EDUCATION REVIEW OFFICE

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An Evaluation of Service Academies October 2011 27/10/2011

Appendix 1: Effective service academy indicators

Host school leadership

Professional support for academy staff

  • Host schools provide a comprehensive induction for new academy staff based on the school’s systems, including those for attendance, qualifications and Education Outside the Classroom (EOTC)
  • Academy staff are appraised and provided with a supportive professional development programme
  • Academy staff are given appropriate support from a senior manager and/or head of department to establish a management document, annual plans, targets and programme plans
  • There are regular (departmental) meetings between the academy director a senior manager and/or head of department

Integration with the host school

  • Resources of the host school are used to enhance the quality of the academy programme, these could include resources connected to computer suites, the school library, careers and academic departments
  • Directors are part of a collaborative school culture

Academy resources

  • The academy is given appropriate resources to complete each aspect of the programme

Quality of teaching/Academy leadership

Relationships with students

  • The academy staff build positive relationships with students. These relationships are characterised by respect and support
  • Directors support students to set and achieve goals across a range of areas, including social, physical, health, academic, career and personal domains

Multi-level teaching

  • Student’s of diverse abilities are catered for

Programme planning

  • There is a documented programme plans which sets out the nature, structure and priorities of the academy programme
  • There are clear entry criteria for which students will enter the programme
  • The programme has clear objectives and there is planning in place to help achieve these objectives

Assessment

  • Student learning is reflected in the credits gained through the New Zealand Qualifications framework

Academy culture

  • Students participate in the NZDF courses
  • Students do a majority of their learning together to support the teamwork and collaboration expected of academy students
  • There are high expectations for students to achieve across a range of domains including academic, physical fitness and social skills/leadership
  • Student’s support one another to achieve and there is a strong ethic of teamwork, collaboration and support shown by students
  • Stern but fair discipline

Exit transitions

  • There are processes in place that support students to transition to further education, employment or a career in the services.
  • These processes prepare students to be successful in their new contexts following their time in the academy
  • Exit transitions identify how whānau can support a student
  • Students who return to schooling following a year in the academy are tracked and, where appropriate supported, to succeed

Student outcomes

Academic and social outcomes

  • There is evidence that some students have transformed their behaviour, engagement and achievement through their participation in the academy
  • All students are achieving their academic goals
  • Students make significant health and physical fitness gains over their time in the academy
  • Academy students are seen as role models in the school

Student goals

  • Students set goals and develop plans to achieve these goals across a range of areas, including social, physical, health, academic, career and personal domains
  • Students monitor their achievement in terms of their social, physical, health, academic, career and personal goals
  • Students are support by their whānau to achieve their goals

Destination outcomes

  • Academy students go on to positive outcomes including employment, further education or careers in the services

School-wide outcomes

  • Academy students positively contribute to the culture of the host school
  • The academy is a source of pride for the school community

Analysis of data and self review

Achievement information

  • Academic outcomes are monitored and analysed to improve the quality of teaching and support received by academy students

Individual education plans

  • Academy directors monitor and report on student social, physical, health, academic, career and personal goals
  • The extent to which students reach their goals is used to inform self-review about the quality of the academy programme

Destination information

  • There are processes in place to monitor, record and analyse the destination outcomes of students
  • Information about student’s destinations is analysed and used to inform self-review about the quality of the academy programme

Self-review

  • The board of trustees receives an annual report from academies outlining the academic, social and destination outcomes of students. Included in this report is an analysis of the strengths and areas for improvement and a plan for how the academy programme has been developed in light of outcome data; student, teacher and whānau feedback; and programme analysis and evaluations.
  • Self review leads to improvements in student outcomes

Engaging families

  • There is regular formal and informal contact for student families
  • Families understand how they can support students to achieve their social, physical, health, academic, career and personal goalsFamilies understand how they can support student exit transitions

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