Results for "2013"

Displaying Page 1 of 1

  1. Appendix 2: National outcomes 2013

    1 Final Outcomes - 2013 - National - All Student Summary 81.1% (1,588) of the 1,958 students who completed their programme achieved a minimum of NCEA L2 at the end of 2013 82.4% of all students exiting their programme in 2013 made a positive transition   2013 Trades Academy Programme Year End Student Outcomes Student Outcomes Continuing in Programme Left without completing full programme Completed full programme Total Number of students 1166 916 1958 4040 Attend...

    https://www.ero.govt.nz/publications/secondary-tertiary-programmes-trades-academies-what-works-and-next-steps/appendix-2-national-outcomes-2013/

  2. Foreword

    This report presents the findings of ERO’s evaluation of the Ministry of Education’s initiative for secondary schools called Achievement 2013-2017. This initiative is about schools and the Ministry working together to improve student achievement at NCEA Level 2. A pilot initiative began in 2012 and was expanded in 2013. At the request of the Ministry, ERO looked at how the initiative operated in 30 of the 129 schools in 2013. Overall we found that many students not likely to achieve NCEA L...

    https://www.ero.govt.nz/publications/achievement-2013-2017-success-for-students-in-2013/foreword/

  3. References

    Education Review Office. (2013). Strategic Intentions 2014 – 2017. Wellington: Education Review Office.Education Review Office. (2013). He Toa Takitini: Kia Horo! Accelerating outcomes for Māori 2013 – 2017. Wellington: Education Review Office.Education Review Office. (2013). He pou tātaki: How ERO reviews early childhood services. Wellington: Education Review Office.Education Review Office. (2012). Partnership with whānau Māori in early childhood services. Wellington: Education Rev...

    https://www.ero.govt.nz/publications/tuia-te-here-tangata-making-meaningful-connections/references/

  4. Methodology

    ERO’s evaluation focusThe Achievement 2013-2017 initiative is a flexible programme involving Ministry staff and schools working together to identify areas where they can improve student achievement. Typically Ministry personnel work with schools to discuss how NCEA Level 2 achievement can be improved. Schools are asked to focus on a cohort of students who would be unlikely to gain NCEA Level 2 without further assistance. The Ministry personnel do not prescribe particular solutions for schools....

    https://www.ero.govt.nz/publications/achievement-2013-2017-success-for-students-in-2013/methodology/

  5. Conclusion

    Achievement 2013-2017 has helped schools become more responsive to the issues affecting student achievement. Most of the schools in this review reported to ERO that their involvement in Achievement 2013-2017 had in some way helped them to improve their focus on individual students. In some cases schools have made significant changes to their operations. Sixty percent of the target students across the 129 schools achieved NCEA Level 2 in the 2013 academic year. While it is not possible to know...

    https://www.ero.govt.nz/publications/achievement-2013-2017-success-for-students-in-2013/conclusion/

  6. Overview

    In 2012 the Ministry of Education (the Ministry) launched a pilot initiative in 16 schools to raise student achievement at Level 2 of the National Certificate of Educational Achievement (NCEA).[1] These schools were asked to investigate what could be achieved by identifying and supporting a target cohort of Year 12 students who were unlikely to gain NCEA Level 2 without additional help.Evidence from the Ministry showed that 61 percent of the students in the pilot initiative had achieved NCEA Lev...

    https://www.ero.govt.nz/publications/achievement-2013-2017-success-for-students-in-2013/overview/

  7. Appendix 6: Ministry of Education support for transition to school

    The Ministry supports transitions between early childhood education and schoolsthrough the following: Early Childhood Education Strategic Plan (2002-2012) Pathways to This Future: Nga Huarahi Arataki. This plan promotes consistency of education between birth and eight years by early childhood services sharing a common vision of success and forging close links with primary schools. Special Education Policy Guidelines 1 (2012). Aims to provide learners with special needs with a seamless education...

    https://www.ero.govt.nz/publications/continuity-of-learning-transitions-from-early-childhood-services-to-schools/appendix-6-ministry-of-education-support-for-transition-to-school/

