Starters for school discussions

ERO has linked key judgements from the findings of this report with ERO's School Evaluation Indicators (trial document).1 Each indicator has the follow-on question "How do we know?” ERO recommends that schools inquire about how the following apply to students at risk of underachieving:

Domain 3: Educationally powerful connections and relationships What evidence do we have that:

  • a range of appropriate and effective communication strategies are used to communicate with, and engage, parents and whānau
  • students, parents and whānau, and teachers have shared understandings about curriculum goals and the processes of teaching and learning, and engage in productive learning conversations
  • students, parents and whānau, and teachers work together to identify student strengths and learning needs, set goals and plan responsive learning strategies and activities
  • students, parents and whānau, and teachers understand the full range of pathways, programmes, options and support that is available, and participate in informed decision making at critical transition points
  • parents and whānau receive information and participate in individual and group learning opportunities that enable them to support and promote their child's learning
  • any homework is carefully designed to promote purposeful interactions between parents and children, and teachers provide timely, descriptive oral or written feedback
  • teachers and parents and whānau engage in joint activities and interventions to improve learning and/or behaviour
  • the school proactively identifies and draws on community resources and expertise to improve learning opportunities and capacity to improve student achievement and wellbeing.

Domain 4: Responsive curriculum, effective teaching and opportunity to learn

What evidence do we have that:

  • students, teachers, parents and whānau set high, challenging and appropriate expectations for learning
  • curriculum design, planning and enactment responds to student and whānau aspirations within the local context and draws on, and adds to, the funds of knowledge of students, parents and whānau
  • learning opportunities respond to students' identified strengths, needs and prior learning
  • students have sufficient, related opportunities to revisit and apply learning through a variety of purposeful activities, deliberate practices and review over time
  • students with special needs and abilities participate in learning opportunities that provide appropriate challenge and support
  • explicit instruction in learning strategies (such as goal setting, self monitoring and deliberate practice) strengthens learner ability to take control of their learning, develop meta-cognitive skills, self regulate and develop self efficacy
  • students receive timely, specific, descriptive feedback related to important feedback questions: Where am I going? How am I going? Where to next? How will I know when I've got there?
  • teachers and students participate in ongoing, reciprocal communication with parents and whānau enabling them to actively participate in, and contribute to, the learning journey.