me te hapori whānui.

How to use evidence in your entry

Te whakamahi taunakitanga i tō tono

  • data (in areas such as attendance, ERO review, assessment results)
  • tables and graphs
  • images
  • video (see Entry FAQs for more information)
  • visual evidence of how the school environment has changed
  • evidence of whānau and community engagement
  • evidence of how learners’ sense of wellbeing has improved
  • evidence of how the wider school community has benefited.
  • Te raraunga (pērā i te taetae mai ki te kura, ngā arotake ERO, ngā hua o ngā aromatawai)
  • He ripanga, he kauwhata hoki
  • Ngā atahanga
  • Ataata (tirohia ngā Pātai Auau mō ngā kōrero)
  • He taunakitanga hei whakaahua i te rerekētanga o te taiao kura
  • He taunakitanga hei whakaatu i te whakaanga mai o te hapori
  • He taunakitanga hei whakaatu i te pikinga oranga o ngā ākonga
  • He taunakitanga hei whakaatu i ngā painga i puta mō te hapori whānui o te kura.

Make sure your evidence shows clear links between the initial baseline information and evidence you gathered about what you wanted to change, and the actions you took to achieve the outcomes you sought.

Help the judges see where you started from and where you got to — in other words, take them on your journey.

Me mātua whai kia mārama tonu te hononga o ngā pārongo taketake, ngā raraunga me ngā taunakitanga nā koutou i whakakao mai mō ngā panonitanga, me ngā mahia i whāia hei whakatutuki i ngā huanga.

Me whai anō kia kitea e ngā kaiwhakawā i tīmata mai koutou i whea, ā, i tae atu hoki koutou ki whea, arā, ko te ara tērā i whāia e koutou.

Don’t just provide your evidence, information and data in raw form — present your analysis of it to demonstrate the impact your changes have made to your learners’ achievement, including social and cultural outcomes.

Present your data using the most appropriate method for your planned outcomes, such as annotated tables and graphs.

Kaua e hoatu ngā raraunga taketake hei taunakitanga – kimihia ngā māramatanga, hei whakaatu i te pānga mai o tā koutou i mahi ai ki ngā tutukitanga a ngā ākonga, tae atu ki ngā huanga pāpori, ahurea hoki.

Whakaaturia ngā raraunga mā te ara e tika ana mō ā koutou whāinga, pērā i ngā ripanga me ngā kauwhata.

To show progress your learners have made over time, describe the gains your team has made between at least two points in time. For schools and kura, it’s helpful to show this progress using nationally-normed assessment tools or indicators. For early learning services, it’s helpful to show progress using indicators.

You may wish to show the size of the shifts in outcomes that children and young people have made using effect-size analyses. For more information on understanding, using and calculating effect sizes for schools and kura, refer to Education Counts — Effect Sizes.

Whichever method you use, the judges will want to see that the progress made is better than could be expected if the actions, programmes, or changes were not implemented.

Whakaaturia te panukutanga i taea e ngā ākonga i roto i te huringa o te wā. Hei whakaatu i tēnei āhuatanga, me whakaahua i ngā huanga i oti i a koutou i waenga i ngā wā e rua.Mō ngā kura, he pai kia whakaatu i tēnei āhuatanga mā ngā tikanga aromatawai ā-motu, mā ngā tohu rānei. Mō ngā ratonga kōhungahunga, ko ngā tohu te tikanga pai. Mō ngā kura, he mea pai te whakaatu i te āhua o tēnei kauneke whakamua te whakamahi i ngā tātaringa pānga — rahinga.

Tērā ka hiahia koutou ki te whakaatu i te rarahi o ngā nekehanga i ngā huanga kua oti i ngā tamariki me ngā taiohi mā te whakamahi i ngā tātaringa pānga - rahinga. Mō ētahi atu pārongo e pā ana ki te whakamārama, te whakamahi, te whakatau i te rahinga tika mō ngā kura, tirohia Education Counts — Effect Sizes.

Ahakoa te tikanga e whakamahia ana, ka hiahia tonu ngā kaiwhakawā kia kite he pai ake ngā panukutanga i tērā i whakaarohia ina kāore tēnei ara i whāia.

It’s important to show the gains your learners have made in competencies, capabilities, attitudes and dispositions.

You can demonstrate these gains by comparing the situations before and after. For example, “in the beginning learners were doing a, b, and c in literacy. Now they are doing d, e, and f (which is qualitatively better) in literacy”.

He mea tino whaitake te whakaatu i ngā nekehanga o ngā akonga i ngā āheinga, ngā waiaro me ngā āhuatanga ako.

Ka taea ēnei pikinga te whakaatu mā te whakataurite i ngā āhuatanga o muri me o muri. Hei tauira, "i te tīmatanga he pēnei ngā mahi a ngā ākonga i te reo matatini. Ināianei he pēnei kē te āhuatanga (arā ka pai ake te kounga) i te reo matatini".

