Appendix Two: Key evaluative questions, indicators of good practice, criteria for judgements

Q1. How systematic is the school’s overall approach to enrolling international students?

Indicators of good practice

The school has:

  • a rationale and objectives for enrolling IS
  • a strategic plan for developing their provisions for IS/ international programme
  • planned strategies and effective systems for providing for IS
  • school understands its obligations and responsibilities for IS
  • professional learning and development provided on cross-cultural understanding and supporting IS
  • recognised / documented the value of the education they provide and the intended outcomes for IS
  • integrated provisions for IS across the school
  • gathered information from students and/or their families about their aspirations for their time in NZ, including both long stay and short stay
  • documented how they will provide for students’ welfare, academic progress and social integration
  • recognised/documented the value of having IS for their NZ students.

Judgement

 

Highly systematic

The school has a well thought out rationale for enrolling IS and has developed and documented coherent plans and systems for ensuring IS needs for pastoral care, academic progress, and social integration are met. The school has based their provisions on information gathered from students and parents about their aspirations and needs.

Mostly systematic

The school’s rationale for enrolling IS is generally well thought out and the plan for providing student welfare, academic success and social integration has some minor gaps.

Partially effective

The school has a weak rationale for enrolling IS and/or their plans for IS do not cover important aspects of pastoral care, the quality of education, social integration, and outcomes for students.

Ad hoc

The school’s rationale and plans for international students have some major weaknesses. For example, they focus more on benefits to the school than to IS or they do not reflect the aspirations of IS and their families.

Q2. How effectively is the school reviewing its provisions and outcomes for international students?

Indicators of good practice

  • The school monitors compliance with the Code (especially accommodation, attendance and welfare) effectively to ensure all requirements are met
  • Review is ongoing throughout the year
  • Review uses the school’s own self-review methodology
  • The school’s review process is based on analysis of a range of information about students’ welfare, academic progress and social integration
  • BOT receives annual reports based on the self review and strategic plan of the international programme, and including student achievement information
  • Opportunities are provided for students to provide anonymous or confidential feedback through an independent person
  • Self review findings inform decision-making
  • The school takes action in response to its self review.

Judgement

 

Highly effectively

The school’s self-review process is an example of good practice. The school has gathered reliable data from all stakeholders (students, homestay hosts, teachers, parents) and used it to evaluate the quality of provision for international students, at least annually. The school has made changes in response to its self-review findings.

Mostly effectively

The school’s self-review process provides reliable information about most (but not all) aspects of the provision for international students: student welfare, academic success and integration. The information is reported regularly / annually to senior managers / board and is available for MoE. The school usually makes changes to address any problems identified.

Partially effectively

Self review has significant weaknesses across some of the indicators. For example, it focuses more on processes than on outcomes for students, does not include information about academic success or social integration, or rarely acts on its findings.

Limited effectiveness

The self-review process is weak: either it does not cover important aspects of the quality of education students receive or it is not based on reliable information. The school, for example, might be reporting to the MoE that it is meeting expectations but does not base that attestation on a robust self-review process.

Q3. How effectively does the school provide pastoral care for international students?

Indicators of good practice

Students:

  • receive appropriate support services from a person or persons designated with the pastoral care responsibility for international students
  • are welcomed and given effective orientation advice
  • have their accommodation and pastoral needs regularly monitored and met
  • report that their pastoral care needs are met
  • access other support within the school eg dean, guidance counsellor

Schools:

  • know that Years 1 to 6 students are continuing to live with a parent.

Judgement

 

Highly effectively

Students’ welfare needs are well met. They receive high quality pastoral care that includes effective orientation, learning support, and accommodation support and monitoring. The school meets all the requirements of the Code of Practice for the Pastoral Care of International Students.

Mostly effectively

The school’s processes meet students’ needs in most of the indicators for pastoral care of international students. There may be a lack of evidence for some indicators, for example: the quality of accommodation; or regular meetings with the person responsible for pastoral care.

Partially effectively

The school has weaknesses in meeting students’ welfare needs in some of the indicators / or requirements of the Code. For example, there might not be effective processes for monitoring the quality of accommodation for students in homestays or hostels.

Limited effectiveness

There is evidence that the school is not meeting students’ welfare needs in many / most of the indicators. This will be investigated if the school does not have sufficient evidence that students’ welfare needs are being met. Discussions with students and / or caregivers will indicate breaches of care in relation to the Code.

Q3. How effectively does the school provide pastoral care for international students?

