Back in 2014, my first year at Saint Kentigern, a comment from the Auckland Blues coach at the time, Sir John Kirwan, struck a chord: “Better Never Stops”. He used this phrase as a challenge to his players – to stay humble, stay hungry, and keep improving. More than a decade later, the same message sits at the heart of how we approach professional learning at Saint Kentigern – it reminds us that great teaching is never accidental, it is continually shaped by reflection, collaboration, and a willingness to grow alongside one another.
Teaching is a multifaceted profession, and the landscape in which we work continues to shift. Successive curriculum changes require teachers to be nimble, adaptive, and confident in their practice. Research on how students learn continues to expand, and advances in technology are transforming how knowledge is accessed, shared, and applied in the classroom. The needs of our learners continue to evolve. All of this reinforces a simple truth: if we want our students to achieve personal excellence, they need excellent teaching, and excellent teaching requires ongoing teacher learning.
A commitment to growth really does matter. Renowned New Zealand educational researcher Professor John Hattie has spent decades analysing what has the greatest impact on student achievement through his ‘Visible Learning’ work. His synthesis of thousands of studies highlights one factor that stands above all others when it comes to improving student outcomes: ‘Collective Teacher Efficacy’. This refers to the shared belief among teachers that, together, they can influence learning – and when they act on that belief through shared practice, inquiry, and problem-solving, the impact on student achievement is profound. It is about what happens when teachers work in teams, hold one another to high expectations, challenge assumptions, and build shared expertise.
This evidence drives our professional learning programme, with collaboration and shared understanding at its core. This year, we implemented Professional Learning Teams (PLTs), creating a space where staff reflect together, share expertise, and leverage Collective Teacher Efficacy to improve outcomes for all learners. Comprising teachers from across the school, PLTs meet fortnightly to share strategies and engage in structured modules that build on existing expertise. I’ll draw on two modules from this year’s programme to illustrate how PLTs have been used to bring research and practice together:
The first module focused on best practice for teaching boys. Drawing on Michael Reichert’s research through the International Boys’ Schools Coalition, staff explored ‘Relational Teaching’ – the deliberate practice of building strong, authentic relationships with students to enhance engagement and learning. Teachers reflected on their own practice in light of this research and shared strategies with colleagues about what works best. Feedback showed the process to be both affirming and enlightening, strengthening our collective understanding of how to support our learners most effectively.
The second module emerged from a desire to create greater consistency in our students’ learning experiences. As a staff body, we explored what best-practice teaching looks like in our context, and aligned these insights with educational research. This collaborative work has directly informed the development of our new ‘Excellence in Teaching Framework’, launching next year. Grounded in evidence-based principles, the framework reflects both our shared understanding as a staff, and the research evidence for effective classroom practice. It will be invaluable for new staff members and serve as a clear reminder to all teachers of the high standards we aim to achieve in every classroom.
Beyond these in-school initiatives, our staff also seek professional growth through experiences outside our school grounds. This year, staff have attended external workshops, connected virtually with colleagues around the world, participated in national and international conferences, pursued sabbatical research, and taken up Parents and Friends Association scholarships. Whether exploring best practice in boys’ education, deepening subject expertise, or learning from innovative schools overseas, these experiences bring fresh insights back into our classrooms and staffrooms, strengthening our collective knowledge and expanding the professional networks our teachers can draw upon.
As we look ahead, we are guided by a whakataukī embedded in our Boys’ School haka: ‘Whāia te iti Kahurangi’ – seek the treasure that you value most dearly. It speaks to striving for excellence, to aiming high, and in many ways, it captures the spirit of our profession: we keep working, keep improving, and keep climbing because the young people in front of us deserve nothing less.
And so we return to our guiding message: ‘Better Never Stops’. Not because perfection is possible (and longstanding Blues fans will appreciate the irony of that era’s lack of success) but because the pursuit of better, together, is what makes the difference. Our students thrive when surrounded by teachers who collaborate, reflect, and challenge one another to be their best. At Saint Kentigern, we are fortunate to have a team of committed educators who believe deeply in the power of working collectively for the success of every learner. For our staff, Better Never Stops.
Written by Jarred Wilson
Boys’ School Deputy Principal – Academics
