The Armour Institute
Te Wānanga o Āmoa – The Armour Institute provides professional learning and development, bridging research and practice by weaving together the intellectual, cultural, and relational strengths of Wellington College and its wider networks.
The goal is simple:
Our PLD Programmes
Our vision is to provide a service to our teachers that invests in their professional growth, supports innovation in practice, fosters a culture of excellence, and strengthens outcomes for ākonga.
Internal PLD and External PLD
All staff engage in a PLD programme that is run by SLT or by Department leads. The coordinated collaboration of SLT and Curriculum and Pastoral leads ensures that the programme provides learning that is relevant, timely, and enables intentional growth. This occurs every Friday morning. Staff are encouraged to seek out and apply for external PLD.
Wānanga Wednesday
All staff engage in a bi-weekly session that strengthens knowledge around mātauranga, tikanga, and te reo Māori. Facilitated by our Tari Māori, these short but regular sessions continue to support our commitment to ensuring equitable and inclusive learning opportunities for ākonga Māori and foster Te Tiriti partnerships school wide.
Professional Growth Cycle
All staff are supported by a mentor through the Professional Growth Cycle which is a framework through which teachers in Aotearoa New Zealand engage in professional learning, observations, and reflection to demonstrate ongoing competence and meet the requirements for certification and registration.
Provisionally Certified Teacher Programme
Our PCT programme provides tailored mentoring, professional learning, and collaborative opportunities to support early career teachers in developing their practice and confidence as they progress towards full certification. PCTs meet with our PCT Coordinator once per week.
Wellington College Leadership Institute (WCLI)
Staff with leadership aspirations are invited to apply for the year-long WCLI programme, which features visits from experienced leaders who share their insights. Participants are provided readings, engage in interactive discussions, workshops, mentor sessions, and maintain a reflective journal throughout the programme.
Professional Refresh
One of the biggest barriers to professional reading is finding the time. The Professional Refresh Programme addresses this by offering staff a day of leave to engage in professional reading of their choice, followed by a written reflection. These reflections are then compiled into an annual publication, shared with teachers across the school and beyond.
Coffee, Croissants, and Pedagogy
Similar to a book club, Coffee, Croissants, and Pedagogy brings interested staff together to read and discuss selected articles, fostering shared learning, critical reflection, and the exchange of ideas. This is an informal gathering that happens in the Headmaster’s office twice per term.
Tuakana Talks
Students who have leadership aspirations can attend Tuakana Talks. These are facilitated by the school prefects and enable students to hear from a range of successful old boys in various fields. These are held in the library once or twice per term.
Our Research Programmes
The importance of research in the setting in which it impacts cannot be underestimated. Teachers are the experts in the classroom, and their insight, analysis, and professional curiosity are vital to understanding what works, for whom, and why. When teachers engage in research, they not only deepen their own practice but also contribute to a collective knowledge base that drives meaningful, context-specific improvement. This is why the work of the Armour Institute is so important – it enables teachers to engage with research at multiple levels, offering support across a range of inquiries, from classroom-based reflection to more formal, school-wide investigation.
Teacher Action Research
Our Teacher Action Research programme supports educators to formalise their own investigation, generate evidence-informed insights, and report back to improve teaching and learning across the school. The action research is published in our Lumen collection.
International Boys’ School Coalition (IBSC) Action Research
We offer teachers a pathway into the IBSC Action Research Programme, empowering them to investigate questions from their own practice, generate insights through classroom-based inquiry, and contribute their findings to the shared knowledge of boys’ schools worldwide.
Past IBSC participants:
Serena Lawrence – “I Can Have Success Here” Building Belonging in 16-Year-Old Boys Through Peer Tutoring In The Classroom. (2024)
Current IBSC participant:
Nilesh Naran
Knowledge is for sharing.
Explore our publications and research domains.
WC Teacher Research Publication Jan 2024
WC Teacher Research Publication Jan 2025
WC Action Research Publication 2024 - 2025
At the CollFace Blog
FLAGSHIP PROJECT: CHARACTER EDUCATION
RISNZ.
Research Invested Schools Network NZ
Wellington College is privileged to be leading the Research Invested Schools Network in Aotearoa New Zealand (RISNZ), inspired by the pioneering research network of our Australian colleagues. The network’s purpose is to engage in educational research that sparks thought and action, generates new knowledge, informs policy, enhances practice, and involves students, educators, and academics alike.
We value our ongoing connections with The Crowther Centre (Brighton Grammar School, Melbourne), the Barker Institute (Barker College, Sydney), The Caledonian Institute (The Scots College, Sydney), and the Churchie Research Centre (Anglican Church Grammar School, Brisbane).
RISNZ has now grown to include 20 schools across New Zealand, and we warmly invite other schools interested in, or already engaging with, research to join us. We host termly online hui where schools are encouraged to share their mahi and learn from one another.
Dr Aaron Columbus and Nikki Corbishley join Dr Hugh Chilton and Dr Caitlin Munday on the closing panel at the RIS Conference Melbourne, 2025.
William Allan Armour (centre, in academic dress) at a ceremony to mark Wellington College foundation day.
Why The Armour Institute?
William Allan Armour, Headmaster of Wellington College from 1928 to 1942, was a visionary leader who believed education was a collective endeavour. He strengthened ties between staff, students, parents, and old boys, fostering a culture of shared responsibility and growth.
He championed a broader, more balanced curriculum, challenging the dominance of matriculation exams and advocating for approaches that better reflected the diverse needs of learners. His ideas anticipated later national reforms, showing his commitment to inquiry, innovation, and research-informed practice.
Beyond the College, Armour served on the Senate of the University of New Zealand, where he influenced major changes to secondary and tertiary assessment. His significant investment in education and the teachers and students it served provides the model for the Armour Institute today – a place where our people grow through research, reflection, and professional learning.