The team structure in this school supports the professional learning and development of leaders and teachers. Team members discuss their roles, responsibilities and the reciprocal nature of their interactions.
At McAuley High School, classroom teacher observations are a frequent occurrence and students report how they regard this as teachers actively modelling learning behaviour.
At McAuley High School, the use of student achievement data and other evidence is the catalyst for determining who needs to be part of the discussion to seek solutions and establish next steps.
The deputy principal at Kerikeri High School describes the process the school leaders went through to develop electronic systems and processes to track student academic success. The principal describes how the tracking tool alerted school leaders when students were at risk of not achieving and led them to consider ways to ensure students had further opportunities to succeed.
In improving the teaching and learning of mathematics, leaders and teachers are working to develop safe, collaborative environments where every learner (teachers and students) can access the thinking of others to strengthen their knowledge and understanding.
Year 9 Plus is an educational concept developed by the Ministry of Education (the Ministry) to improve the chances of educational success of one cohort of participating students, and better their future life opportunities.
Members of a school strategic change leadership team discuss how a significant drop in the NCEA achievement outcomes of their Māori students, which had been consistently tracking upwards since 2009, created a context that required a critically reflective analysis of both cohort and individual data, alongside a review of the current tracking and monitoring processes and tools.
Curriculum approaches in years 9 and 10 are designed to set students up for success.
A school principal talks about how he works with his teachers and Māori community to develop a bicultural school context within which both Treaty partners are acknowledged and valued. A teacher and members of the Māori community describe how this principal’s leadership has facilitated a reciprocal relationship between the school and their local Māori community.
