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  1. Leaders and kaiako in most of the 133 services had positive relationships with parents and whānau, but these were not always learning-focused partnerships

    Leaders and kaiako did not link parents’ and whānau aspirations and what they know about their children with priorities for children’s learning, children’s progress and next stepsParents and whānau in many services were invited to contribute to their service’s vision, philosophy and goals;share about their child’s language, culture and identity; and their aspirations for their child in a variety of ways.A few services personalised learning outcomes for children, or identified childr...

    https://www.ero.govt.nz/publications/te-whariki-2017-awareness-towards-implementation/leaders-and-kaiako-in-most-of-the-133-services-had-positive-relationships-with-parents-and-whanau-but-these-were-not-always-learning-focused-partnerships/

  2. Monitoring and evaluation for improvement

    Monitoring and evaluation enables the CoL | Kāhui Ako to track the progress and impact of improvement actions.Community members need to be clear about what they are aiming to achieve and how they will recognise progress so that they are aware of what is and is not working and for whom, and can adjust or change actions/strategies if necessary. CoL | Kāhui Ako members should have access to assessment and evaluation leadership and the opportunity to develop data literacy and technical evaluation...

    https://www.ero.govt.nz/publications/communities-of-learning-kahui-ako-in-action/monitoring-and-evaluation-for-improvement/

  3. Our progress in 2015/16

    What did we aim to achieve? In 2015-16, we delivered all evaluation and review outputs at expected levels. Our change and improvement focus as outlined in our Strategic Intentions document for 2015-19 was to: Strengthen system performance embed the new evaluation indicators in both external and internal evaluation processes for schools and improve internal evaluation practice across the system revise our approach to external evaluation of schools to support and accelerate student achievement pr...

    https://www.ero.govt.nz/publications/annual-report/our-progress-in-201516/

  4. Introduction

    Equity and excellenceKo te tamaiti te pūtake o te kaupapaThe child – the heart of the matterAchieving equity and excellence in student outcomes is the major challenge for New Zealand education.Our school system is characterised by increasing diversity of students and persistent disparities in achievement. Although many young people achieve at the highest levels in core areas such as reading, mathematics and science, the system serves some students less well.International assessment studies pr...

    https://www.ero.govt.nz/publications/school-evaluation-indicators/introduction/

  5. Part 6: ERO's evaluation indicators for education reviews in hospital-based education and care services

    Introduction ERO’s evaluation indicators are about the factors that contribute to children’s learning and promote their wellbeing in hospital-based services. The evaluation indicators: help to determine if high quality is being achieved are indicative of quality – they do not represent quality practice on their own are statements that can be verified through data collection and analysis. They are not requirements and hospital-based services are not expected to demonstrate that they have...

    https://www.ero.govt.nz/publications/he-pou-tataki-methodology-for-ero-reviews-in-hospital-based-education-and-care-services/part-6-eros-evaluation-indicators-for-education-reviews-in-hospital-based-education-and-care-services/

  6. ERO’s internal capability and capacity

    The year has been spent implementing ERO’s new operating model to amplify its benefits across the organisation. Strengthening Evaluation and Professional Practice ERO has strengthened the infrastructure that supports evaluation methodology and professional practice. The newly established Methodology and Professional Practice Team leads and supports the development continuum for external evaluation, from ERO’s frameworks and approaches (what we do) to the quality and effectiveness of our eva...

    https://www.ero.govt.nz/publications/annual-report-201819/eros-internal-capability-and-capacity/

  7. Our approach to school evaluations

    IntroductionERO helps improve schools, early learning services and the education system by conducting reviews and by doing evaluation and research.In our school evaluations, we report on the quality of education and learning outcomes and on what systems are in place to continue improving teaching and learning.We want to add value to the schools we review, so we provide judgements and advice for them to consider. We try to focus our assessments on the schools’ strengths, where they are currentl...

    https://www.ero.govt.nz/how-ero-reviews/our-approach-to-school-evaluations/

  8. Evaluation of early learning services

    What we doERO’s early childhood evaluation methodology, He Pou Tātaki – How ERO reviews early learning services, focuses attention on the quality and effectiveness of services’ internal systems, and on the capacity of the service to promote positive learning outcomes for all children.In every evaluation we aim to engage in a meaningful review process, make sound judgements about performance, and influence improvement.ERO judges service quality on the following basis: very well pla...

    https://www.ero.govt.nz/publications/annual-report-20172018/evaluation-of-early-learning-services/

  9. ERO's progress in 2016/17

    ERO purpose, activities and roleERO’s purposeERO’s evaluation insights are a catalyst for change so that every child achieves success as a lifelong learner.ERO’s core activitiesERO is a government department established in October 1989 under the State Sector Act 1988. The Chief Executive of ERO is the Chief Review Officer.Under Part 28 of the Education Act 1989, ERO is required to review the performance of pre-tertiary education providers in relation to the educational services they provid...

    https://www.ero.govt.nz/publications/annual-report-201617/eros-progress-in-201617/

  10. Methodology

    This report is based on questionnaires completed by 254 schools reviewed in Terms 3 and 4, 2011. Appendix 1 shows that the schools that responded were broadly representative of schools nationally, with proportionately more contributing schools and fewer composite, secondary, rural, and very small schools.The questionnaireThe questionnaire defined special education students as those who have learning difficulties, communication, emotional or behavioural difficulties, or intellectual, sensory, o...

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

  11. Te Whāriki: Awareness towards implementation

    We will soon be releasing the final report in our series of evaluations focusing on kaiako and leaders’ awareness and implementation of Te Whāriki (2017). ERO began this series of evaluations shortly after the release of Te Whāriki (2017), with a focus on kaiako and leaders’ progression from awareness and engagement with Te Whāriki, through to implementation.This report summarises the key findings from the previous reports in the series, looking at how well leaders and kaiako in early ch...

    https://www.ero.govt.nz/footer-upper/news/ero-insights-term-4-2019/te-whariki-awareness-towards-implementation/

  12. Conclusion

    The BPAG has developed useful research‑based guidance to support New Zealand schools to implement bullying prevention and response strategies. ERO found most schools were implementing many of the elements of the bullying‑free framework to at least some extent. However, simply having many of the elements in place was not sufficient to make a difference in bullying prevalence. What distinguished those schools working towards a bullying‑free environment to a great extent was the level of coh...

    https://www.ero.govt.nz/publications/bullying-prevention-and-response-in-new-zealand-schools-may-2019/conclusion/

  13. Monitoring and evaluation for improvement

    Supporting conditionsHow well is the community tracking the progress of its improvement actions?How well is the community evaluating the impact of its improvement actions?To what extent is the community using evaluative information to adjust or change actions and strategies?Working towards effective collaborative practice Members have suitable tools and methods for gathering, storing and retrieving a range of valid data. Members are developing systems and processes that will provide tim...

    https://www.ero.govt.nz/publications/communities-of-learning-kahui-ako-working-towards-collaborative-practice/monitoring-and-evaluation-for-improvement/