Results for "leadership"

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  1. Appendix 3: Self-review questions for schools

    The school’s philosophy To what extent is the school focused on ensuring that all students develop successful pathways to education, training and employment? Is careers education a whole-school focus or something that is primarily the responsibility of a careers department? The school’s structures and processes What school-wide initiatives are aimed at supporting priority learners to access the curriculum, develop career management competencies, and establish suitable pathways to further edu...

    https://www.ero.govt.nz/publications/secondary-schools-pathways-for-future-education-training-and-employment-july-2013/appendix-3-self-review-questions-for-schools/

  2. Leadership for curriculum

    Teaching practices were inclusive and respectful of Pacific values and beliefs. Parents and families contributed to the curriculum and enhanced teachers’ professional knowledge. This meant that programmes better reflected children’s culture, values and beliefs. Teachers were receptive to feedback from families, other teachers, local schools and the wider Pacific community.  What’s important? What does good practice look like? For example: Language The Pacific language of the...

    https://www.ero.govt.nz/publications/how-do-leaders-support-improvement-in-pacific-early-childhood-services/leadership-for-curriculum/

  3. Appendix 4: Characteristics of services and preparedness

    Table 1: Characteristics of the 45 well‑prepared services Service type # Ownership # Change factors  # Education and Care  27 (of 237)[11] Private 25 (of 201) None 32 (of 176)[12] Kindergarten  10 (of 54) Community  20 (of 161) Staff  8 (of 95) Home‑based 7 (of 40) Leadership 10 (of 108) Education and Care Ownership  1 (of 51) Casual Education and Care 1 (of 1) Other factors Six were having their first ERO review and 20 services were part o...

    https://www.ero.govt.nz/publications/preparedness-to-implement-te-whariki-2017/appendix-4-characteristics-of-services-and-preparedness/

  4. Deputy Chief Executive, Evaluation and Policy

    Key strategic leadership role Work with ELT to deliver a national programme of evaluation, research and policy Enhance system insights and performance  The Education Review Office (ERO) is accountable for evaluating and reporting on the education and care of students in schools and early childhood services. The driving force behind ERO is the belief that quality education is a right for every New Zealand child and young person. Its reports are used by parents, teachers, early childhood educat...

    https://www.ero.govt.nz/footer-upper/working-for-ero/deputy-chief-executive-evaluation-and-policy/

  5. Overview

    This is the first in a series of national reports that ERO will publish over the next two years about Te Marautanga o Aotearoa and Ngā Whanaketanga Rumaki Māori. From February 2011 Māori-medium kura and settings, including immersion and bilingual classes in mainstream schools, have been required to implement Te Marautanga o Aotearoa and use Ngā Whanaketanga Rumaki Māori. This report focuses on how well kura and schools were preparing to implement Te Marautanga o Aotearoa and Ngā Whanaket...

    https://www.ero.govt.nz/publications/readiness-to-implement-te-marautanga-o-aotearoa-and-nga-whanaketanga-rumaki-maori-te-whakarite-ki-te-whakatinana-i-te-marautanga-o-aotearoa-me-nga-whanaketanga-rumaki-maori/overview/

  6. Overview

    Service academies provide military-focused education for secondary students who have had average to limited success at school. Education at a service academy involves academic study, outdoor education and physical fitness, goal setting, leadership and life skills. This report discusses the performance of 16 service academies funded by the Ministry of Education funded. These are located at 16 predominantly low decile secondary schools across the country. Most have been in operation only since th...

    https://www.ero.govt.nz/publications/an-evaluation-of-service-academies-october-2011/overview/

  7. Methodology

    Evaluation approach ERO used the following five evaluation questions when gathering information for this study: How well does the school leadership support the achievement of gifted and talented students? How inclusive and appropriate are the school’s processes for defining and identifying giftedness and talent? How effective is the school’s provision for gifted and talented students? How well does the school review the effectiveness of its provision for gifted and talented students? To what...

    https://www.ero.govt.nz/publications/schools-provision-for-gifted-and-talented-students-good-practice/methodology/

  8. Otumoetai Intermediate - a review focused on improving teaching practice

    This evaluation was part of an ongoing focus on teaching practice as a means to improve outcomes for all learners. Before 2007, internal evaluation consisted of annual curriculum reviews that had not contributed to significant changes for students or teachers. We seemed to be going around and around in circles with maths reviewed one year and science the next without many changes seen in practice. We needed to change from a focus on specific curriculum reviews to a focus on learning and teaching...

    https://www.ero.govt.nz/publications/internal-evaluation-good-practice/otumoetai-intermediate-a-review-focused-on-improving-teaching-practice/

  9. English to Māori L

    A B C D E F G H I J K L M N O P Q R S T U V W X Y Z L labour market: ao tuku mahi lack of: ko te kore ... language ability: pūmanawa reo language ability: pūmanawa reo language and languages: te kōrero me ngā reo large (a large number of): he nui tonu ngā ... latching (secure latching device): te mea whakaū lead (which lead to): ko tona mutunga kua/ka ... leadership: te āhua o te kaitātaki leadership skills: toi kaihautū leadership skills: pūkenga kaitātak...

    https://www.ero.govt.nz/publications/he-kupu-arotake-list-of-maori-english-education-term/english-to-maori-a/english-to-maori-l/

  10. Conclusion

    Through our national evaluation reports, ERO has built up a body of knowledge about what the implementation of Te Whāriki currently looks like in New Zealand early learning settings. This retrospective study provides a synthesis of the findings of these reports, highlighting what is important and what is working well, and giving examples of effective practice in each area.The depth and richness of Te Whāriki is internationally recognised, however, the holistic and interpretive nature of this c...

    https://www.ero.govt.nz/publications/early-learning-curriculum/conclusion/