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  1. Foreword

    It is the responsibility of parents and teachers to help children and young people navigate through the education system. Moving through early childhood education, school and onto further education or training is challenging for young people - every change requires the child or student to become familiar with new people, practices and expectations. It is important that leaders, teachers and parents help children navigate through and make these shifts, or transitions, as smooth as possible so tha...

    https://www.ero.govt.nz/publications/continuity-of-learning-transitions-from-early-childhood-services-to-schools/foreword/

  2. Collective theory of change and plan of action

    The process of clarifying purpose and focus provides a foundation for further investigation and collaborative sense making that leads to priorities for action.Identifying achievement challenges may be relatively easy; understanding them and how to address them is likely to take some investigation. At this point the community needs to research the evidence about ‘what works’ and what ‘good’ looks like with a view to determining possible actions based on their demonstrated effectiveness.Pl...

    https://www.ero.govt.nz/publications/communities-of-learning-kahui-ako-collaboration-to-improve-learner-outcomes/collective-theory-of-change-and-plan-of-action/

  3. Appendix 1: Glossary

    Complexity of learning By acknowledging complexity of learning, an educator understands that noticing, recognising and responding is holistic, involves parents and whānau, and is part of a responsive relationship. An Introduction to Kei Tua o te Pae Book 1, p19. Dispositions Combinations of children’s emerging knowledge, skills and attitudes to learning are described as dispositions for learning. Positive dispositions for learning include courage and curiosity, trust and playfulness,...

    https://www.ero.govt.nz/publications/the-quality-of-assessment-in-early-childhood-education/appendix-1-glossary/

  4. A closer look at a capability: perspective-taking

    Perspective-taking is identifying and understanding an idea, action or challenge from other perspectives.Students have traditionally been given few opportunities to interact with diverse people and ideas; assessments are based on the individual, and students tend to be surrounded by peers of similar abilities. The purpose of the inclusion of perspective-taking in the curriculum is to help students to do things such as: create content (e.g. written report or advertising) for a specific audience u...

    https://www.ero.govt.nz/publications/the-key-competencies-realising-the-potential-of-the-new-zealand-curriculum/a-closer-look-at-a-capability-perspective-taking/

  5. Glossary L

    A B C D E F G H I J K L M N O P Q R S T U V W X Y Z L Word Definition Related terms Lateral accountability A concept that explores collaborative practice. It is used to describe the power of collaboration when one is accountable to one's self and one's peers. (Michael Fullan) Collaboration Language of learning Language used to describe learning often used by teachers to make the learning processes clear for students, and for students to be able to reflect on how they...

    https://www.ero.govt.nz/publications/modern-new-zealand-learning-practice-glossary/glossary-a-z/glossary-l/

  6. About ERO reviews

    ERO reviews under COVID 19ERO School ReviewsERO will not be restarting individual school education reviews and reporting until later in the year. However, we do want to capture the learning and innovation that is happening in the sector at this time.In the next few weeks, ERO will be contacting schools that are due to be reviewed, to establish an approach that collects information for national and regional reporting about: the strategies put in place to contribute to learner success and reengage...

    https://www.ero.govt.nz/how-ero-reviews/information-for-parents/

  7. Conclusion

    The phases of inquiry – focusing inquiry, teaching inquiry, learning inquiry- represent three important stages in a process that focuses teachers on: which learners need help what they need to learn what should be done to support them whether learners have successfully achieved the goals and targets teachers have prioritised for them. While 20 percent of teachers were using this process very well, 37 percent of teachers were either using inquiry minimally or were not using it at all. The impli...

    https://www.ero.govt.nz/publications/teaching-as-inquiry-responding-to-learners/conclusion/

  8. Te Aho Matua Kura Kaupapa Māori

    Philosophy and PurposeStudents attending Te Aho Matua kura kaupapa Māori experience a unique education reflecting the distinctive values and beliefs of Te Aho Matua.In Te Aho Matua Kura Kaupapa Māori: te reo Māori is the principal language of instruction the charter requires that the kura operates in accordance with Te Aho Matua the special characteristics described in the charter prescribe the particular character of each kura. Te Aho Matua sets out the founding principles and philosophy for...

    https://www.ero.govt.nz/publications/he-anga-arotake/te-aho-matua-kura-kaupapa-maori/

  9. Conclusion

    The Māori teachers surveyed who have participated in Ako Panuku clearly value the support that it has provided them. The role modelling of high quality pedagogy by facilitators, and their responsiveness to individual teacher needs, has had a positive impact on the quality of teachers’ practice. Classroom programmes are further enhanced by provision of useful teaching and learning resources, including a structured approach to planning. It has not been possible to qualify the impact of this o...

