How effective are the TPUs in promoting and supporting positive outcomes for students?
What are the important features of this TPU that have an impact on student outcomes?
- TPU’s progress since the last review
- Relationship with the host school
- Significant features in the TPU’s organisation
- TPU’s location and function
What does this TPU know about outcomes for individual students?
- Student outcomes
- academic outcomes (NCEA, literacy and numeracy results)
- social outcomes (possibly including parental skills, social and emotional competencies)
- health and wellbeing outcomes (including physical, emotional, psychological dimensions)
- destination (transition) outcomes (where students transition to after their time in the TPU).
- Specific academic outcomes, trends and data e.g. NCEA achievement, literacy or numeracy gains
Student support, engagement, and transitions
How well do the TPU processes promote and support student engagement and success?
- how the students are welcomed, assessed and connected with peers, staff, the early learning service, the health and social services?
- how is whānau involved to support students from induction through to exit?
- how is the student supported to settle her child into early childhood education?
- Individual student planning
- how are the strengths and needs of each student identified?
- how well are the student’s needs met?
- what is the quality and delivery of the individual learning plan (ILP)?
- how are the student’s strengths, needs and aspirations reflected in their ILP?
- what is helping or hindering the student’s development?
- Student engagement and outcomes
- how does engagement with the students support their attendance?
- how do the staff respond to attendance challenges?
- how do the teachers track and monitor student achievement?
- how do the staff respond to engagement or achievement challenges?
- what advice is provided to students about social, emotional, health and wellbeing outcomes for themselves and their child?
- what advice is provided to the students about relationships, including Sexuality Education? Refer students to Sexuality Education survey
- Student support
- how are students supported to think about their future?
- how are students supported to successfully transition to further education, training or employment?
- what does the TPU know about the destination of students who are leaving or have left?
- Interviews with students to test MSD cluster theory.
Teaching and Learning
What is the quality of teaching and learning at the TPUs?
- Curriculum and teaching
- how does the programme engage students in meaningful learning, relevant to them and their future pathways?
- how does the programme support the students’ language, culture and identity?
- how does the pedagogical approaches/strategies engage students, including ‘at risk’ students, in their learning?
- how are the teachers supported to access relevant professional learning and development (PLD)?
- Learning programmes of each student
- how does the programme support the students to make academic progress and educational and social progress in terms of their ILP (or equivalent)?
- Future pathways
- how are the students supported to identify future pathways?
- how are their career pathways and career management competencies developed?
- what is the quality of the processes to develop student competencies (core competencies and career management competencies)?
Leadership, management and organisation
How effective is the leadership, management and organisation of the TPUs?
- what is the TPU’s approach to educating teen parents?
- how does the TPU promote the balance between educational, social , health and wellbeing, and destination outcomes?
- what is the TPU’s focus, targets, priority areas, links to PLD and appraisal?
- how does this TPU use internal evaluation to review and improve practice?
- what impact does the Ministry of Education’s operational guidelines have on practice?
- what is the focus or culture, and the lived values of this TPU?
- how do these values respond to student strengths, needs, interests and aspirations?
- Relationships and relational trust
- what is the relationship with the host school, including the MoU and the role of the management committee?
- how is the TPU managed and organised, including relationships between TPU leadership, staff and students.
Relationships with external partners
How well do TPUs work within their educational and community context to promote student outcomes?
- what type and quality of partnerships:
- between other secondary and tertiary educational partners, e.g. Te Kura, the base school, tertiary providers (via STAR, Gateway, Trades Academy)
- with social agencies (e.g. WINZ, Housing NZ, City Mission) that may help reduce barriers to learning for students
- with health and wellbeing services that may help reduce barriers to learning for students
- with Careers NZ, tertiary education and employment agencies that could support student pathways?
- what is the quality of partnerships between the TPU and the early learning service, including any strategies that support TPU students (e.g. parenting skills)?