Results for "publications"

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  1. References

    Bolstad, R., & Gilbert, J. (2012). Supporting future-oriented learning and teaching - a New Zealand perspective. Wellington: Ministry of Education.Chapman, C. (2014). From within - to between - and beyond - school improvement: A case of rethinking roles and relationships. International Conference for School Effectiveness and Improvement. Yogyakarta. Retrieved September 2016, from www.icsei.net/index.php?id=1667CISCO. (2008). Equipping Every Learner for the 21st Century. CISCO White Paper. Re...

    https://www.ero.govt.nz/publications/leading-innovative-learning-in-new-zealand-schools-april-2018/references/

  2. Overview and next steps

    Going to school is an exciting and challenging time for young children and their families. Moving from early childhood education to school can be a positive and rewarding experience that sets children on a successful pathway. It can also be a period of vulnerability for many children. 1 Effective transitions are critical to the development of children’s self-worth, confidence and resilience, and ongoing success at school. This is a time to build relationships, maintain excitement for learning...

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

  3. Introduction

    What are Vocational Pathways?Vocational Pathways provide structured ways for students to achieve National Certificate of Educational Achievement (NCEA). The pathways identify a range of Achievement Standards and Unit Standards that prepare students for ongoing education and/or employment in the industry of their choice. It is intended that students will ask teachers or careers advisers for support in using Vocational Pathways to plan a course.As of 2016, there are six colour coded Vocational Pat...

    https://www.ero.govt.nz/publications/vocational-pathways-authentic-and-relevant-learning/introduction/

  4. Appendix 2: Secondary schools and Alternative Education indicator framework

    The indicators below outline of the characteristics of good practice for schools’ use of Alternative Education. These indicators are not an exhaustive list but are designed to provide an outline of the quality expected from schools in their use of Alternative Education. Alternative Education within the school’s strategy for engaging students Alternative Education’s place The school’s use of Alternative Education is part of an overall approach which is predominantly effective at...

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

  5. Conclusion

    This report indicates that half the schools investigated were making a difference for students underachieving. In particular, underachieving Māori and Pacific students, and English language learners were targeted for support and experienced success.Teachers and leaders in these schools were energised by the experience of success. Teachers clearly knew how to make a difference and expected to do so. They knew how to connect with students. If something did not work they then trialled something el...

    https://www.ero.govt.nz/publications/raising-achievement-in-primary-schools/conclusion/

  6. Introduction

    The achievement of Pacific learners is an ongoing focus for the Ministry, ERO and MPIA. Ministry data from 2011 shows that approximately 66 percent of Pacific school leavers achieve NCEA Level 2, whereas the achievement rate for Pākehā students remains significantly higher at approximately 80 percent.The Ministry has developed two Pasifika Education Plans (PEP) (2009-2012 and 2013-2017) each with specific targets for improving Pacific learner achievement. The Ministry reported progress against...

    https://www.ero.govt.nz/publications/making-connections-for-pacific-learners-success/introduction/

  7. 2017 - Briefing to the incoming Minister

    Ko te Tamaiti te Pūtake o te KaupapaThe Child – the Heart of the MatterPart One - About the Education Review Office The Education Review Office (ERO) is responsible for: evaluating the implementation of government education priorities, programmes and policies across the system evaluating the quality of education and care in schools and early learning services and across Kāhui Ako | Communities of Learning supporting improvement in the performance and operation of our early learning services...

    https://www.ero.govt.nz/publications/briefing-to-the-incoming-minister-2/part-one-about-the-education-review-office/

  8. Appendix 4: Secondary schools and AE indicator framework

    The indicators below outline the characteristics of good practice for schools’ use of Alternative Education. These indicators are not an exhaustive list but are designed to provide an outline of the quality expected from schools in their use of Alternative Education. Alternative Education within the school’s strategy for engaging students Alternative Education’s place The school’s use of AE is part of an overall approach which is predominantly effective at identifying and remov...

    https://www.ero.govt.nz/publications/alternative-education-an-evaluation-of-the-pedagogical-leadership-initiative/appendix-4-secondary-schools-and-ae-indicator-framework/

  9. Discussion

    Since ERO last evaluated sexuality education in 2007, the social and technological context around sexuality and sexuality education has shifted quickly and profoundly. Overall, the quality of schools' sexuality education programmes have not kept pace with this shift. The ubiquity of internet-connected smartphones and the growing influence of social media create an environment in which young people are exposed to a broader range of sexuality-related content at an earlier age than previously. Wit...

    https://www.ero.govt.nz/publications/promoting-wellbeing-through-sexuality-education/discussion/

  10. Designing, implementing and evaluating curriculum in early learning services: what is important and what works

    ERO's national evaluation reports provide evidence about how services are implementing Te Whāriki through a range of different foci. In this report we look back at what we have found in early learning services through 10 years of national evaluations and share what we know about what matters most and what effective practice looks like.Anchors for practice - Te Whāriki and priorities for children's learningTe Whāriki, the bicultural curriculum and priorities for children's learning are the an...

    https://www.ero.govt.nz/publications/early-learning-curriculum/designing-implementing-and-evaluating-curriculum-in-early-learning-services-what-is-important-and-what-works/

  11. Introduction

    All children experience changes in the way they are expected to learn and behave when they start school. The changes in relationships, teaching style, environment, space, time, contexts for learning and learning itself place considerable demands on children and their families. Thorough transition planning, including communicating well with a child’s parents and whanau, helps ensure a smooth transition to school.Much of the New Zealand and international research about transition to school focus...

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

  12. Findings

    The 35 schools in this evaluation were at different stages of implementing Vocational Pathways.Most of these schools were aware of the programme, although the level of familiarity within schools was variable across school leaders, teachers, students and whanau. Careers staff, or those in an equivalent position, were most often the champions of Vocational Pathways in schools. They were using Vocational Pathways with students when they were selecting courses or seeking careers advice.The extent to...

    https://www.ero.govt.nz/publications/vocational-pathways-authentic-and-relevant-learning/findings/

  13. Section Two: Evaluation processes and evaluative reasoning

    To achieve equity and promote excellence for all learners, internal evaluation must involve both good processes, and good evaluative discussion. In schools with effective internal evaluation, there were different points of view about what the data was saying, about issues and successes that affected students' learning and about what teachers might do next. Leaders, teachers and trustees did not simply go through the evaluation process as a series of discrete steps. They asked good questions, col...

    https://www.ero.govt.nz/publications/internal-evaluation-good-practice/section-two-evaluation-processes-and-evaluative-reasoning/

  14. Background

    The abovesection includes definitions of literacy and mathematics as they have been applied in this evaluation. These have been sourced from the Ministry of Education, research publications, and ERO’s previous evaluation findings. Also included is information about some of the professional development projects linked to this evaluation.What is literacy as it applies to adolescent learning?The International Reading Association position statement defines adolescent literacy in 21st century lear...

    https://www.ero.govt.nz/publications/literacy-and-mathematics-in-years-9-and-10-using-achievement-information-to-promote-success/background/

  15. Purpose and focus

    Effective Communities of Learning | Kāhui Ako are clear about the purpose and focus of their collaboration. The learner is firmly at the centre and identifying what matters to improve their outcomes underpins vision, purpose and focus.Working collaboratively to identify a small number of ambitious and measurable achievement challenges, that are clearly articulated and understood by students, teachers, leaders, parents and whānau provide the basis for the CoL | Kāhui Ako focus.The starting poi...

    https://www.ero.govt.nz/publications/communities-of-learning-kahui-ako-in-action/purpose-and-focus/