Appendix 1: Teen parent uits indicator framework for 2013 reviews

The tables below set out the basic indicators for the review of the education in Teen Parent Units (TPUs). These indicators should be used in conjunction with ERO’s indicators, as published in Evaluation Indicators for School Reviews (2011). In total, the indicators provide an outline of the sorts of features anticipated in high quality teaching and learning for the students in TPUs. Depending how the education provision is managed, additional features may be apparent. Likewise, some of the indicators below may not be directly relevant.

 

TPU organisation and overall effectiveness

The TPU has a clear sense of purpose and direction.

  • The TPU has a clear sense of direction in terms of the desired educational, social and health/wellbeing outcomes for students and their children and how it will contribute to these outcomes.
  • The TPU goals, strategies and planning reflect community aspirations, as well as effective processes to improve the educational, social and health/wellbeing outcomes of students.

The TPU promotes and supports improved educational, social and health/wellbeing outcomes for students and their children.

  • Levels of student attendance are high.
  • Students can say how their learning is contributing to their ongoing achievement and future pathway.
  • Students are engaged in learning and positive about the progress they are making.
  • Students are achieving the academic and social/wellbeing goals established in their individual education plans (IEPs).
  • Student achievement occurs in line with their identified career pathways/pathways to future education and employment.
  • The TPU’s students effectively transition to further education, training or employment.
  • The TPU reviews the effectiveness of practice on the basis of the outcomes achieved.

Induction, individual planning and support, and transition processes

There is a well planned and implemented process for

student induction that identifies students’ strengths, interests and needs.

  • The induction programme enables students to build positive relationships with staff and other students.
  • Appropriate multi-disciplinary and/or special educational support is identified and made available as early as possible.
  • Teachers and leaders use valid and reliable processes to identify the educational strengths, interests, and next steps of new students.
  • Teachers/leaders seek and use the student’s point of view with regard to inclusive practice and learning.
  • The school has processes in place for identifying and supporting students in relation to their physical, sensory, psychological, neurological, behavioural or intellectual needs.
  • The school has culturally responsive processes to identify and support the needs and aspirations of Māori and Pacific students.

Each student has an individual education plan (IEP).

  • Student whānau are included in the IEP process in a way that reflects the best interests of the student (for instance, as the relationship between the student and his/her whānau allows).
  • IEPs include goals that respond to the student’s identified interests, aspirations, strengths and needs and contain social, health and behavioural goals as appropriate.
  • IEPs set out how students will develop their core competencies, as applicable including their independence and abilities to manage themselves (and their child/children).
  • IEPs explain the processes to be used to support students to reach their goals, including what the roles are of those supporting each student (for instance, in the case of whānau).
  • IEPs are regularly reviewed and revised in line with student progress and needs.
  • IEPs will form the basis of individual plans for each student’s exit transition, including what has to happen to support that transition.
  • There is evidence that IEPs have been informed with good practice models, such as the Ministry of Education guidelines for developing IEPs.
  • There are good systems in place to report on student achievement to students and their whānau (as appropriate).

Planning and processes for exit transitions are effective.

  • Exit transitions reflect the career and/or pathway goals developed by each student.
  • There are high quality transition processes in place for students transitioning to mainstream education settings, (includes budget planning, childcare arrangements and course suitability).
  • The exit transition planning includes clear expectations and goals for each student, and the roles and responsibilities to be carried out by those involved in the transition process.
  • Whānau are included in the exit transition process in line with their relationship with the student.

Quality teaching and learning

The TPU provides a learning environment that is caring, inclusive and collaborative.

  • There is a focus on learning and achievement and improving student outcomes (educational, social and health/wellbeing).
  • Staff interactions reflect an ethic of care (staff are compassionate, actively listen to students and reflect their points of view).
  • Power is shared between the student and teacher – authoritarian and coercive approaches are absent – for example, classroom rules are jointly decided.
  • Staff have a good understanding of, and affirm, the cultural backgrounds of the students (they observe and promote students’ culture, identities, language).

The curriculum and pedagogical approaches reflect the vision and principles of The New Zealand Curriculum and respond effectively to students’ identified needs.

  • Teachers have high expectations that all students will succeed.
  • There are good links between students’ identified strengths and interests and their individual programmes.
  • Teachers use innovative approaches and strategies in responding to each student’s interests, strengths, aspirations and needs.
  • The school curriculum effectively promotes the identity, language and culture of students.
  • Educational activities involve authentic problems, provide opportunities to investigate questions of interest and are relevant to students.
  • There are good opportunities for students to learn in a variety of ways – with others, on their own, using technology.
  • Classroom activities are engaging and intellectually challenging.
  • Students evaluate their own learning and are aware of their achievements and next steps.
  • The curriculum provides scope for students to develop career management competencies – developing self awareness, making decisions and exploring options.
  • Students receive high-quality career education and guidance with an emphasis on transition to the workplace or further education/training.
  • There are good systems in place to report on student achievement to students, their whānau (as appropriate) and the host school.

Learning programmes promote and accelerate student achievement in literacy and mathematics.

  • Programmes appropriately address individual student needs in literacy (reading, writing and oral language), mathematics (numeracy and strand) and statistics.
  • Literacy and mathematics teaching is appropriate for each student.
  • Diagnostic assessments identify each student’s achievement in reading (especially in decoding and comprehension), writing and mathematics (eg for students at NCEA Level 1 and below).
  • Students’ progress and achievement in literacy and mathematics is well monitored.

Relationships with external partners

An effective relationship with the host school (and host school) supports student outcomes.

  • A Memorandum of Understanding (MoU) is in place between the host school and the TPU.
  • The MoU spells out the respective roles of the management committee and the teacher-in-charge of the TPU.
  • There are processes in place for the TPU to report on its effectiveness (including the full range of student outcomes) to the host school and the management committee.
  • The host school (and base school if appropriate) fulfils its obligations regarding employment, reporting, resourcing and health and safety.
  • The relationship between the host school (and base school, if appropriate) is positive and supportive of the TPU’s effective practice regarding the improved educational, social and health outcomes for students and their children.

An effective partnership with the TPU’s early childhood service provider(s) supports student outcomes.

  • The children of TPU students participate in high quality early childhood services (see ERO reviews of early childhood service provision).
  • TPU students see early childhood services as a valuable partner in the education and care of their children and the health of their whānau.
  • Early childhood service staff support (and participate in specific strategies where applicable) students and their children, including the transition of students and their children to new settings.

Effective relationships education, health/ wellbeing and social agencies support student outcomes.

  • The TPU has developed partnerships with education, health and social agencies and providers in support of improved student outcomes.
  • The TPU works with other agencies and organisations to ensure that social or health issues do not become barriers to engagement.
  • The TPU is seen as a partner by community agencies in improving the social and health outcomes of young people at risk.
  • The partnerships between the TPU and community agencies ensure that processes are in place to manage social, financial and health barriers to achievement.

Effective relationships with Te Aho o Te Kura Pounamu - The Correspondence School (Te Kura)in support of student outcomes

  • The TPU operates in accordance with Te Kura’s 2013 Service Level Agreement for Dual Students.
  • TPU staff work with Te Kura staff to identify the best possible Te Kura learning materials.
  • The Te Kura learning materials used by students reflect their identified learning pathways.
  • Students receive timely resources, support and feedback from Te Kura staff.