Monitoring and evaluation for improvement

Monitoring and evaluation enables the CoL | Kāhui Ako to track the progress and impact of improvement actions.

Community members need to be clear about what they are aiming to achieve and how they will recognise progress so that they are aware of what is and is not working and for whom, and can adjust or change actions/strategies if necessary. CoL | Kāhui Ako members should have access to assessment and evaluation leadership and the opportunity to develop data literacy and technical evaluation expertise to help them use appropriate tools and methods.

The CoL | Kāhui Ako needs to have the necessary systems, processes and tools in place to generate timely information about progress towards their challenge targets and the impact of actions they are taking. An important first step is to ensure that there is alignment of assessment processes and systems across the CoL | Kāhui Ako. This infrastructure supports data gathering and sense making, decision-making and knowledge building.10

As in a school setting, evaluation, inquiry and knowledge building processes should be purposeful and work together coherently, enabling the use of relevant information at every level and across the community to promote improvement. These processes enable the generation of new knowledge that can be shared and used for improvement across the community. They also increase internal accountability for improving learner outcomes and strengthen professional capital across the CoL | Kāhui Ako.11


The big picture
  • Members of the CoL | Kāhui Ako own the change process and seek evidence of the impact.
  • Internal accountability has its basis in behaviours and group norms that reflect a strong and collective sense of responsibility for improved student outcomes. Monitoring and evaluation enables the CoL | Kāhui Ako to track the progress and impact of planned actions and outcomes.
  • Ongoing use of achievement data enhances collaboration by enabling participants to identify the extent of progress and know whether they are doing enough to make a difference to student outcomes.
  • The visibility of measureable impact builds collective efficacy and ownership and drives further improvement efforts.
  • Monitoring, evaluation, inquiry and knowledge building processes work together in a coherent manner so that all members know what is working, the degree to which it is working and where they need to focus future efforts.

What have we found so far?

Developing the infrastructure to monitor and evaluate for  improvement

CoL | Kāhui Ako generally articulate the importance of having shared responsibility for improving student outcomes. This usually forms part of their early discussions and is evident in the documentation that supports their achievement challenges.

Most endorsed CoL | Kāhui Ako are at the very early stages of establishing plans for monitoring and evaluating the impact of their agreed achievement challenges. It is an integral part of action planning and an area that is likely to require external support and development for some CoL | Kāhui Ako.

Each school within the CoL | Kāhui Ako has its own systems and tools for monitoring and evaluation. CoL | Kāhui Ako that have started to think about coherent monitoring and evaluation are also inquiring into how they will gain alignment across schools so that there is consistency in the assessment judgements made and information gathered to determine impact has consistency and reliability.

There are early indications that some CoL | Kāhui Ako are either considering trialling the Progress and Consistency Tool (PaCT) or making the decision to use the tool at primary level. The learning progression frameworks and rubrics are the same for all schools and use of the tool helps build confidence in the dependability of overall teacher judgements across schools especially where there are issues of trust related to sharing data.

In a few instances, CoL | Kāhui Ako have realised the importance of getting this right at the early stages of implementation and have allocated an Across CoL | Kāhui Ako teacher specifically for evaluation. There is considerable value in allocating specific responsibility in this area so that individual systems and processes are coordinated and evidence of progress and change is reliably collated.

The CoL | Kāhui Ako Leader has an important role in building the collective capacity to do and use evaluation for inquiry and sustained improvement. In addition monitoring and evaluating the impact of actions taken provides the basis for adjusting or changing the CoL | Kāhui Ako achievement and professional practice strategies. This is a key area where targeted professional development could be of use earlier rather than later for appointees in leadership roles.



10       Education Review Office & Ministry of Education (2016). Effective School Evaluation: How to do and use internal evaluation for improvement. Wellington.

11       Fullan. M., Rincon-Gallardo, S., & Hargreaves, A. (2015). Professional capital as accountability. Education Policy Analysis Archives, 23 (15), 1–22.