Appendix 3: Evaluation questions

Stakeholders: Sector responsiveness 

  • What are the opportunities and challenges for culturally and linguistically diverse (CLD) learners to be successful in education, training, and employment?
  • What are the critical factors for CLD learners to be successful?
  • Which Auckland schools and services are responding well to CLD learners?
  • How does your agency/organisation support or provide advice to the families, schools and services to work collaboratively to enable CLD learners to succeed?  
  • What are the opportunities for families new to New Zealand to learn about our bicultural society from agencies, schools or services?

Services and schools: Knowing and responding to the CLD learners

How do the teachers know the learners?

  • How do they:
    • Know they have accurate demographic data?
    • Find out strengths, interests and needs?
    • Link with and use the expertise of parents/ agencies/MoE/earlier education services to know about the learners?
  • What are their beliefs about the strengths and needs for individual learners and their expectations for learning (English language learning, maintenance/retaining home language/ako ‑ learning with others)?

How do teachers respond

  • How do they:
    • Identify language learning priorities (do they know the strength of the learner’s first and second languages)?
    • Design and orchestrate a curriculum recognising the complexity required to benefit all learners?
    • Link to parents/agencies/trained teacher aides/ resources?
    • Resource strategically (role of the Board/ manager/Association)?
  • How do leaders ensure teachers have the capacity to respond?
    • PLD or agency/expertise support (Who has what qualifications)?
    • Resources used to build capability?
    • Employment (reflection of learner’s cultures)?
    • Board/manager/association reflection of the community they support?

How do teachers monitor outcomes and review practices?

  • What were/are the expected outcomes? (look for urgency about being able to access the curriculum and not just learn English)
  • What are the actual outcomes? (this one is really hard – could see communication and belonging dispositions in ECE and ELLP in schools)
  • How do they:
    • Monitor progress?
    • Review (teacher, leader, Board /governance levels)?
    • Respond to any review – improvements in practices, professional learning, support, resources etc. (by teacher, leaders, board/ governance)?
  • What do they think would help them improve their practice for better outcomes?

Services and schools: Identifying effective practice 

How do the selected services and schools effectively respond to CLD learners? What does it look for leaders, teachers, learners and their parents? 

Leaders

How does strategic and pedagogical leadership practice support CLD learners, their parents, and families/whānau?

  • How do you get to know your CLD learners (migrants, refugees, Māori, Pacific)?
  • How do you respond to your diverse learners?
  • How do you promote wellbeing and social cohesion?
  • How do families/whānau new to NZ learn about our bicultural society in this service/school?
  • What’s working and how do you know?
  • How do you create educationally powerful connections with the parents, families/whānau?
  • What knowledge, skills and dispositions are needed to respond effectively to CLD learners, their parents and families/whānau?
  • What advice would you give to another leader of CLD learners?

Teachers

How does teacher knowledge and capability improve learning outcomes for CLD learners?

  • How do you get to know your CLD learners (migrants, refugees, Māori, Pacific)?
  • How do you respond to your diverse learners?
  • How do you promote wellbeing and social cohesion?
  • How do families/whānau new to NZ learn about our bicultural society in this service/school?
  • What’s working and how do you know?
  • How do you create educationally powerful connections with the parents, families/whānau?
  • What knowledge, skills and dispositions are needed to respond effectively to CLD learners, their parents and families/whānau?
  • What advice would you give to another teacher of CLD learners?

Parents

How do partnerships with parents of the CLD learner positively impact on their child’s achievement and wellbeing?

  • What was it like to start and settle your child at a new service/school in a new country? (migrant and refugee parents only)
  • What did you find easy/hard?
  • What support did you receive from the service/school? From other agencies? Anyone else that supported you and your whānau/family? How?
  • How does the service/school include you in your child’s learning?
  • What do you know about how well your child is doing?
  • What advice would you give to another parent of a CLD learner?
  • If we’re asked, what feedback could we give the service/school about your experience?

Children (primary, intermediate and secondary)

How does your teacher support you to understand what you’re learning and why?

  • What is it like to start at a new school in a new country? (migrant and refugee children only)
  • What is your school like? What you like about it?
  • What did you find easy/hard?
  • What support did you receive from your school? Anyone else that helped you? How?
  • How does the school include your parents in your learning?
  • Can you describe:
    • what are you learning?
    • do you know why you are learning about this?
    • do you know what are you going to do next?
    • do you know where you’re going with your learning?
  • What advice would you give to another CLD learner?
  • If we’re asked, what feedback could we give the school about your experience?