Linking the narratives to ERO's School Evaluation Indicators

The table below cross-references the eight narratives to the relevant indicators from ERO's School Evaluation Indicators. Leaders can use the table to facilitate discussion about the variety of effective practice found in the different narratives. Where leaders, teaching teams or teachers are currently focusing their attention on a particular domain, they can use the table to select narratives that feature effective practices in that domain.

Domain

School Evaluation Indicators

Narrative

Stewardship

The board actively represents and serves the school and education community in its stewardship role.

1,4

Leadership for equity and excellence

Leaders collaboratively develop and pursue the school’s vision, goals and targets for equity and excellence.

2, 3, 4, 5

 

Leaders ensure an orderly and supportive environment that is conducive to student learning and wellbeing.

2

 

Leaders ensure effective planning, coordination and evaluation of the school's curriculum and teaching

1,2, 3, 4, 5

 

Leaders promote and participate in professional learning and practice.

2

 

Leaders build relational trust and effective collaboration at every level of the school.

1, 2, 3, 5

Educationally powerful connections and relationships

School and community are engaged in reciprocal learning centred relationships.

2, 3

 

Communication supports and strengthens reciprocal, learning-centred relationships.

2

 

Community collaboration enriches opportunities for students to become confident, connected, actively involved, lifelong learners.

2, 3

Responsive curriculum, effective teaching and opportunity to learn

Students learn, achieve and progress in the breadth and depth of The New Zealand Curriculum

1,2, 3, 4, 5

 

 

Students participate and learn in caring, collaborative, inclusive learning communities.

1,2, 3, 4, 5

 

Students have effective, sufficient and equitable opportunities to learn.

1,2, 3, 4, 5

 

Effective and culturally responsive pedagogy supports and promotes student learning.

1,2, 3

 

Assessment for learning develops students' assessment and learning to learn capabilities.

1

Professional capability and collective capacity

Systematic, collaborative inquiry processes and challenging professional learning opportunities align with the school vision, values, goals and targets.

2

 

Organisational structures, processes and practices enable and sustain collaborative learning and decision making.

1,2, 5

 

Access to relevant expertise builds capability for ongoing improvement and innovation.

1, 2

Evaluation, inquiry and knowledge building for improvement and innovation

Coherent organisational conditions promote evaluation, inquiry and knowledge building.

1