Results for "quality indicators"

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  1. Indicators of Quality for Early Childhood

    In April, ERO published the updated Te Ara Poutama | Indicators of quality for early childhood education: what matters most. ERO will start using these indicators in a new approach to evaluating quality – Akarangi | Quality Evaluation – later in 2020. We are taking a phased approach to implementation by initially inviting some centre-based services already scheduled for an Education Review to participate in a Quality Evaluation using the indicators and associated resources. ERO will expect t...

    https://www.ero.govt.nz/footer-upper/news/ero-insights-term-1-2020/indicators-of-quality-for-early-childhood/

  2. Newly developed indicators of quality for early childhood education published

    The newly developed indicators of quality for early childhood education in Aotearoa New Zealand are now available on the ERO website.Te Ara Poutama – indicators of quality for early childhood education: what matters most outlines the essential features of quality which ERO expects early childhood services to be demonstrating. The indicators have two dimensions: Valued Learning Outcomes (Outcome Indicators) and Process indicators that describe the conditions which influence the quality of earl...

    https://www.ero.govt.nz/footer-upper/news/newly-developed-indicators-of-quality-for-early-childhood-education-published/

  3. Indicators background papers

    As a starting point for the revision of the Evaluation Indicators for School Reviews (2011) ERO set up an Academic Experts Group.  We asked them to: provide leadership in a key area of school effectiveness such as governance, curriculum, teaching and learning and engaging parents and families, and prepare a critical commentary on the 2011 version of ERO’s evaluation indicators and the underpinning conceptual framework.  Additional background papers discussed promoting and supporting improve...

    https://www.ero.govt.nz/publications/school-evaluation-indicators/indicators-background-papers/

  4. Purpose of indicators

    Indicators in education Indicators are used at different levels of the education system for different purposes. At the national level, they provide a means of evaluating how well the system  is performing in particular areas of policy interest, for example: education and learning outcomes, student engagement and participation, family and community engagement, and resourcing. This information is supplemented by a range of demographic and contextual data1 and by ERO’s national reports on educ...

    https://www.ero.govt.nz/publications/school-evaluation-indicators/purpose-of-indicators/

  5. Foreword

    The Education Review Office (ERO) independently reviews and reports on the quality of education in schools and early childhood services in New Zealand.During 2013 ERO developed a set of evaluation indicators for student wellbeing for use in all mainstream primary and secondary schools. The development of the wellbeing indicators is one of the initiatives of the Prime Minister’s Youth Mental Health Project.This document, Wellbeing for Success: Draft Evaluation Indicators for Student Wellbeing,...

    https://www.ero.govt.nz/publications/wellbeing-for-success-draft-evaluation-indicators-for-student-wellbeing/foreword/

  6. The outcome and process indicators

    The following sections set out the outcome indicators and the process indicators. The learner-focused outcome indicators are derived from the valued outcomes identified in The New Zealand Curriculum and Te Marautanga o Aotearoa. They assume a holistic approach to learners’ wellbeing, development and success.  They also support the three goals identified by Mason Durie as critical for the educational advancement of Māori: enabling Māori to live as Māori, facilitating participation as citiz...

    https://www.ero.govt.nz/publications/school-evaluation-indicators/the-outcome-and-process-indicators/

  7. Appendix 3: Key evaluative questions, indicators of good practice, criteria for judgements

    Q1. How effectively is the school reviewing its provision and outcomes for international students? Indicators of good practice The school monitors compliance with the Code (especially accommodation, attendance and welfare) effectively to ensure all requirements are met Review is ongoing throughout the year Review uses the school’s own self-review methodology The school’s review process is based on analysis of a range of information about students’ welfare, academic progress an...

    https://www.ero.govt.nz/publications/schools-provision-for-international-students/appendix-3-key-evaluative-questions-indicators-of-good-practice-criteria-for-judgements/

  8. Appendix Two: Key evaluative questions, indicators of good practice, criteria for judgements

    Q1. How systematic is the school’s overall approach to enrolling international students? Indicators of good practice The school has: a rationale and objectives for enrolling IS a strategic plan for developing their provisions for IS/ international programme planned strategies and effective systems for providing for IS school understands its obligations and responsibilities for IS professional learning and development provided on cross-cultural understanding and supporting IS recog...

    https://www.ero.govt.nz/publications/schools-provisions-for-international-students/appendix-two-key-evaluative-questions-indicators-of-good-practice-criteria-for-judgements/

