Results for "Educationally powerful connections with parents and whanau"

Displaying Page 1 of 2

  1. Educationally powerful connections with parents and whānau

           Open this report as a printable PDF     (1,003 kB) In this report, the Education Review Office (ERO) evaluated how well 256 schools worked with parents and whanau to respond to students at risk of underachievement. We looked for examples where schools had specifically worked with parents and whānau to accelerate and support progress and improve achievement. National report summary The summary includes key findings, quotes from students, parents, teachers and leaders, and an inquir...

    https://www.ero.govt.nz/publications/educationally-powerful-connections-with-parents-and-whanau/

  2. Foreword

    "In New Zealand we have a growing body of research showing the impact of educationally powerful connections and relationships on student outcomes in a range of contexts. This research identifies that establishing educationally powerful connections and relationships with parents, families, whanau and communities provides access to a greater range and depth of resources to support the education endeavour; enhances outcomes for all students, in particular those who have been underserved or who are...

    https://www.ero.govt.nz/publications/educationally-powerful-connections-with-parents-and-whanau/foreword/

  3. Educationally powerful connections with parents and whānau

     ERO’s November 2015 report shares the ways schools parents, families and whānau successfully worked together to support students who needed to accelerate their progress. Educationally powerful connections involved two-way collaborative working relationships that reflected the concept of mahi tahi – working together towards the specific goal of supporting a young person’s success. The best examples were learning-centred collaborations between students, their teachers and their parents...

    https://www.ero.govt.nz/publications/accelerating-student-achievement-a-resource-for-schools-december-2015/educationally-powerful-connections-with-parents-and-whanau/

  4. Appendix 1: ERO reports referred to in this publication

    2016  Vocational Pathways: Authentic and Relevant Learning (May)   2015 Raising Student Achievement Through Targeted Actions (December)   Effective School Evaluation: How To Do and Use Internal Evaluation for Improvement (November) Internal Evaluation: Good Practice (November) Educationally Powerful Connections with Parents and Whanau (November) Secondary-Tertiary Programmes (Trades Academies): What Works and Next Steps (June) Continuity of Learning: Transitions from Early Childhood Servic...

    https://www.ero.govt.nz/publications/school-leadership-that-works/appendix-1-ero-reports-referred-to-in-this-publication/

  5. Appendix 4: Year 9 Plus - possible resources and smart tools schools might use to improve responsiveness of Year 9 programmes

    Smarter use of data is central to successful educational innovation. Here is a list of possible resources and smart tools that participating schools in Year 9 Plus should consider using to improve the responsiveness of their Year 9 programmes to the needs of students requiring support to succeed at secondary school: Education Review Office resources Evaluation at a Glance: Transition from Primary to Secondary School December 2012 Educationally powerful connections with parents and whanau Novemb...

    https://www.ero.govt.nz/publications/year-9-plus-2016-the-first-year-year-9/appendix-4-year-9-plus-possible-resources-and-smart-tools-schools-might-use-to-improve-responsiveness-of-year-9-programmes/

  6. Effective practices to promote and respond to wellbeing

    ERO published Wellbeing for Success: Draft Evaluation Indicators for Student Wellbeing in 2013. The indicators were commissioned as part of the Prime Minister's Youth Mental Health Project.Since then ERO has developed and published a trial document School Evaluation Indicators: Effective Practice for Improvement and Learner Success in May 2015. These indicators draw on an analysis and synthesis of current research and evaluation and focus on what matters most in improving outcomes for all st...

    https://www.ero.govt.nz/publications/wellbeing-for-success-a-resource-for-schools/effective-practices-to-promote-and-respond-to-wellbeing/

  7. 05 Comprehensive information enables parents to support their child's learning at home

    Two barriers ERO identified in the 2015 report Educationally powerful connections with parents and whānau were a lack of assessment for learning and limited school-wide response to engaging with parents.Leaders and teachers at SYLVIA PARK SCHOOL took a deliberate approach to remove these and other barriers, and aimed to develop genuine reciprocal relationships with parents that ultimately benefited children, teachers and families.They quickly carried out comprehensive assessments with children...

    https://www.ero.govt.nz/publications/building-genuine-learning-partnerships-with-parents/05-comprehensive-information-enables-parents-to-support-their-childs-learning-at-home/

  8. 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/

  9. 06 Working closely with families to accelerate children's progress in mathematics

    ERO shared details about positive relationships when responding to underachievement in Educationally powerful connections with parents and whānau.Leaders and teachers at ABERDEEN SCHOOL and EAST TAIERI SCHOOLidentified the learning strengths, needs and interests of the children along with their parents' aspirations for them. The school responded to underachievement with deliberate actions and innovations that involved parents and whanau. Then they responded to those that worked for each child a...

    https://www.ero.govt.nz/publications/building-genuine-learning-partnerships-with-parents/06-working-closely-with-families-to-accelerate-childrens-progress-in-mathematics/

  10. Leadership in practice

    In this section we highlight examples of effective leadership in practice. The section is divided into the six leadership evaluation indicators and under each we discuss ERO's findings, highlight effective practice and indicate areas for improvement.Establishing goals and targets  This indicator focuses on the leaders role in developing a school's vision, values, strategic direction, goals and targets. In this section you can read examples of effective engagement with parents and whanau; settin...

    https://www.ero.govt.nz/publications/school-leadership-that-works/leadership-in-practice/

  11. 01 Moving to genuine relational and learning partnerships with parents, families and whānau

    ERO's 2015 report Educationally powerful connections with parents and whānau found that a whole-school focus on involving parents and whānau was an important factor for building educationally powerful relationships. Some schools had positive relationships with parents and whānau, but few had genuine learning-centred relationships.Leaders at BELMONT SCHOOL recognised that what they had assumed were learning partnerships in their school were in fact only positive relationships with parents. Pre...

    https://www.ero.govt.nz/publications/building-genuine-learning-partnerships-with-parents/moving-to-genuine-relational-and-learning-partnerships-with-parents-families-and-whanau/

  12. 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/

  13. Domains of practice

    The following sections report in more detail on the performance of schools in each of the School Evaluation Indicator domains as they relate to sexuality education. Each section begins with a graph showing the percentage of schools in the sample whose performance was unsatisfactory, compliant or good. It is important to note that achieving compliance means that the school met defined minimum standards of quality for that domain (see Appendix 1). To be effective and to implement the intent of th...

    https://www.ero.govt.nz/publications/promoting-wellbeing-through-sexuality-education/domains-of-practice/