Criteria for scheduling Te Pupuketanga - Development Evaluation

ERO will decide to carry out another review over the course of one-to-two years where there is evidence that gives ERO cause for concern about the education and safety of students.This diagram shows the criteria for Te Pupuketanga development evaluation. The first box reads development evaluation empower and improve one-to-one year review timing criteria. The next box is Te Tino Uaratanga high expectations for students staff and whanau, students are alert to every area of knowledge that they choose to pursue in their lives. the next table feeds up to that previous box it has two columns which read Whahanga and Process inputs. The five rows underneath read across the headingas as follows: Te Ira Tangata - safe, nurturing and inclusive environment. Te Reo Maori - Immersion environment with good quality models and language acquisition strategies. Nga Iwi - Cultural values, tikanga and collective responsiblity. Te Ao - Value and acceptance of the Maori world view. And lastly Ahuatanga Ako - Effective teaching and learning programmes.  The next box underneath this reads self review established clear policy process and practice or good decision making. the next three boxes read respectively governance, leadership and mangement and lastly sustainability

Figure 12: Criteria for scheduling Te Pupuketanga - Development Evaluation

In addition, ERO will return over the course of one-to-two years where, in ERO’s view, external intervention is needed, either at a statutory or lower level to bring about the desired improvement.

If a Limited Statutory Manager (LSM) or commissioner or other Ministry of Education intervention has been in place at the time of the review or is being recommended following the review, the timing of the review is decided in consultation with an ERO National Manager Review Services.

Te Pupuketanga - Development Evaluation is designed to empower Te Aho Matua kura whānau (including staff, board, and leadership) and focus improvement across identified priorities.

The focus is on enhancing ownership, and building capability for strategic thinking, planning and action, and self review.

Te Rūnanga Nui and the Ministry of Education are also involved with ERO and the kura whānau throughout the course of the Te Pupuketanga - Development Evaluation.

The design of the one-to-two year evaluation includes an indigenous development frame, defined specifically to highlight the different stages of progress. These acknowledge Te Aho Matua kura and align with the current approach used by Te Rūnanga Nui as it supports kura whānau in their tasks.

There are three strands in this frame:

  • Strand 1 Marama – focuses on building collective understanding, leading to acceptance, prioritising and planning
  • Strand 2 Pono – acknowledges development, direction has been defined and the whānau have focus, and are moving toward clear goals
  • Strand 3 Ūpoko Pakaru – acknowledges that once progress is evident and participants have acquired skills they are better positioned to take responsibility for managing their own kura and long term sustainability is likely.

FThis diagram shows the indigenous development frame. The top of the diagram is a row of connecting arrow headings which have the three strands Marama, Pono and Upoko Pakaru underneath this is a banner separated into Past, Present and Future. Underneath this is another banner which reads Te Aho Matua Developement Evaluation. Stepped underneath this are three boxes they are from left to right Whanaungatanga - Whanga (2 days, relationship, clarification, priorities, agreement and planning. Whakaaetanga - communication, information, agreement and decision making. Lastly Whakataunga - communication, clarification, agreement, decision making and reporting. Underneath this is a final banner which reads Whanau self reivew.

Figure 13: Te Pupuketanga indigenous development frame

The focus of these strands is on strengthening kura whānau and enabling them to sustain improvements in the long term. They also provide a gauge to measure progress when making decisions about movement through the one-to-two year development process. For each strand there are markers that define milestones. These markers ensure ERO, Te Rūnanga Nui and whānau can contribute to decisions about progress.

Te Pupuketanga Strands and Process MarkersThis diagram sets out the Te Pupuketanga process markers. This table is headed by the three strands which are Marama, Pono and Upoko Pakaru. Underneath this reads from left to right the following: actively participate in ERO whanga, discuss process developments and discuss process developments. Agree to focus development, define student achievements and define student acheivements. Focus on outcomes for tamariki, review plan at designated timeframes, share the completion of the plan and can identify next steps. Define their vision and aspirations and articulate development. Condsider their strategic direction, document progress and complete self review and formulate long term strategic direction. Accept and affirm the ERO findings and provide copies to ERO. Combine all inforamtion and prioritise immediate long term direction, participate in appropriate training and development and high level of understanding about the importance of self review. Formally plan with achieveable milestones relevant evidenence, can discuss professional developments from training and recieve positive feedback from external agencies.  Consider support required and by who to achieve their goals, recieve postive feedback from external agencies and engage with ERO, TRN, MoE on a regular basis. ERO, TRN MoE, whanau negotitate appropriate timeframes, ERO, TRN, MoE agree that the cycle of evaluation is complete. Identify and move forward with appropriate training and development, self initiate formal communication with agencies and articulate their self review programme and practices. Engage with ERO, TRN, MoE on a regular basis, engage with ERO, TRN, MoE on a regular basis an demonstrate confidence and articulate their capability to self manage. Begin to progress aspects of the plan, identify key components of self review and demonstrate long term sustainability. Begin to collect evidence and report progress to ERO. Discuss self review processes. Demonstrate increasing confidence. Lastly Self initiate formal communication with agencies.

