Results for "self review"

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  1. Evaluation framework

    ERO gathered and analysed information from early childhood services in response to the following evaluation questions: To what extent is self review understood and implemented in early childhood services? how well is self review understood in this service? to what extent is self review supported in this service? how well is self review implemented in this service? to what extent is self review improving management and educator practice? what other factors contribute to the way self review is imp...

    https://www.ero.govt.nz/publications/implementing-self-review-in-early-childhood-services/evaluation-framework/

  2. Appendix 1: Evaluation framework - Overarching evaluative question:

    How well is self review understood and implemented in early childhood service? Question 1: How well is self review understood in this service? Improvement and accountability are understood to be the key purposes of self review. Management and educators have a shared understanding of self review as an evaluative process. The service has clear expectations/procedures to guide self review. Review is ongoing and includes both planned and spontaneous reviews. Management and educators understand the c...

    https://www.ero.govt.nz/publications/implementing-self-review-in-early-childhood-services/appendix-1-evaluation-framework-overarching-evaluative-question/

  3. Executive summary

    Self review enables early childhood services to evaluate what they do to improve the quality of education provided for children. All licensed and chartered early childhood services are currently required to review their policies, programmes and practices. These requirements are set out in the Education (Early Childhood Centres) Regulations (1998) and in charter agreements based on the Revised Statement of Desirable Objectives and Practices (1996).The Education Review Office (ERO) undertook a n...

    https://www.ero.govt.nz/publications/implementing-self-review-in-early-childhood-services/executive-summary/

  4. Conclusions

    Managers and educators in early childhood services are developing a growing awareness of the importance of self review in the context of their day-to-day practice. The purpose of self review and how it can be implemented are increasingly recognised and understood as a result of professional development and recent Ministry of Education initiatives such as the publication of Nga Arohaehae Whai Hua: Self-review Guidelines for Early Childhood Education in 2006. However, ERO found considerable var...

    https://www.ero.govt.nz/publications/implementing-self-review-in-early-childhood-services/conclusions/

  5. Methodology

    Data collection took place as part of regular, scheduled education review of early childhood services in Terms 1, 2 and 3, 2008. Data was gathered from: interviews and discussions with management and educators; the service’s self-review documentation; other documentation such as minutes of meetings, newsletters and reports; and interviews and discussion with parents and whanau, where appropriate. Early childhood services were asked to complete a Service Self-reporting Documentthat identified...

    https://www.ero.govt.nz/publications/implementing-self-review-in-early-childhood-services/methodology/

  6. Findings

    ERO investigated how well self review was understood and implemented in 397 early childhood services in Terms 1, 2 and 3, 2008.In this section ERO’s findings are discussed in relation to: how well self review was understood and implemented in early childhood services; the features of self review, where it was well understood and implemented; factors that contributed to self review being well understood and implemented; the outcomes of self review; the challenges for services in understanding a...

    https://www.ero.govt.nz/publications/implementing-self-review-in-early-childhood-services/findings/

  7. B. Self review in Te Aho Matua Kura Kaupapa Māori

    Building self‑review capability in indigenous education such as Te Aho Matua kura is paramount and has been a focus for ERO. In 2000, ERO provided key questions to prompt evaluative discussions. In 2008, ERO acknowledged the development of self review in kura kaupapa Māori, the Ministry of Education requirements for planning and reporting, and the need for an ERO evaluation plan. ERO then developed a single style evaluation plan to respond to all requirements. Since that time it has been clea...

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

  8. Recommendations

    ERO recommends that the Ministry of Education: reinforce the importance of self review by providing more guidance to schools on effective self review of their programmes and processes for international students. ERO recommends that schools: improve their self review, so that board trustees, leaders, teachers and parents can be assured of the effectiveness of the provision made, and the positive outcomes for, international students.

    https://www.ero.govt.nz/publications/schools-provision-for-international-students/recommendations/

  9. Next steps

    To improve their understanding and implementation of self review, ERO recommends that early childhood services: improve processes for the gathering, analysis and use of information in self review; seek professional development to improve their understanding and implementation of self review [2]; use existing Ministry of Education publications to increase their understanding of self review; and use external review to complement their self review. ERO recommends that the Ministry of Education co...

    https://www.ero.govt.nz/publications/implementing-self-review-in-early-childhood-services/next-steps/

  10. Three main review elements

    In this section: The evaluation is made up of three main elements. Each, used individually or together, will foster continuous improvement in individual Te Aho Matua kura and in their wider kura community. A. Whānau self review informing external evaluation The use of self-review information provides direction for ERO’s external evaluation. ERO discusses this with whānau and how it intends to use the whānau evaluation plan, self-review information, the whānau hui and other relevant informa...

    https://www.ero.govt.nz/publications/he-anga-arotake/three-main-review-elements/

  11. Introduction

    The IntroductionIn 2005, ERO evaluated the quality of self review and its contribution to improving outcomes for children in 168 early childhood services. ERO published a national evaluation report Self-review in Early Childhood Education Services, in December 2005. Since then the Ministry of Education has published guidelines to help services undertake self review. It was timely in 2008 for ERO to investigate the progress services were making in understanding the purpose of self review and w...

    https://www.ero.govt.nz/publications/implementing-self-review-in-early-childhood-services/introduction/

  12. PART 3: Complementary evaluation in early childhood service reviews

    Complementary evaluation is the purposeful interaction between internal and external evaluation. It implies a mutually beneficial relationship that recognises the distinct purposes of each and where the overlap lies.ERO’s external evaluation process is both proportional and responsive to the service’s self review. It responds to the early childhood service’s overall capacity and capability to evaluate its own performance. ERO’s external evaluation also has a role to play in building the...

    https://www.ero.govt.nz/publications/he-pou-tataki-how-ero-reviews-early-childhood-services/part-3-complementary-evaluation-in-early-childhood-service-reviews/

  13. Next steps

    ERO recommends that schools with international students: undertake effective self review based on a range of analysed information about international students’ welfare, academic progress, and social integration regularly report on the results of their self review to their board of trustees and the Ministry of Education. ERO recommends that the Ministry of Education continues to work with schools to develop appropriate expectations for reporting the results of schools’ self review related t...

    https://www.ero.govt.nz/publications/schools-provision-for-international-students-2/next-steps/

  14. Improving quality in early childhood services

    ERO’s recent national evaluation reports highlight good practice and make recommendations in areas that services need to work on to improve quality. This is particularly in relation to assessment practice, self review and working with Māori children and their whānau. In The Quality of Assessment in Early Childhood Education, ERO found that assessment practice in the sector was of variable quality. Good quality assessment was associated with: services having processes and support structures...

    https://www.ero.govt.nz/publications/quality-in-early-childhood-services/improving-quality-in-early-childhood-services/

  15. Reviews in Te Aho Matua Kura Kaupapa Māori

    Three types of reviewERO has a differentiated review process. This means that a kura will have the type of external evaluation of most use for its future direction. There are three types of review for kura: Te Rākeitanga, Expansion Evaluation, carried out every three years or so; Te Pupuketanga, Development Evaluation for kura needing specific help over the following one or two years; or Te Manakotanga, Enrichment Evaluation, where the emphasis will be on how to build on current success.ERO’s...

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