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

  10. Central Region - Te Tai Pūtahi Nui

    Scheduled Reviews for Term 1 2020Includes schools and early childhood services from Taranaki to Marlborough (including Taumarunui and Gisborne). Updated February 2020ECE Abbey's Place Childcare Centre Above & Beyond Tauriko Active Discovers Educare Active Discovers Educare Active Explorers Grey Street (from T4) Active Explorers Tauriko (Evolve) Ark Early Childhood Centre Awatuna and Districts Playcentre Barnardos Early Learning Homebased Huia BestStart Claudelands BestStart Hastings Central...

    https://www.ero.govt.nz/footer-upper/forthcoming-reviews/central-region-te-tai-putahi-nui/

  11. Appendix 1: Evaluation framework

    Q1. How effectively managed are the transitions students make into the residence? Induction to a CYF residential school There is a well-planned and implemented process for inducting students There is a well-planned and implemented process for welcoming students’ families/whānau/aiga Staff provide a welcoming environment for new students There are processes in place for students to welcome new students The induction programme allows students to build positive relationships with th...

    https://www.ero.govt.nz/publications/child-youth-and-family-residential-schools-3/appendix-1-evaluation-framework/

  12. Examples of effective implementation

    The following examples show how three schools implemented aspects of Vocational Pathways for their students. These schools were at different stages of implementation, and all considered that they were engaged in an ongoing process.Forest View High School in Tokoroa was at an early stage of working with Vocational Pathways.Their story shows a school at the tipping point, implementing and embedding Vocational Pathways to support students, and considering the implications for their curriculum.For F...

    https://www.ero.govt.nz/publications/vocational-pathways-authentic-and-relevant-learning/examples-of-effective-implementation/

  13. Appendix 2: Alternative Education Indicator Framework

    Good practice in Alternative Education Student outcomes Educational outcomes Students show signs of meaningful progress during their time at the provider Students are engaged and enjoy learning Students are achieving in national qualifications (age 14 ) Work samples provide evidence that students are achieving Families/whānau are satisfied with their child's achievement High priority given to achievement in literacy and numeracy Planning in literacy and numeracy is appropriate for mee...

    https://www.ero.govt.nz/publications/secondary-schools-and-alternative-education-april-2011/appendix-2-alternative-education-indicator-framework/

  14. Appendix 3: Indicators of good practice in AE

    Student outcomes Educational outcomes Students show signs of meaningful progress during their time at the provider Students are engaged and enjoy learning Students are achieving in national qualifications (age 14 ) Work samples provide evidence that students are achieving Families/whānau are satisfied with their child's achievement High priority is given to achievement in literacy and numeracy Planning in literacy and numeracy is appropriate for meeting the specific requirements of e...

    https://www.ero.govt.nz/publications/alternative-education-an-evaluation-of-the-pedagogical-leadership-initiative/appendix-3-indicators-of-good-practice-in-ae/

  15. Appendix 3: Evaluation framework and indicators

    In evaluating the quality of Activity Centres, ERO focused on the following questions: How well are students achieving and progressing? How well is the Activity Centre focused on improving educational and social outcomes for each student? To what extent is the Activity Centre part of a cluster-wide plan for supporting students in the Centre? How effectively managed are the processes used in transitioning students to further education, training or employment? ERO developed a specific set of indic...

    https://www.ero.govt.nz/publications/provision-for-students-in-activity-centres/appendix-3-evaluation-framework-and-indicators/

  16. Appendix 1: Indicators - CYF residential schools

    This document sets out the indicators for the review of the education in CYF’s residential schools. The indicators below provide an outline of the sorts of features expected in high quality teaching and learning for the students in these centres. Depending how the education provision is managed at these residences, additional features may be apparent, likewise some of the indicators below may not be directly relevant. The quality of induction Induction to a CYF residential school Sta...

    https://www.ero.govt.nz/publications/child-youth-and-family-residential-schools/appendix-1-indicators-cyf-residential-schools/

  17. Appendix 1: CYF residential schools - indicator framework for 2013 reviews

    The indicators below provide an outline of the features anticipated in high quality teaching and learning for the students in these schools. Depending on how the education provision is managed at these residences, additional features may be apparent. Likewise some of the indicators below may not be directly relevant. These indicators should be used in collaboration with ERO’s Evaluation Indicators for Schools (2011). Student induction Induction to a CYF residential school There is a...

    https://www.ero.govt.nz/publications/child-youth-and-family-residential-schools-2/appendix-1-cyf-residential-schools/

  18. Appendix 1: Teen parent uits indicator framework for 2013 reviews

    The tables below set out the basic indicators for the review of the education in Teen Parent Units (TPUs). These indicators should be used in conjunction with ERO’s indicators, as published in Evaluation Indicators for School Reviews (2011). In total, the indicators provide an outline of the sorts of features anticipated in high quality teaching and learning for the students in TPUs. Depending how the education provision is managed, additional features may be apparent. Likewise, some of the in...

    https://www.ero.govt.nz/publications/evaluation-of-teen-parent-units/appendix-1-teen-parent-uits-indicator-framework-for-2013-reviews/

  19. Appendix 2: Evaluation Indicators

    Including students with high needs - indicator frameworkPresenceEnrolment and induction The school welcomes students with high needs The school is prepared to make appropriate changes to support a student with high needs (ie, has not suggested to parents that children would be better off elsewhere)The school’s induction process is organised and welcoming for students with high needs and their families The induction programme works well at all times through the year Identifying student needs an...

    https://www.ero.govt.nz/publications/including-students-with-high-needs-school-questionnaire-responses-2/appendix-2-evaluation-indicators/

  20. Executive summary and next steps

    Parents, families and whānau want their children to feel they belong at school and experience success. They want to be involved in their child's learning - to understand what is expected and to know how they can contribute. This involvement contributes to each child's learning and success and is vital for children at risk of not achieving.ERO's evaluationERO evaluated how well schools worked with parents, families and whānau in their response to students at risk of underachievement. ERO looked...

    https://www.ero.govt.nz/publications/educationally-powerful-connections-with-parents-and-whanau/executive-summary-and-next-steps/