Resource Teachers: Learning and behaviour governing and managing RTLB clusters
The findings of this evaluation highlight improvements to the quality and consistency of the RTLB service, especially in overall governance and management.
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The findings of this evaluation highlight improvements to the quality and consistency of the RTLB service, especially in overall governance and management.
Senior leaders at Invercargill Middle School have put processes in place to ensure that all teachers participate in and contribute to the co-construction of decisions about how best to move forward. The principal describes the approach as ‘change coming from the classroom, not the principals office’.
Professional learning reflects the approach that has been established for students. Learning is differentiated with multiple opportunities for engagement and structure in manageable steps.
This video was filmed at McAuley High School.
Inquiry is at the heart of what drives improvement and innovation at McAuley High School.
At McAuley High School, leaders and teachers actively model learning behaviour for the students including eliciting student feedback on a regular basis
Working together to determine what the collaboration and teamwork looks like on a day-to-day basis has been a critical and continued focus of professional learning and team dialogue at Stonefields School.
At McAuley High School, classroom teacher observations are a frequent occurrence and students report how they regard this as teachers actively modelling learning behaviour.
Wellbeing for success: a resource for schools has been developed to help schools evaluate and improve student wellbeing. It highlights the importance of schools promoting the wellbeing of all students as well as the need for systems, people and initiatives to respond to wellbeing concerns for students who need additional support.
This ERO evaluation reports on primary schools' progress in relation to the Government's Success for All policy. Success for All is about getting all schools to demonstrate inclusive practice for students with special needs.
ERO evaluated how well schools included students with high needs. Approximately three percent of the student population have significant physical, sensory, neurological, psychiatric, behavioural or intellectual impairment. ERO’s evaluation showed that approximately half of the schools in the study demonstrated inclusive practice, while 30 percent had ‘pockets of inclusive practice’ and 20 percent had few inclusive practices.
This 2007 ERO report is to help parents make an informed decision about selecting an early childhood service to suit them and their children. It identifies types of early childhood services and ways in which parents can help their child settle into a service.