- Audience:
- Education
- Parents
- Schools
- Topics:
- Improvement
- Leadership
- Evaluation indicators
- Video
- Improvement in Action Te Ahu Whakamua
Summary
“We spend a lot of time having conversations with the students.”
At McAuley High School, the use of student achievement data and other evidence is the catalyst for determining who needs to be part of the discussion to seek solutions and establish next steps.
Key messages:
- A range of data is employed to identify issues early
- The conversations to analyse issues and identify potential solutions are dependent upon getting the right mix of people in the room
- Often the investigation of academic issues identifies a need to respond to pastoral care or other support issues.
Things to think about:
- How do you ensure students get the right support, at the right time, to continue their learning?
- What else might you consider?
The evaluation indicators this video illustrates
- Domain 2: Leadership for equity and excellence
- Evaluation Indicators
- Leadership ensures an orderly and supportive environment that is conducive to student learning and wellbeing
- Leadership ensures effective planning, coordination and evaluation of the school’s curriculum and teaching
- Evaluation Indicators
This video is part of a series
This video is part of the series Improvement in Action Te Ahu Whakamua. We created this series to inspire schools with examples of success in action. These examples highlight the benefits of fulfilling the evaluation indicators we use to review schools.
So when we look at this credit ratio under 60. Her credit ratio is not too bad: 31out of 44.
OK.
Most of her credits that she's managed to pick up - and she has managed to pick up some merits, and some excellences - those are in her English of course. Her overall credit ratio is looking pretty good. It's just that a lot of her subjects aren't university entrance subjects.
Mm-hm.
So she will probably - these two here will probably get their Level 3, no problems.
Right.
We don't rely so much on the number of credits that the students are getting. We rely a lot more on credit ratios, in terms of our tracking of our students. And the credit ratios allow us to track those students a lot earlier in the year.
It's not just the NCEA data that we respond to, in terms of conversations with students. It's the data around work ethic. It's around handing in assignments. It's around what's happening in the class as well. And we will use that information to start unpacking and trying to work out what's going on for those particular students.
The data itself tells us who to have the conversations with. But it's the conversations which are the really important aspects. And it's who we've got in those conversations which is key as well. We just don't know half the time where those conversations are going to lead us.
We're not one of those schools that spend all our time doing fancy graphs and data analysis and things like this. We keep it pretty simple. But what we do spend our time doing is a lot of conversations with students. Quite a lot of the conversations that start out between myself and students will then start to include the dean in the conversations. It will also include the deputy principal, in terms of pastoral care. It would also start to include some of the support services, up in the health and guidance area as well.