Linking the narratives to ERO’s School Evaluation Indicators

The table below cross-references the eight narratives to the relevant indicators from ERO’s School Evaluation Indicators. Leaders can use the table to facilitate discussion about the variety of effective practices found in the different narratives. Where leaders, teaching teams or teachers are currently focusing their attention on a particular domain, they can use the table to select narratives that feature effective practices in that domain.

Domain School evaluation indicators Narrative

The board scrutinises the effectiveness of the school in achieving valued student outcomes


Leadership for
equity and

Leadership collaboratively develops and pursues the school's vision, goals and targets for equity and excellence

1, 2

Leadership ensures effective planning, coordination and evaluation of the school’s curriculum and teaching

3, 4

Leadership promotes and participates learning and development

1, 2, 3

Leadership builds collective capacity to do evaluation and inquiry for sustained improvement

1, 2, 4

Leadership builds relational trust and effective collaboration at every level of the school community

3, 4

connections and

School and community are engaged in reciporocal learning-centred relationships


Communication supports and strengthens reciprocal, learning-centred relationships

1, 2, 6

Student learning at home is actively promoted through the provision of relevant learning opportunities, resources and support

1, 6

Community collaboration enrich opportunities for students to become confident, connected, actively involved, lifelong learners


effective teaching
and opportunity
to learn

Students learn, achieve and progress in the breadth and depth of The New Zealand Curriculum

3, 4

Students participate and learn in caring, collaborative, inclusive learning communities 5, 6, 7
Students have effective, sufficient and equitable opportunities to learn 1, 2, 3, 5, 7
Effective and culturally responsive pedagogy supports and promotes student learning 1, 2, 3, 4, 6

Assessment for learning develops students’ assessment and learning-to-learn capabilities

3, 8

capability and
collective capacity

Systematic, collaborative inquiry processes and challenging professional learning opportunities align with the school vision, values, goals and targets

2, 5

Organisational structures, processes and practices enable and sustain collaborative learning and decision making 1, 2, 3, 4

Access to relevant expertise builds capability for ongoing improvement and innovation

1, 2, 3, 4, 5, 8

Evaluation, inquiry
and knowledge
building for
improvement and

Collective capacity to do and use evaluation, inquiry and knowledge building sustains improvement and innovation

1, 2, 5, 8