We’ve all been there—sitting in a staff meeting, nodding along to a great presentation, only to head back to class and do exactly what we’ve always done. It’s not that we don’t want to improve; it’s just that changing long-standing habits is genuinely hard. This year at Mount Maunganui Intermediate, we’re trying to break that cycle.
Grounded in our motto, Poiroia te kākano kia puāwai—Nurture the seed and it will blossom—we’re launching Professional Learning Groups (PLGs) that are all about making small, sustained shifts in how we teach.
The “What”: Why Formative Assessment?
Instead of chasing the latest educational fad, we’re sticking to what works: Embedded Formative Assessment. Dylan Wiliam calls this “content before process”—deciding what actually moves the needle for kids before we worry about the logistics of how we meet.
Our goal for 2026 is a 10% increase in student growth scores, ensuring every student makes at least one year’s progress. We’re focusing on five core strategies:
- Being crystal clear about learning intentions and success criteria.
- Finding out what kids actually know in the moment.
- Giving feedback that actually moves them forward.
- Encouraging students to be instructional resources for each other.
- Helping students take the wheel of their own learning.
Playing “Small Ball”
Wiliam uses a great analogy called “small ball.” You don’t always need to swing for a home run and risk striking out. Sometimes you just need to get to first base, then second, then third.
Our PLGs are built on this idea of small, manageable changes. We’re not asking anyone to flip their classroom overnight; we’re asking for one or two specific techniques to trial. Because we have the power to choose what we trial, we’re far more likely to make it work.
The Structure: Breaking the Silos
We’ve set up six groups of 6–7 teachers. Crucially, these groups are mixed—meaning you’re not just sitting with your usual team. We’ve deliberately broken up the silos so we can hear different perspectives and see how a specialist, a new teacher, or someone from a different “Whānau” handles the same challenges.
Our 75-minute meetings follow a non-negotiable routine to keep us focused:
- Welcome & Intentions (5 mins): Setting the focus.
- Starter (5 mins): Shifting from “busy mode” to “learning mode.”
- Feedback & Accountability (25 mins): Sharing what we tried, what worked, and—more importantly—what didn’t. Knowing everyone will share is a huge driver for change.
- New Learning (25 mins): A quick video, reading, or practical example to spark new ideas.
- Action Planning (15 mins): Writing down exactly what we’ll try next.
- Reflection (5 mins): Checking if we actually met our goals for the session.
The Hardest Part: Knowing What to Stop
We’re all working at capacity. Wiliam is very clear that to do “even better things,” we have to stop doing some of the “good things.” Real improvement isn’t just about adding to the pile; it’s about making space. Part of our action planning involves identifying what we’ll reduce or give up to make room for these new habits.
Changing how we teach has been described as “engine repair in flight.” It’s messy and a bit daunting, but by doing it together in a supportive, non-evaluative environment, we’re making sure that our own professional growth blossoms right alongside our students.
shem banbury 
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