Learning portfolios that clearly show progress can be a strong visual way to present your evidence. Make it clear in what area this progress was made, how much progress was made and why this was significant for your learners. Remember, the judges will be looking for a critical analysis of your data.

Ko ngā kōpaki e whakaatu mai ana i te panukutanga he tikanga pai mā koutou hei whakatakoto taunakitanga. Me whai kia mārama anō te wāhanga i tutuki ai te panukutanga, te rahinga me tōna hiranga ki ō ākonga. Ko te hiahia ia o ngā kaiwhakawā kia kite i te arohaehaenga o ngā raraunga.

When you talk about the impact of progress (especially in the competencies, capabilities and dispositions), consider including information from learners, teachers, whānau, the community, Communities of Learning | Kāhui Ako, or other groups or teams you work with.

Any external sources should be referenced using in-text citations and included in a reference list.


Ina kōrero ana koe mō te pānga mai o te kauneke whakamua (arā, ki ngā āheinga me ngā āhuatanga) whakaarohia ngā kōrero mai a ngā ākonga tonu, ngā kaiako, ngā whānau, te hapori, ngā Kāhui Ako me ētahi rōpū atu, ngā huinga, ngā kōtuinga rānei i mahi tahi ai koutou.

Kia tika anō hoki te whakaatu mai i ngā puna kōrero ā-waho me te whakauru kupu tautoko ki te tuhinga ake, waihoki, ki te rārangi tohutoro.

Your case study is a story about a community in which teachers, trustees, school leaders, learners and whānau are all working together to enable success for learners.

To bring this to life, show the learning and progress teachers, trustees and managers have made too. Points 1, 4, and 6 above apply to this.

Ko tō take wānanga he kōrero mō te hapori kei reira e mahitahi ana ngā kaiako, ngā kaitiaki, ngā tumuaki, ngā ākonga me ngā whānau kia angitu ai ngā ākonga.

Whakaaturia te ako me te panukutanga kua taea anō e ngā kaiako, ngā kaitiaki me ngā kaiwhakahaere. E hāngai ana ngā wāhanga 1, 4, 6 i runga ake ki tēnei take.

How to use evidence in your entry

Me pēhea e whakamahi taunakitanga i roto i tō tono


A white-haired bespectacled woman wearing an orange cardigan sits at a laptop on a desk beside a bookshelf filled with books, binders and document boxes. She uses a pen to make notes on a highlighted page in a bound book. A man with greying hair and a goatee wears a dark suit and a black and white striped tie and black framed glasses. His name appears in a banner along the bottom of the screen: Henk Popping, Principal, Ōtūmoetai Intermediate School.


(Henk): It's just a matter of finding the right information that you already have to put it together into a picture that other people can read. So it's not as daunting as people might lead you to believe.


The woman wearing the orange cardigan moves to a wall covered in charts made up of squares coloured green, yellow, orange and red. She points to a red box on one of the charts and checks it against a page in her bound book.


(Henk): My deputy principal in charge of learning, Lynne Hutchinson, had already prepared quite a significant paper, so when we started the process of putting the entry form in, once we got our head around the different sections in the entry form, we were able to pull in a lot of the other information we already had.


A woman with shoulder length blonde hair wears a black cardigan over an orange top. Her name appears in a banner along the bottom of the screen: Karla Ralph, Acting Principal, Coastal Taranaki School. A bearded man in a Chiefs rugby jersey sits with a boy and a woman with short blonde hair at a group of desks in a classroom. The woman, who wears black rimmed glasses, goes over some documents in front of her and speaks with the bearded man.


(Karla): We collected student voice and we also collected whānau and parent voice. So, last year we had made a little DVD for all of our Dreamweaver mentoring new families to tell them about who we were and what our programme was all about, and we were able to present that.


A woman with long burgundy hair wears frameless glasses and a black and white top. Her name appears in a banner along the bottom of the screen: Dy Stirling, Kaihautū, Nōku Te Ao.


(Dy): Most of my studies were always based on what Nōku is doing. So it all feeds back into Nōku, and it is really, really cool because it means that I can see my study in action rather than just theory.


A girl in a knitted jersey with a pink and white zigzag design passes other children and adults as she heads to the front of a classroom. A woman directs her to take a picture down from a board titled ‘He Taonga Te Reo.’ A group of children in a classroom sing together. A woman with them gives a thumbs up.


(Dy): The studies that I had done was our case study. The research had evidence attached to it, but we also had other stuff just from the years that we had been running. Parent feedback, ERO reports, things like that, stuff that we knew we were doing. The number of staff that we had qualified through, their journeys, where they had gone, how did it change their lives?


