Appendix 1: Indicator framework - Responsive secondary schooling

Philosophy

Context

Indicator

Evidence

The school’s approach, philosophy or expectations for its senior school

  • All student pathways are seen as equally important by the leadership and staff (The curriculum is to support ALL students, i.e. not just university pathways)There are processes in place to provide additional support to priority groups i.e. Māori, Pacific, special needs and students at risk of under-achievement
  • The school is focused on all students achieving their potential in line with: The National Education Goals eg, NEG 1 - The highest standards of achievement, through programmes which enable all students to realise their full potential as individuals, and to develop the values needed to become full members of New Zealand's society; and
  • The New Zealand Curriculum/ Te Marautanga e.g. the school’s senior curriculum specifically aims to develop learners in line with the NZC vision and principles i.e. confident, connected, actively involved lifelong learners. The principles are evident in the school’s senior curriculum, for example, high expectations, Treaty of Waitangi, learning to learn, community engagement, coherence, cultural diversity and future focus.

As articulated by its leaders, planning and reporting documents

Major curriculum documents

Student option booklets

School structures and processes

Context

Indicator

Evidence

Curriculum structures

  • There is a range of courses in the school that supports a wide range of learners
  • There are good levels of student retention into Year 13
  • There are high numbers of students achieving at least NCEA level 2 (68 percent is the current national average)
  • The school has a flexible approach to their options, course prerequisites and timetable aimed at supporting a wide range of student individual pathways
  • Students in the senior school understand why they have taken their options and how they relate to their possible futures

Interviews and documents i.e. student handbooks

Pastoral systems

  • There are strong systems for working with students to build their self awareness, provide options and make decisions that are meaningful to the student’s possible futures – these systems should involve form teachers and deans and possibly careers advisors
  • Where learners are not well catered for by the school’s courses, there are effective processes in place that support learners to transition to education, employment or training

Pastoral interviews

Careers guidance and support

  • The school has processes in place to identify and respond to the strengths and interests of individual students (eg individual mentoring, tutor groups, external careers advice, links to the community)
  • The school has processes in place to provide additional support to the Career Management Competencies of priority groups i.e. Māori, Pacific, special needs and students at risk of under-achievement

CAs interviews

Curriculum documents and

Student booklets

Junior to senior transitions

  • Years 9 and 10 students have a career education programme that builds their career management competencies, identifies their strengths and interests, and informs their Year 11 course selection
  • Students and their families are well informed about the relationship between their Year 11 option choices and their future options both at school and when they leave school
 

Outcomes

Context

Indicator

Evidence

Outcomes, career competencies and pathways

  • All leavers have achieved well at the school (potential) and are going on to future education, employment or training
  • School leavers remain in education or training until 18 (this includes those who go to other institutions before they turn 18)ALL students, including Māori, Pacific, students with special needs and students at-risk of under-achievement - have a range of opportunities to develop self-awareness, explore options and make informed decisions. They get this through their experience of the curriculum, high quality goal setting, mentoring relationships and opportunities ‘outside the school gate’
  • All students (including Māori, Pacific, students with special needs and students at-risk of under-achievement) develop a clear understanding of themselves and the pathways available to them as they progress through the senior school and/or transition from school to employment/training and education

Interviews with students

Interview with the careers advisor

School data

School self review

Outside the school gate

Context

Indicator

Evidence

Links to tertiary, business and iwi

  • The links to the other institutions, businesses and the wider community that help students develop self-awareness and explore opportunities
  • Partnerships with iwi include benefits for the school’s curriculum and support for individual student pathways
 

Family involvement

  • The parents of ALL students are included in processes that help students develop the career competencies and understanding of their future possible pathways
  • Families understand how they can support their children as they explore options and make decisions

Interview with the careers advisor

Interviews with students

Leadership and Management

Context

Indicator

Evidence

Goals and expectation

  • Senior leaders lead, initiate and actively support strategies for ALL students to develop positive pathways
  • Senior leaders actively encourage approaches to curriculum design that reflect principles and requirements of NEGS and The NZC

Interviews with HODs/BOT

Self review

Context

Indicator

Evidence

The analysis and use of data

  • The school records and analyses the leaving destination of all students and this information is used to inform improvements in school curriculum and processes
  • The analysis includes a focus on Māori, Pacific, students with special needs and students at risk of under-achievement

School-wide data analyses

Destination data