Figure 14: Te Pupuketanga process markers

Throughout Te Pupuketanga there are three distinct review process phases - Whanaungatanga, Whakaaetanga and Whakataunga. These are the formal stages of the process (see Figure 12).

Together the review process phases - Whanaungatanga, Whakaaetanga and Whakataunga - and the progress strands - Marama, Pono and Ūpoko Pakaru - provide a basis for understanding the next steps to be taken by the kura whānau. This combination of process phases and progress strands, He Whāriki Paihere, strengthens the overall process for kura whānau and for ERO.The figure He Whariki Paihere process and progress is made up of six interweaved strands representing a flax like structure on an angle. The three strands angling downward are Upoko pakaru, Pono and Marama. The three strands angled up interweaved between these  are Whanaungatanga, Whakaaetanga and Wakataunga

Figure 15: He Whāriki Paihere - process and progressThis diagram is a table that sets out what a Te pupuketanga review will look like. The 5 headings across the top of the table read Te Pupuketanga review process, ERO, Te Runagna Nui (TRN), Ministry of Education (MoE) and Kura Whanau. The rows underneath read across from left to right as follows: Whanaungatanga pre review selection process - Senior leadership team uses the criteria for the timing of reviews, review file and report to make judgements abou the timing of the next review - TRN initiates support - MoE initates support as appropriate - Kura whanau recieve unconfirmed ERO report, Initate discussions with other parties. Formal notification - ERO sends confirmed report and schedule team and visits as appropriate - TRN initates support - MoE initates support as appropriate - Kura whanau acknowledge confirmed report. Communication - ERO coordinator arranges first whanga to consider findings of review and next steps - TRN attendance at whanga - MoE attendance at whanga - Kura whanau attendance at whanga. Onsite - Coordinator will develop whanga that covers introduction, self review activities, priorities, planning and report - TRN timbetable involvement, TRN will recieve a record of meeting report which will outline work to date and possible next steps - MoE timbetable involvement, MoE will recieve a record of meeting report which will outline work to date and possible next steps - Kura whanau maintain regular contact with ERO, TRN, MoE contact people , email and telephone, The whanau will recieve a record of meeting outlining work to date and possible next steps. Whakaaetanga monitoring - The coordinator will communicate regularly, collect and collate relevant information provided by the kura whanau, the coordinator will make informed decisions and focus on agreement forward - TRN will share information and will be an active member of colllective decision making - MoE will share information and will be an active member of colllective decision making - Kura whanau will share information and will be an active member of colllective decision making. Communication reocrd of meeting - Maintain regular contact after meetings, ERO will complete a record of meeting and send this to all parties - TRN regular contact, TRN recieves meeting report outlining work to date and possible next steps - MoE regular contact, MoE recieves meeting report outlining work to date and possible next steps - Kura whanau regular contact with ERO, The whanau will recieve a meeting report outlining work to date and possible next steps.  Whakatanga Onsite - The coordinator will organsie the final onsite phase of the review with all parties, the review will follow an evaluation design and will included evidence gathering, analysis, synthesis and agreement - TRN will be available for the review as kaitaki - MoE will be available for the review as required - Kuar whanau will begin review with an overview or self review hui outlining progress made since begining of review, The kura whanau will provide developments, share student progress and support ERO to look at the quality of education provided to students. Offsite reporting - Coordinator drafts report, ERO quality assurance process, Decision on timing of next review and confirmed report sent to all parties - TRN recieves copy of confirmed report - MoE recieves copy of confirmed report - The whanau recieve the unconfirmed report and can make comment about error of fact, it then recieves the confirmed report.

Figure 16: Review process for Te Pupuketanga Development Evaluation