A deputy principal describes the process the school leaders went through to develop electronic systems and processes to track student academic success. The principal describes how the tracking tool alerted school leaders when students were at risk of not achieving and led them to consider ways to ensure students had further opportunities to succeed.
Senior leaders have put processes in place to ensure that all teachers participate in and contribute to the co-construction of decisions about how best to move forward. The principal describes the approach as ‘change coming from the classroom, not the principals office’.
Interruptions to learning are deliberately minimised. When the behavior of individual students threatens to disrupt the learning of others, the individualized approach and resourcing enables engagement in learning to continue.
A school principal talks about how he works with his school community to develop an environment where Māori learners are supported and can succeed as Māori. Māori parents talk about their own and their sons’ experiences at this school and a senior Māori student talks about how Māori feel safe, are acknowledged and set up for success.
The team structure in this school supports the professional learning and development of leaders and teachers. Team members discuss their roles, responsibilities and the reciprocal nature of their interactions.
A principal describes the need to establish the ‘fertile ground for innovation’ by being explicit about the need to be ‘comfortable being uncomfortable’ in order that together they can question, inquire and critique to make things better the learners.