Appendix 4: Evaluation framework for schools

School leaders may find these investigative prompts and indicators useful when they review and improve their transition processes.

 

1. Effective leadership:

How does the organisational and professional support by the school leadership promote the success of transitions to school for new entrant students?

importance placed on successful transitions

  • policy, framework, expectations
  • focus on wellbeing and success in students’ first year

organisational support for the new entrant teacher

  • commitment to appointment of expert new entrant teachers
  • staffing allocation and other responsibilities reflect value placed on role
  • professional learning and development for the teacher(s)
  • size and formation of classes
  • length of time students spend in new entrants

communicate with and include new and potential new parents in ways that promote and celebrate the success of transitions

  • useful information shared with parents to develop common expectations
  • parents and whanau are welcome and feel they contribute meaningfully

support for the new entrant students in ways that promote and celebrate the success of transitions to school

  • visits by children to school, teachers to early childhood services and former students to early childhood services
  • provision of particular curriculum programmes that

- ‘bridge’ the learning experience from early childhood services to more formal school

- capitalise on individual’s strengths, identity, language and culture

  • environment is welcoming and structured for new entrants
  • school organisation
  • messages for students and teachers

unintended consequences of school leadership decisions on the success of transitions

  • the interpretation of the use of National Standards
  • changing previous reporting practices

2. Activation of educationally powerful relationships:

How does the school develop and engage in collaborative relationships that support students as they transition to school?

explore and understand the expectations, relationships, aspirations of others in ways that are educationally powerful

  • new entrant teacher has time to get to know whanau
  • information from parents valued and used to foster new entrant sense of belonging
  • information from early childhood services used

support for parents, family and whanau

  •  information for parents as above and

- relating to The New Zealand Curriculum - key competencies and values and how these build from Te Whāriki

- about other school networks, extra-curricular activities

relationships deliberately activated at the teacher and leader level

  • students with students
  • teachers with students
  • teachers with parents, family and whanau
  • teachers across sectors (with early childhood services)
  • leaders across sectors (e.g. early childhood-school leader clusters)

3. Effective pedagogy

How is the new entrant's curriculum responsive and adaptive to the learning interests, strengths and capabilities of students as they transition to school?

curriculum-in-action

evidence of understanding of early childhood curriculum and attempts to ‘bridge’ the difference

planning in keeping with Literacy Progressions and Number framework

appropriate and prompt intervention to assure students’ success as new entrants (ie do not wait till 6-year-old Reading Recovery) the focus on key competencies to support student agency opportunities to develop relationships and friendships problem solving and risk taking

recognises and builds on prior knowledge, values, language culture and identity of each student

students use first language to develop English literacy information from early childhood services and home included in development of education pathway/profile/portfolios to ‘bridge’ the difference

planning in keeping with Literacy Progressions and Number framework

appropriate and prompt intervention to assure students’ success as new entrants (ie do not wait till 6-year-old Reading Recovery) the focus on key competencies to support student agency opportunities to develop relationships and friendships problem solving and risk taking

recognises and builds on prior knowledge, values, language, culture and identity of each student

students use first language to develop English literacy

use of formal and informal assessment practices

information from early childhood services and home included in development of education pathway/profile/portfolios

4. Productive inquiry and knowledge building

How does the school's self review identify and improve the impact of beliefs, practices and processes that support students as they transition into school

processes and clear indicators to review effectiveness of transition

  • clear expectations re supporting students’ transition to school
  • developing productive relationships with early childhood services
  • developing welcoming and inclusive relationships with parents

evidence of improvement and ongoing monitoring and accountability

  • parental voice
  • review meetings with school leaders

specific actions put in place for students for whom transition has not been easy

  • identifying and responding fast enough to students who are experiencing learning difficulties
  • right interventions put in place as soon as possible

5. Priority learners:

How is the school supporting transition for priority learners (Maori, Pacific, students with special education needs, students from low socio-economic backgrounds)?

organisational and professional support by the school leadership

  • priority learners are a clear priority for the senior leadership team
  • processes in place to identify priority learners
  • PLD about Ka Hikitia, Pasifika Education Plan and Tataiako
  • leaders and teachers recognise the importance of language, culture, identity and this is translated into what happens in the classroom and throughout the school
  • processes to identify and support families with financial hardships

deliberately develop and engage in collaborative relationships

  • strong working relationships developed with helping agencies and whanau, iwi and communities
  • where possible support staff transition with children with special needs