In conclusion: When putting all the findings together we know these things are happening in schools that are accelerating Māori students’ progress:
- Leaders and teacher know the names, needs, strengths and interests of the children that need to make the most progress
- Leaders and teacher set high expectation for every child’s achievement
- There is a sense of urgency to support students to accelerate progress
- The student, parents and whānau are involved in setting the goals and contributing to and monitoring the improvements
- Teachers and leaders know what one year’s progress looked like and were aiming to have target students progress more than a year in a year
- Leader, trustees or teachers are able to explain the reason for the gains in achievement and how to sustain the progress
- Students know what they have to do to make progress and when they have succeeded
- Teachers are able to describe the progress within the range of students focused on; who had made the most progress and those they are still concerned about
- Teachers try new approaches and use data to establish what works and for whom it works -they discard things that aren’t working
- Teachers use contexts for learning that build on the child’s strengths and match the child’s interest
- Ongoing reporting to the board, student and whānau is honest as it describes successes as well as no progress or declines
- Trustees are able to make informed decisions about what resources to fund and then can see the impact of the additional funding
- Both short-term and long-term responses are in place to provide support for the students who are not achieving and to improve teaching practice to reduce the numbers of students needing support.
There is a ‘line of sight’ from the board to the student who needs to accelerate their progress. Everyone from the trustees, whānau, leader, teacher, and the student know what they are focusing on and what their role is in making the necessary progress.