See each indicator of the evaluation outcome domains for a series of videos exploring what we know works in achieving equity and excellence in learner outcomes.
Domain 1: Stewardship
The board actively represents and serves the school and education community in its stewardship role
The board scrutinises the effectiveness of the school in achieving valued student outcomes
The board evaluates how effectively it is fulfilling the stewardship role with which it has been entrusted
The board effectively meets its statutory responsibilities
Domain 2: Leadership for equity and excellence
Leadership collaboratively develops and pursues the school’s vision, goals and targets for equity and excellence
Leadership ensures an orderly and supportive environment that is conducive to student learning and wellbeing
Leadership ensures effective planning, coordination and evaluation of the school’s curriculum and teaching
Leadership promotes and participates in teacher learning and development
Leadership builds collective capacity to do evaluation and inquiry for sustained improvement
Leadership builds relational trust and effective collaboration at every level of the school community
Domain 3: Educationally powerful connections and relationships
School and community are engaged in reciprocal, learning-centred relationships
Communication supports and strengthens reciprocal, learning-centred relationships
Student learning at home is actively promoted through the provision of relevant learning opportunities, resources and support
Community collaborations enrich opportunities for students to become confident, connected, actively involved, lifelong learners
Domain 4: Responsive curriculum, effective teaching and opportunity to learn
Students learn, achieve and progress in the breadth and depth of The New Zealand Curriculum and/or Te Marautanga o Aotearoa
Students participate and learn in caring, collaborative, inclusive learning communities
Students have effective, sufficient and equitable opportunities to learn
Effective, culturally responsive pedagogy supports and promotes student learning
Assessment for learning develops students’ assessment and learning-to-learn capabilities
Domain 5: Professional capability and collective capacity
A strategic and coherent approach to human resource management builds professional capability and collective capacity
Systematic, collaborative inquiry processes and challenging professional learning opportunities align with the school vision, values, goals and targets
Organisational structures, processes and practices enable and sustain collaborative learning and decision making
Access to relevant expertise builds capability for ongoing improvement and innovation
Domain 6: Evaluation, inquiry and knowledge building for improvement and innovation
Coherent organisational conditions promote evaluation, inquiry and knowledge building
Collective capacity to do and use evaluation, inquiry and knowledge building sustains improvement and innovation
Evaluation, inquiry and knowledge building capability facilitates engagement with external evaluation and the wider education community
