Results for "net focus transition to school"

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  1. Reading

    The skillful use of instructional teaching, using different methods and contexts, is essential in the teaching of both reading and writing. Each child starting school comes from different social settings, has already developed varying literacy perspectives and is likely to progress through differing routes from his or her peers. Therefore, teachers need an in-depth understanding of the theories and content knowledge they can use for each of those children to learn to read and write successfully....

    http://www.ero.govt.nz/publications/reading-and-writing-in-years-1-and-2/reading/

  2. Briefing to the incoming Minister

    Introduction This briefing provides general background information on the Education Review Office (ERO). The purpose is to provide a summary description of ERO’s role and functions and give the new Minister sufficient information to meet initial requirements. Download ERO's current briefing to the incoming Minister (2014) (PDF 790 kB) Download ERO's previous briefing to the incoming Minister (2011) (PDF 404 kB) Purpose and structure This briefing to the incoming Minister (BIM) provides an in...

    http://www.ero.govt.nz/publications/briefing-to-the-incoming-minister/

  3. 2014 briefing to the incoming Minister

    Part one – making a difference to student achievementThe challengeFor the last 25 years the Education Review Office (ERO) has reviewed schools and early childhood services. ERO’s first National Report was published in 1994. Our review methodologies are world renowned and ERO’s people are highly regarded by schools and services. ERO’s reviews and evaluations are a catalyst for change. We can be proud of the work that this small and highly capable organisation does and the impact that it h...

    http://www.ero.govt.nz/publications/briefing-to-the-incoming-minister/2014-briefing-to-the-incoming-minister/

  4. Findings

    The above are eight examples of schools working well with the National Standards. All of these schools took a positive approach to the standards, started developing their understanding and implementation of the standards early, and built this implementation on good assessment practices. Direct quotes from trustees, school leaders, teachers and students are included in italics.School AContextSchool A is a medium-sized school with students in Years 1 to 8. At the time of the ERO review, a fifth of...

    http://www.ero.govt.nz/publications/working-with-national-standards-good-practice/findings/

  5. Case studies

    This section presents each of the seven schools as a case study focusing on the five evaluation questions. ERO’s indicators of high quality practice used by review officers are included in Appendix One: Self Review: Questions for your school.Weaving GATE into the fabric of the schoolMangapapa School is a decile 5, contributing primary school in Gisborne.In 2007 the school’s roll was just under 450 students, of whom 58 percent were New Zealand European/Pākehā, and 40 percent Māori, with th...

    http://www.ero.govt.nz/publications/schools-provision-for-gifted-and-talented-students-good-practice/case-studies/

  6. Process indicators

    Domain 1: Stewardship New Zealand has devolved educational governance to local boards of trustees of which the principal and a staff representative are members, as is a student representative in the case of secondary schools. This means that there is a close relationship between governance and leadership, and the expectation is that trustees will work strategically and collaboratively with the principal, staff and students to realise the school community’s vision and values and achieve agreed...

    http://www.ero.govt.nz/publications/school-evaluation-indicators/process-indicators/