Indicators of good practice

Students:

  • receive appropriate support services from a person or persons designated with the pastoral care responsibility for international students
  • are welcomed and given effective orientation advice
  • have their accommodation and pastoral needs regularly monitored and met
  • report that their pastoral care needs are met
  • access other support within the school eg dean, guidance counsellor

Schools:

  • know that Years 1 to 6 students are continuing to live with a parent.

Judgement

 

Highly effectively

Students’ welfare needs are well met. They receive high quality pastoral care that includes effective orientation, learning support, and accommodation support and monitoring. The school meets all the requirements of the Code of Practice for the Pastoral Care of International Students.

Mostly effectively

The school’s processes meet students’ needs in most of the indicators for pastoral care of international students. There may be a lack of evidence for some indicators, for example: the quality of accommodation; or regular meetings with the person responsible for pastoral care.

Partially effectively

The school has weaknesses in meeting students’ welfare needs in some of the indicators / or requirements of the Code. For example, there might not be effective processes for monitoring the quality of accommodation for students in homestays or hostels.

Limited effectiveness

There is evidence that the school is not meeting students’ welfare needs in many / most of the indicators. This will be investigated if the school does not have sufficient evidence that students’ welfare needs are being met. Discussions with students and / or caregivers will indicate breaches of care in relation to the Code.

Q4. How effectively does the education programme respond to the aspirations, interests and needs of international students or their parents?

Indicators of good practice

  • Students are accurately assessed on entry, and placed in appropriate courses and classes
  • Students set appropriate challenging goals
  • Students have appropriate courses so they can achieve their learning goals and aspirations eg entry to university, or transition to further education
  • Students experience high quality teaching
  • Students receive appropriate levels of support with the English language, whether it is in ESOL classes, withdrawal or in-class support
  • Learning in ESOL/withdrawal/classes supports learning in mainstream classes
  • Students are regularly assessed and receive useful feedback about their progress across the curriculum
  • Staff understand how to support IS
  • Staff have PLD on teaching speakers of other languages
  • Staff understand cultural contexts and how to support IS
  • Staff are positive about having IS in their classes.

Judgement

 

Highly effectively

Students are accurately assessed and placed in appropriate programmes in English language and across the curriculum. The school aligns well with most of the indicators for the quality of education.

Mostly effectively

The school demonstrates good alignment with most of the indicators – although they might have weaknesses in one or more of these areas. For example, the school might be providing good ESOL support but students may be placed in courses that do not match their aspirations.

Partially effectively

The school has significant weaknesses across some of the indicators: the quality of assessment and feedback; the quality of teaching for international students; appropriate educational provision for IS.

Limited effectiveness

There are significant weaknesses in the quality of education international students receive, or insufficient evidence / information to judge the quality.

Q5. How well do international students make progress and achieve?

Indicators of good practice

  • Students make progress in their learning of English
  • Students make progress in their academic studies, and achieve their learning goals
  • Senior students achieve qualifications in the NQF and other qualifications, for example, IELTS, ELLP
  • Students make successful transitions to post-secondary programmes / further education and training.

Judgement

 

Very well

There is convincing evidence that students are achieving their academic goals. Students are achieving success in their learning, in English language and across the curriculum. The school aligns well with most of the indicators for the quality of education.

Well

The school demonstrates good alignment with most of the indicators – although they might have weaknesses in one or more of these areas. For example, students may be progressing in English language but not in some other curriculum areas, or in their transition beyond the school.

To some extent

The school has significant weaknesses across some of the indicators: students may be progressing but not sufficiently to achieve their goals.

To a limited extent

There are significant weaknesses in the progress students make, or insufficient evidence / information to judge the quality.

Q6. How effectively does the school integrate international students into the school and local community?

Indicators of good practice

  • Teachers facilitate interactions between international and domestic students in the classroom
  • Students are involved in school activities including EOTC
  • Students enjoy their NZ schooling experience and make NZ friends
  • Students share aspects of their own culture with other students at the school.
  • Students take part in activities in the local community/area
  • International students have leadership roles
  • NZ students and staff demonstrate cross-cultural awareness

Judgement

 

Highly effectively

This school is an example of good practice in involving and integrating international students into the school community. They are involved and enjoy participation in cultural, sporting and academic co-curricular activities. They have very good opportunities to share their cultures with other students and show leadership in the school community.

Mostly effectively

The school meets most of the indicators for social integration into the school community, but has an area for improvement in one or more aspects.

Partially effectively

There are significant weaknesses against the indicators. For example, students might not have sufficient opportunities for mixing with local students and getting involved with NZ life, or the school might not have asked students about their involvement.

Limited effectiveness

There is strong evidence that students do not have opportunities to get involved in social, cultural and sporting experiences or to get to know local students.