  8. Introduction

    In 2012, in response to the Government’s target that 85 per cent of 18-year-olds will have achieved NCEA Level 2 or equivalent qualification in 2017, the Ministry identified 16 schools to participate in a pilot initiative. These schools were encouraged to develop a plan that closely tracked and supported students who were close to, but at risk of not achieving NCEA Level 2 without further support. Schools were asked to see what differences could be achieved in a relatively short space of time....

    https://www.ero.govt.nz/publications/achievement-2013-2017-success-for-students-in-2013/introduction/

  9. Appendix 4: Useful resources for principal appraisal

    Davies, C (2013) Principal Performance Agreement: The Board’s Role, presentation at NZSTA Conference 2013, NZSTA.NZSTA (2013) Trusteeship: a guide for school trustees, NZSTA.NZSTA (2009) Guidelines for Primary Boards of Trustees: Primary Principals’ Performance Review.NZSTA 2008 Managing Principal Appraisal (Performance Review) – Good practice framework.NZSTA 2005, Guidelines for Boards of Trustees: Managing Principal Appraisal.Ministry of Education 1997, A Series of Guidelines on Performa...

    https://www.ero.govt.nz/publications/supporting-school-improvement-through-effective-principal-appraisal/appendix-4-useful-resources-for-principal-appraisal/

  10. Foreword

    The Education Review Office (ERO) is an independent government department that reviews the performance of New Zealand’s schools and early childhood services, and reports publicly on what it finds.The whakataukī of ERO demonstrates the importance we place on the educational achievement of our children and young people:Ko te Tamaiti te Pūtake o te Kaupapa The Child – the Heart of the MatterIn our daily work we have the privilege of going into early childhood services and schools, giving us...

    https://www.ero.govt.nz/publications/guidance-and-counselling-in-schools-survey-findings/foreword/

  11. National report summary

    Achievement 2013-2017: Success for students in 2013This report presents the findings of ERO’s evaluation of the Ministry of Education’s initiative Achievement 2013-2017. This initiative is about schools and the Ministry working together to improve student achievement. In particular, groups of Year 12 students identified as being unlikely to gain NCEA Level 2 without additional support.In 2013, 2701 students from 129 schools were identified and given additional support by leaders and teachers...

    https://www.ero.govt.nz/publications/achievement-2013-2017-success-for-students-in-2013/national-report-summary/

  12. Resources to support trustees and principals

    The Ministry, NZSTA and other education agencies provide many resources and tools to support trustees in their role as employer. Key resources are described in Appendix 1.Key findings The education agencies provide detailed resources for boards and trustees about their role as employer. Many schools do not know about these resources or use them. Approximately 60 percent of board chairpersons and half the principals surveyed had used the Ministry publication Effective Governance: Recruiting and M...

    https://www.ero.govt.nz/publications/student-safety-in-schools-recruiting-and-managing-staff/resources-to-support-trustees-and-principals/

  13. Next steps

    ERO recommends that the Ministry of Education: continues to provide ongoing, high quality support and professional learning for Māori teachers in secondary schools, extending support for teachers in the classroom considers extending support programmes for Māori teachers to include those working in the primary sector with a consequent increase in funding continues to provide resourcing that allows for high levels of teacher participation in such programmes seeks opportunities to develop schoo...

    https://www.ero.govt.nz/publications/ako-panuku-an-evaluation-of-the-programmes-effectiveness/next-steps/

  14. Aligning practices

    ERO’s report Priorities for Children’s Learning in Early Childhood Services (May 2013) shows that in services where the curriculum was highly reflective of their priorities for children’s learning, the processes associated with curriculum design, teaching and assessment practices, and self review were well aligned. Although many services in the 2012 evaluation were implementing the various processes associated with curriculum, assessment and self review, the alignment between these was of...

    https://www.ero.govt.nz/publications/priorities-for-childrens-learning-in-early-childhood-services-good-practice/aligning-practices/