A woman with short brown hair wears glasses and has a chain and bead necklace around her neck. She sits on a bench in front of a plant-covered rise. Her name appears in a banner along the bottom of the screen: Dr Michelle Dalrymple, Head of Maths Faculty, Cashmere High School. Two other women are sitting on the bench with her. One wears a vibrant coral-coloured jacket; the other a black blazer over a black and grey striped dress. The woman in the coral jacket’s name appears in a banner along the bottom of the screen: Elizabeth Forgie, Principal, Kerikeri High School.


(Michelle): One of the first places we went to to find data was that student feedback that you get in the formal feedback that you gather at the end of the year. But capturing those snippets of conversations that you have with kids when you see them having that 'aha!' moment and trying to get teachers to actually document it so you had it for the entry form.
(Teacher): And did you find you learned anything new from the students when you were getting their narratives?
(Michelle): Reinforcing what we had heard less formally in class, yeah, yeah, which was really cool.
(Elizabeth): The student narratives was such a powerful strategy. We had had practice of asking our Māori students for their stories of what worked and what didn't work for them in the classroom and in the school, what things they would like to see more of, what made a difference to their learning.


Teenagers in a white and maroon school uniform reach for a pile of brightly coloured plastic insects in the middle of their group of desks. They make notes as they separate them into different groups. A teacher squats down at the end of a group of desks, speaking with students who have arranged a group of yellow cards in front of them.


(Michelle): One of the scariest things was having to integrate the research to support what you're doing and showing that it does have value and you've done what you've done in the right way. Don't be scared to go back and check your research. There's summaries of the Best Evidence Synthesis. You don't have to read the whole books.


A clean-shaven, grey-haired man wears a black suit and a red and black striped tie. His name appears in a banner along the bottom of the screen: Greg Mackle, Principal, Gisborne Boys’ High School.


(Greg): In my entry, I very much focused on the starting point of the story: improving NCEA achievement. And that was very short. And you get all sorts of fancy data and graphs and all that sort of stuff, and I didn't do that. Craig and I sat down and said, ‘No. This is what we wanted to achieve, this is how it is going to be presented.’ So a table over eight years, I think it was, and three graphs. That's it.


A woman wears large flower earrings with purple petals around a yellow centre. Her name appears in a banner along the bottom of the screen: Steffan Brough, Expert − 2014 & 2015.


(Steffan): Whatever it is, to give us some sort of frame for the data and to make the connections with the data, is really important.


A man with greying hair wears a grey shirt under a dark suit with a red and black striped tie. His name appears in a banner along the bottom of the screen: Tom Cairns, Assistant Principal, Gisborne Boys’ High School.


(Tom): As part of the course, part of programme, the boys had written essays on identity, on values, on relationships, on their place in the world, the good man that they want to be, and we use those essays.


Boys in red, grey and black-coloured uniform polo shirts stand in lines. They look focussed as they stand looking out over the city of Gisborne from a monument site atop a hill. They then ride a bus with Tom Cairns.


(Tom): We had anecdotes of change, and then we found hard data on things like even detentions. We found that detention and stand-down and suspensions figures drastically decreased. There is some time involved, but it is rewarding. And, you know, as I said, the bulk of the work you've done.


Henk Popping sits outside near a red brick wall, talking with Greg Mackle.


(Henk): Do you have a leader who is responsible for analysing all that data?
(Greg): It was done by me at the start of the year, but now we have academic deans whose responsibility it is to analyse the data on a weekly basis. We look where we are going to but we also put it all together and we have a really robust discussion amongst the senior leadership team and the academic deans every week.
(Henk): We always go back to that research to say, ‘Well, is this being effective? Is this aligned with what the Best Evidence Synthesis is telling us? Or are we finding other trends that we hadn’t thought up on before?’


Small children play with toy money and a small plastic cash register in a classroom.


(Steffan): What you’ve got to do, I suppose, with that evidence is see a line of sight between what it is that you're presenting as evidence and what those outcomes, those valued outcomes, have been for children.


A girl in a maroon-coloured school uniform jersey swings her way across some monkey bars in a playground.

Entry FAQs

Ngā Pātai Auau

Check out the eligibility criteria and get the answers to the most common questions about entering the Awards.

Tirohia ngā tikanga māraurau me ngā whakautu ki ngā pātai auau mō te whakauru ki ngā Tohu.


Ngā Rauemi

These resources will help you tell a clear and compelling story about your team’s achievements.

Hei āwhina ēnei rauemi i a koe ki te taki i tō kōrero kia mārama, kia manawarū hoki mō ngā tutukitanga a tō rōpū.

Tips from Judges & Past Entrants

He Kōrero Āwhina mai i ngā Kaiwhakawā me Ngā Kaitono o ngā tau ki mua

We asked past judges, as well as previous finalists and winners, how to write a successful entry.

I pātaihia ngā kaiwhakawā me ngā toa o ngā tau ki mua, me pēhea e tuhi ai tētahi tono whakauru kia angitu ai.