  9. Evaluation framework

    The four principles of Te Whāriki underpin ERO’s evaluation framework. This evaluation examines the quality of assessment practices in early childhood services. ERO gathered and analysed information from services in response to the following evaluation questions: [10] How well do educators develop and implement assessment policies and practices for the service? To what extent do assessment practices reflect the four principles of Te Whāriki? How well are children’s learning and develop...

    https://www.ero.govt.nz/publications/the-quality-of-assessment-in-early-childhood-education/new-national-content-page-2/

  10. 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/

  11. ERO’s role and purpose

    ERO is a government department, set up under the State Sector Act 1988 to evaluate and report publicly on the quality of education provided in New Zealand schools and early childhood services, and on the effective use of public funds. Its role encompasses accountability (including compliance with regulatory requirements), education improvement, and knowledge generation.The manner in which ERO carries out its mandated responsibilities has changed since the agency was first established in 1989. Cu...

    https://www.ero.govt.nz/publications/school-evaluation-indicators/eros-role-and-purpose/

  12. Appendix 1: Evaluation framework and indicators

    Part A: Evaluation questions and indicators[24] Question 1 How well does this service manage the recruitment and appointment of staff? Indicators of ‘very well’ Management has employment policies and procedures for recruiting and appointing staff The service regularly reviews its policies and procedures for recruiting and appointing staff Employment policies and procedures are in keeping with current legislation Job descriptions are regularly reviewed and reflect the service’s phi...

    https://www.ero.govt.nz/publications/improving-quality-employment-responsibilities-in-kindergartens-and-education-and-care-services/appendix-1-evaluation-framework-and-indicators/

  13. Foreword

    The Education Review Office (ERO) independently reviews and reports on the quality of education in schools and early childhood services. The focus of ERO’s reviews in early childhood services is on the capacity of the service to promote positive learning outcomes, with the purpose of contributing to improved wellbeing and learning for all children.He Pou Tātaki provides resources for both ERO and services to use during reviews. The information contained within this document reflects ERO’s...

    https://www.ero.govt.nz/publications/he-pou-tataki-how-ero-reviews-early-childhood-services/foreword/

  14. Methology

    The information for this national report was gathered through institutional ERO reviews of each CYF school. With the exception of the Lower North Youth Justice facility, each of the CYF residential schools received an individual review report.[2] The Lower North residential school was reported on within an institutional report ERO prepared for the Central Regional Health School.The review of the CYF residential schools focused on: the quality of teaching the transitions of students into and out...

    https://www.ero.govt.nz/publications/child-youth-and-family-residential-schools-2/methology/

  15. Next steps

    On the basis of this report, ERO recommends that schools: use the self-review questions and science teaching indicators in this report to review the quality of science education for students in Years 5 to 8; and review the quality of their assessment of science in Years 5 to 8 and the usefulness of the information for reporting to: a) the board of trustees to use in making their decisions; andb) parents about their children’s achievement and progress in science. ERO also recommends that prov...

    https://www.ero.govt.nz/publications/science-in-years-5-to-8-capable-and-competent-teaching/next-steps/

  16. Next steps

    ERO recommends that schools with international students: systematically review the outcomes for international students in terms of achievement and social integration, as well as the pastoral care and education they provide use information on achievement to review the effectiveness of the education they provide and monitor the impact of any changes made in response include this information in their reports to their board of trustees so that it can be better informed about the quality of educati...

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

  17. Methodology

    This review was carried out during Term 3, 2013. ERO reviewers visited each Teen Parent Unit (TPU) and observed programmes, spoke with students, teachers, school leaders and board trustees, and reviewed student and TPU plans and records.Evaluation questionsThe specific evaluation questions were: How effective are TPUs in promoting and supporting positive outcomes for students? How well do processes for induction, individual planning and support, and transition promote student engagement and succ...

    https://www.ero.govt.nz/publications/evaluation-of-teen-parent-units/methodology/

  18. Appendix 1

    Indicators of good practice: Appraisal and endorsement for issue/renewal of practising certificates  Individual teacher level:  Are the endorsements in the sample audited (those endorsed in the previous 6 months) based on “meaningful” appraisal?    *Appraisal evidence linked to PTCs *Evidence that each PTC is being met is “necessary and sufficient” Personalised appraisal process  Targeted observation of teaching and links between teaching practices and student/ākonga learning...

    https://www.ero.govt.nz/publications/appraisal-as-a-catalyst-for-improved-learner-outcomes/appendix-1/