This evaluation reports on the quality of education in the 18 Teen Parent Units (TPUs) that ERO reviewed in Term 2, 2010. The reviews focused on student achievement, teaching and learning, governance and management, and health and safety. Self review and use of analysed data were also investigated.
TPUs provide education for teenage students who are pregnant, or are parents, in an environment that supports them in their roles as both learners and parents. As well as academic courses, students often have a wide range of personal needs that have to be met before they can effectively engage in education. Some students entering TPUs have been disengaged from school and enter with no or few credits, while others enter with some National Certificate in Educational Achievement (NCEA) qualifications.
ERO found that TPUs used their staffing effectively in a variety of ways to provide a range of subject and individualised programmes that matched student interests and abilities. Learning in TPUs was holistic, encompassing more than academic achievement. As well as NCEA certificates and credits, students benefited from programmes to develop goal setting, time management, healthy lifestyles, nutrition and budgeting, and parenting skills. TPUs provided a safe and supportive environment for their students.
Despite the individualised programmes and supportive environment, most TPUs had a group of students who did not maintain high levels of attendance. Units implemented a variety of strategies to support and improve students’ attendance and retention although there was limited review of the impact of these initiatives.
Most students valued their time at their unit and felt they were progressing towards their goals. Many were motivated to achieve by a desire to make their children proud of them. Most students achieved NCEA credits while at the TPU, including some at Level 3. However, achievement varied across TPUs and some students made little progress.
Effective TPUs had high expectations for students which were reflected in specific goals and targets, useful quality assurance systems and processes, and robust systems to monitor student progress. Professional learning and development was based on staff and student needs, linked to appraisal and unit priorities.
Over half the TPUs were found to be governed and managed effectively. In these units, there was a close relationship with the base school, and roles and responsibilities were well documented and understood by staff. In other units further clarification is needed about some roles, responsibilities and administrative aspects.
Most TPUs were in the early stages of developing self-review. Some effective self-review practices were identified including a focus on improving student achievement, a framework to systematically review their operations and practices, and use of robust evidence. Improvement of TPU capability in this area was being supported by professional learning and development. However, there is an ongoing need to develop capability in analysing and using data to support self review.
Four TPUs will be reviewed again in the next two years as there were concerns about aspects of their performance. All TPUs will be reviewed again in three years.
ERO recommends that teachers-in-charge, TPU teachers, and trustees and principals of base schools use the findings in this report to reflect on their own practices.
In particular, ERO recommends:
Trustees and Principals of base schools
Teachers-in-charge
Teachers
Ministry of Education
- include expectations for programmes and teaching and examples of useful key documents
- clarify level and use of administration fees, hours of opening, attendance expectations
- build capability of teachers-in-charge and other staff in analysing and using data effectively
- further develop leadership of teachers-in-charge.