Appendix 3: Indicators of good practice in AE

Student outcomes

Educational outcomes

  • Students show signs of meaningful progress during their time at the provider
  • Students are engaged and enjoy learning
  • Students are achieving in national qualifications (age 14 )
  • Work samples provide evidence that students are achieving
  • Families/whānau are satisfied with their child's achievement
  • High priority is given to achievement in literacy and numeracy
  • Planning in literacy and numeracy is appropriate for meeting the specific requirements of each student
  • Students initiate aspects of their own learning

Social outcomes

  • Students are healthy with any significant social or health issues supported by appropriate agencies

Teaching programmes, practices and pedagogy

Quality of curriculum, planning and assessment

  • Planning reflects the need to identify and develop the interests and strengths of students
  • Educational activities involve authentic problems that are relevant to students
  • Topics and themes link to situations outside the classroom context and are relevant to students
  • Students are able to investigate their own questions
  • Resources are appropriate, accessible and enhance the programme
  • Classroom activity is engaging and challenging for students, rather than ‘dumbed-down busy work’
  • Students receive high quality feedback on their learning
  • High quality career education and guidance is given with an emphasis on transition to the workplace or further education/training

Identifying student needs

  • The provider uses valid and reliable approaches to identify the educational strengths and weaknesses of students
  • The provider has sought and used the student’s point of view with regard to what supports their learning
  • The provider has processes in place for identifying and supporting the needs of students in relation to any physical, sensory, psychological, neurological, behavioural or intellectual impairments
  • The provider has culturally responsive processes to identify and support the needs and aspirations of Māori and Pacific students and their whānau/families

Individual Education Plans (IEPs)

  • IEPs have clear goals for learning or development
  • IEPs explain the processes to be used to support students to reach their goals
  • IEPs are integrated into the exit transition of the student
  • IEPs are regularly reviewed and revised in line with student progress and needs
  • IEPs contain a plan for future education/employment
  • IEPs contain an understanding of the student’s exit transition and what has to happen to support that transition
  • IEPs include an indication of what the young person wants to achieve in the residence to prepare them for their future; education/employment

Pedagogy for at risk students

  • Educational activities involve authentic problems, and are relevant to students
  • There are non-authoritarian and non-coercive classroom structures where power is shared between the student and teacher, eg classroom rule sharing, negotiated outcomes (excellence)
  • Staff support the development of student self-management
  • Staff apply strategies to limit negative behaviour
  • Topics and themes link to situations outside the classroom context and have some immediate relevance and meaning to students
  • Students are able to investigate their own questions
  • Students are able to work together in some situations, discussing ideas, reaching conclusions and teaching each other
  • Students are taught to evaluate their own learning and are aware of their achievements and next steps
  • Classroom activities take into account the individual needs of students
  • There are clear goals and expectations for classroom activity and student work
  • Staff have high expectations and express these often
  • Learning is valued by staff and students
  • There are close relationships between staff and students with adult educators operating as respected leaders and role models
  • Staff understand and affirm the cultural backgrounds of the students (ie they are appreciated for their understanding of a variety of protocols, such as Māori, Pacific, teenage)
  • Classroom activity is engaging and challenging for students, rather than ‘dumbed-down busy work’

Pedagogical culture and environment

  • There is a warm, nurturing and safe atmosphere
  • Humour is used to support the development of positive relationships among staff and students
  • Teachers recognise that previous structures have not worked for these students
  • Teachers recognise that motivation is likely to be a bigger challenge than ability for many students
  • Teachers assume that students can succeed and are not fatalistic or judgemental about what a student may bring (socially or culturally) to the classroom
  • Staff are compassionate, actively listening to students and reflecting their points of view
  • Students express a sense of security and comfort with the environment
  • Staff show enthusiasm about making a difference for students
  • Staff demonstrate the importance of social and pastoral care as a pathway to support the achievement of students

Student engagement

  • Students are engaged in discussions about their learning processes
  • Students have an opportunity to explore their interests and strengths
  • Students have clear and challenging goals or expectations for learning
  • Students take responsibility for their own learning
  • Students state that they enjoy their work and can say how it is relevant to their ongoing achievement

Numeracy and literacy development

  • Planning in literacy and numeracy is appropriate for meeting the specific requirements of each student
  • Resources are appropriate, accessible and enhance the programme
  • Students are positive about the progress they are making
  • Students initiate aspects of their own learning
  • Diagnostic assessments describe each young person’s ability in reading (especially in decoding and comprehension), writing and numeracy
  • A variety of relevant activities are used to support and increase student reading, writing and numeracy
  • Oral language strategies are used to support language development
  • Students receive positive feedback about their work
  • Progress in numeracy and literacy is recognised and recorded in IEP documentation

External relationships

Relationships with external agencies

  • The provider’s staff work collaboratively with agencies such as health, iwi, and Non Government Organisations (NGO) to support the multiple needs of students

Relationships with the enrolling schools

  • The provider works with the enrolling school to ensure the best possible outcome for each student
  • Processes are in place to provide the enrolling school with information about a student’s progress at the provider
  • The provider and the enrolling school work together in developing an IEP and career pathway for each student

Relationships with the managing school

  • The provider and the managing school form a supportive partnership in working through issues relevant to the Alternative Education service

The use Te Kura

  • The use of Te Kura supports students to develop the knowledge, attitudes and skills required to positively transition from the Alternative Education provider

The links to other training providers

  • The Alternative Education provider has positive relationships with other training providers that support students to have a positive transition from Alternative Education

Links with families

  • Whānau/families are included so that they can support the ongoing development of their child or young person
  • The exit transition includes adequate support for whānau/families to provide suitable support for the ongoing development of students once they have left the provider

Exit transition

  • The student’s destination is monitored and recorded
  • The exit outcomes of students are analysed to inform the quality of future exit processes for students
  • Exit transition planning is based on the progress students have made
  • The exit transition planning details the types of support students will receive for their ongoing learning and development
  • The exit transition includes clear roles and responsibilities for the student and those supporting the student after they leave the provider