Results for "internal evaluation"

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  1. Part 7: Process guidelines for reviews

    NotificationERO begins the process with an email notification that gives the home-based early childhood service time to prepare for the external review.In the email, ERO includes links to electronic versions of this document, the Assurance Statement and Self-Audit Checklists, a hard copy of the Self Report and links to electronic versions of other relevant documents.ERO gives the service information to distribute to coordinators/visiting teachers, parents, families, whānau and educators ab...

    https://www.ero.govt.nz/publications/he-pou-tataki-how-ero-reviews-home-based-education-and-care-services/part-7-process-guidelines-for-reviews/

  2. What did ‘doing well’ look like?

    Deciding what learning matters for their service:Leaders and kaiako were HIGHLY FOCUSED on deciding what learning matters in their service as they implemented Te WhārikiThe learning that matters here is clearly evident in the local curriculum and associated assessment and planning, and in teaching practice.Internal evaluation processes have helped leaders and kaiako to determine their priorities and evaluate how well children are progressing in relation to these priorities.Strong pedagogical l...

    https://www.ero.govt.nz/publications/te-whariki-2017-awareness-towards-implementation/what-did-doing-well-look-like/

  3. Purpose and focus

    High performing Communities of Learning | Kāhui Ako are characterised by their clear purpose and focus. The starting point for this clarity is effective internal evaluation at both the individual member and community levels. Analysis of student achievement data and investigation of practice leads to the identification of issues that provide a basis for shared purpose and direction. … a common goal has to be at the same time inspiring and measurable … goals without a link to outcomes are mea...

    https://www.ero.govt.nz/publications/communities-of-learning-kahui-ako-collaboration-to-improve-learner-outcomes/purpose-and-focus/

  4. Next steps

    Next stepsThe report recommends Stand Children’s Services leaders: develop and implement a communication strategy for schools further investigate and resolve issues with referrals in two villages review the role of the education team leaders to work more with schools increase the teaching actions in the therapeutic care and education plans extend internal evaluation to include effective practice and the impacts of teaching simplify the appraisal process increase professional development opport...

    https://www.ero.govt.nz/publications/an-evaluation-of-stand-childrens-services-childrens-villages/next-steps/

  5. Insights for the sector

    ERO recommends leaders and kaiako in early learning services use the findings of this report as a catalyst to: engage more deeply with Te Whāriki to build a shared understanding of expectations for reviewing and designing their local curriculum undertake more considered review and alignment of their philosophy with Te Whāriki unpack and discuss the learning outcomes in Te Whāriki and consider their impact on curriculum design, assessment, planning and evaluation processes evaluate their prepa...

    https://www.ero.govt.nz/publications/preparedness-to-implement-te-whariki-2017/insights-for-the-sector/

  6. Schools and kura with international students

    For schools and kura with international students, ERO evaluates the overall quality of education provided for international students. ERO’s evaluation will build on schools’ internal review of their international student programmes.  It will include schools’ overall approach to international students, their pastoral care, with reference to the education programme provided and the students’ academic progress, achievement and participation in school and community life as required.For furt...

    https://www.ero.govt.nz/how-ero-reviews/ero-reviews-of-schools-and-kura/schools-and-kura-with-international-students/

  7. School improvement for equity and excellence

    While every school community's improvement is unique it can be described under these four headings: Context for improvement Improvement actions taken Shifts in practice Outcomes for learners. Context for improvementEvery context is different. It may be that the appointment of a new principal provides the catalyst for change. It may be that a principal returning from sabbatical with fresh eyes and new thinking is strongly motivated to tackle previously unaddressed challenges. It may be that exter...

    https://www.ero.govt.nz/publications/effective-school-evaluation/school-improvement-for-equity-and-excellence/