Student feedback: observing the teacher
At Otumoetai Intermediate School, Student Learning Leaders learn how to undertake structured classroom observations focused on teaching and learning. The students and staff discuss the process and its impact.
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At Otumoetai Intermediate School, Student Learning Leaders learn how to undertake structured classroom observations focused on teaching and learning. The students and staff discuss the process and its impact.
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.
Driven by the conviction that everybody can achieve, leaders and teachers seek to overcome barriers to equity and excellence experienced by individual students at McAuley High School.
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.
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.
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 Otumoetai Intermediate, all teachers are engaged in differentiated professional learning and development. Those with similar goals are ‘buddied’ with another staff member.
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.
Clarity of expectations within a supportive environment are key to scaffolding children into the behaviours of effective learners. Those expectations are realised through structures and processes that ensure everyone knows what to do to achieve success.
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.
ERO evaluated how well 35 secondary schools were using Vocational Pathways. While most schools knew about and were using the pathways, they were not fully realising the initiative’s potential. Vocational Pathways can be a valued part of a school’s curriculum for all students when used as more than just an add-on to careers education or course selection processes.
This report highlights how early childhood services keep up to date with changing regulations and legal requirements in order to effectively manage for children’s safety and wellbeing.
The report examines how well 15 of New Zealand's Secondary-Tertiary Programmes (STPs or Trades Academies) are meeting the needs of students at risk of not staying or succeeding in education.
This report looks at how well New Zealand early childhood services and schools are supporting transitions to school and highlights what's important and examples of good practice.
The report focuses on good practice and showcases 10 secondary schools with high quality careers education. It identifies factors that contribute to high quality careers education and guidance in New Zealand secondary schools.
Children at many schools in New Zealand experience bullying. The Bullying Prevention Advisory Group, set up by the Secretary for Education, has developed a resource called Bullying prevention and response: A guide for schools.
ERO asked 129 schools reviewed during Term 3, 2014 about their use of the guide. Most schools were aware of the resource and more than a third had used it. Schools most commonly used the guide as a tool to review their bullying policies and procedures.
This national report presents the findings of how well a sample of primary schools were taking actions to increase the number of students achieving 'at' or 'above' national standards.The findings show that half of the schools in the evaluation had used deliberate actions to support students to accelerate progress and sustain achievement.
This report presents the findings of ERO's 2013 evaluation of how schools ensure student safety when recruiting and managing staff. ERO focused on four key areas in this evaluation. To make this report easier for school staff and trustess to consider, the findings, recommendations and self-review tools have been grouped under each of the four headings below:
This report follows on from ERO’s 2012 report on careers education, Careers Information, Advice, Guidance and Education (CIAGE) in Secondary Schools. This second report investigates how well 74 secondary schools have prepared their students for future opportunities in education, training and employment.