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  1. 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/

  2. 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/

  3. 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/

  4. 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/

  5. 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/

  6. 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/

  7. 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/

  8. 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/

  9. 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/

  10. Appendix 3: Evaluation indicators including students with special education needs

    Whole school culture and commitment which underpins the actions and initiatives to promote presence, participation and engagement, and achievement of students with special education needs Students with special education needs are valued: The board of trustees and principal are committed to building an inclusive school through their comments, policies, processes, resourcing and planning. The principal provides ethical leadership and is committed to meeting the diverse needs of every student, in...

    https://www.ero.govt.nz/publications/inclusive-practices-for-students-with-special-education-needs-in-schools/appendix-3-evaluation-indicators-including-students-with-special-education-needs/

  11. Appendix 2: Evaluation Indicators

    Including students with high needs - indicator framework Presence Enrolment 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...

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

  12. Appendix 3: Evaluation indicators

    Including students with high needs - indicator framework Presence Enrolment and Induction The school welcomes students with high needs The school is prepared to make appropriate changes to support a student with high needs (i.e. 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...

    https://www.ero.govt.nz/publications/including-students-with-high-needs/appendix-3-evaluation-indicators/