Starters for school discussion

Domain three of ERO's School Evaluation Indicators outlines practices that proactively identify and draw on community resources and expertise to increase learning opportunities and enhance student achievement and wellbeing. ERO recommends that schools use the following indicators and questions to inquire into their practices, especially for students at risk of underachieving.

Domain 3: Educationally powerful connections and relationships

School and community are engaged in reciprocal, learning-centred relationships.

Communication supports and strengthens reciprocal, learning-centred relationships.

Student learning at home is actively promoted through the provision of relevant learning opportunities, resources and support.

Community collaborations enrich opportunities for students to become confident, connected, actively involved, lifelong learners.

What evidence do we have that:

>   a range of appropriate and effective communication strategies are used to communicate with and engage parents and whānau

>   teachers know and affirm the diverse identities, languages and cultures of parents, whānau and the community and actively broker engagement and participation

>   students, parents and whānau, and teachers have shared understandings about curriculum goals and the processes of teaching and learning, and engage in productive learning conversations

>   students, parents and whānau, and teachers work together to identify student strengths and learning needs, set goals and plan responsive learning strategies and activities

>   students, parents and whānau, and teachers understand the full range of pathways, programmes, options and support that is available, and participate in informed decision making at critical transition points

>   parents and whānau receive information and participate in individual and group learning opportunities that enable them to support and promote their child's learning

>   any homework is carefully designed to promote purposeful interactions between parents and children, and teachers provide timely, descriptive oral or written feedback

>   teachers and parents and whānau engage in joint activities and interventions to improve learning and/or behaviour

>   the school proactively identifies and draws on community resources and expertise to improve learning opportunities and capacity to improve student achievement and wellbeing.