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Trustee perspectives 3 Parent and whānau perspectives 4 Resources and support 4 Support and challenge 4 Communities of Learning 5 Issues facing secondary schools 5 2. Supporting students' learning 6 Laying the foundations in Years 9 and 10 6 Students' progress and curriculum at Years 9 and 10 8 Key competency learning experiences for students 9 The role of metatalk 11 The contribution of assessment practices to learning to learn 13 What are the barriers to teachers making changes? 15 Summary and discussion 16 3. Working with NCEA 17 An overview of principals' and teachers' views of NCEA 18 Consolidation of support for NCEA 19 Is NCEA seen as a credible qualification in the wider community? 20 Alternative qualifications 21 A focus on achievement, retention and transitions 21 Pressure to improve NCEA results 22 Responding to the needs of all learners 22 Vocational pathways 23 School systems to design and track learning pathways 23 Supporting students to stay on their qualification pathway 25 Teachers' curriculum thinking 25 The impact of NCEA on teacher workloads 26 Impacts for students 27 Summary and discussion 28 4. Learning with digital technology 30 School infrastructure and support for using digital technology 31 Support for teachers to implement learning with digital technology 33 Students' access to digital technology 34 Providing learning experiences with digital technology 34 Effects of learning with digital technology 37 Teachers' comments 40 How teachers were using online resources and technologies 42 Parent and whānau views of learning with digital technology 44 Trustees' perspectives 45 Summary and discussion 45

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In 1989 the Tomorrow’s Schools reforms brought in self-managing schools as the unit for educational administration. The government’s stated aims included a mix of outcomes and processes, which were to: improve educational opportunities, meet Māori needs more effectively, give local knowledge real responsibility, and encourage flexibility and responsiveness. The system was to be more efficient, and provide greater accountability. After 20 years, progress towards these aims is, at best, mixed. This article provides a broad overview of the frameworks for school self-management over this period, identifying two main phases from 1989 to 2009. The first led schools to develop inward-looking identities. The second introduced a greater emphasis on capability development. The ongoing legacy of the initial phase is discussed, since reform phases do not so much replace one another as build on what has already been established. It also discusses the shortcomings of each of these phases in relation to the aims of Tomorrow’s Schools, and the kind of framing school self-management might need if it is to realise the aims of improved educational opportunities, particularly for Māori, given that this was an initial driver for the reforms.

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