SCHOOL EVALUATION INDICATORS · case studies enabled us to identify the key domains and evaluation indicators at work. They also demonstrated how, in each school, the domains worked

EVALUATION, INQUIRY AND KNOWLEDGE BUILDING FOR IMPROVEMENT AND INNO

VATI

ON

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WA

RD

SHIP

LEADERSHIP

PROFESSIONAL CAPABILITY AND COLLECTIVE CAPACITY

AKO

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AAKITAN

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WHANAUNGATANGA

MAH

I TAH

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Responsive curriculum,

effective teaching and opportunity

to learn

Educationally powerful

connections andrelationships

Learners

Effective Practice for Improvement and Learner Success

SCHOOL EVALUATION INDICATORS

July 2016

School Evaluation Indicators: Effective Practice for Improvement and Learner Success Published 2016 © Crown copyright ISBN 978047843842-0

Except for the Education Review Office’s logo used throughout this report, this copyright work is licensed under Creative Commons Attribution 3.0 New Zealand licence. In essence, you are free to copy, distribute and adapt the work, as long as you attribute the work to the Education Review Office and abide by the other licence terms. In your attribution, use the wording ‘Education Review Office’, not the Education Review Office logo or the New Zealand Government logo.

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SCHOOL EVALUATION INDICATORS EFFECTIVE PRACTICE FOR IMPROVEMENT AND LEARNER SUCCESS

Contents

Foreword 4

Introduction 5

Equity and excellence 5

Evaluation in New Zealand schools 6

ERO’sroleandpurpose 7

Internal and external evaluation 7

Purposeofindicators 9

Indicators in education 9

ERO’s indicators: supporting improved student outcomes 9

Selection of indicators: guiding principles 10

Theevaluationindicatorsframework 11

Valued student outcomes 11

Organisational influences on student outcomes 12

Enabling equity and excellence 12Culturally responsive schooling 13

Manaakitanga 14

Whanaungatanga 14

Ako 14

Mahi tahi 15

Education improvement is a collaborative enterprise 15

Theoutcomeandprocessindicators 16

Outcomeindicators 17

Processindicators 19

Domain 1: Stewardship 19

Domain 2: Leadership for equity and excellence 22

Domain 3: Educationally powerful connections and relationships 26

Domain 4: Responsive curriculum, effective teaching and opportunity to learn 29

Domain 5: Professional capability and collective capacity 36

Domain 6: Evaluation, inquiry and knowledge building for improvement and innovation 40

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Foreword

The Education Review Office (ERO) first introduced evaluation indicators in 2003, revising them in 2010. This new version reflects a deepening understanding of how schools improve, and the role that evaluation plays in that process. It also reflects a strengthened relationship between ERO’s approaches to evaluation in English-medium and Mäori-medium settings. The evaluation indicators and supporting materials will evolve and change over time in the light of new research and evaluation findings.

In undertaking this latest review and revision we have drawn on the expertise of key New Zealand academics: Distinguished Professor Viviane Robinson, Professor Helen Timperley, Associate Professor Mere Berryman, Dr Cathy Wylie and Dr Claire Sinnema. Dr Lorna Earl’s advice about the selection and use of evaluation indicators has also been invaluable. The work of Dr Adrienne Alton-Lee and contributors to the Best Evidence Synthesis Programme is at the heart of the organising framework for the indicators and the indicators themselves. These experts, together with education leaders and teachers, have provided feedback and advice throughout the development process.

We have also been able to interrogate the framework for the evaluation indicators using a series of case studies. We investigated how schools used evaluation and inquiry to improve outcomes, particularly for Mäori and Pacific students. These case studies enabled us to identify the key domains and evaluation indicators at work. They also demonstrated how, in each school, the domains worked together in a coherent manner to promote improved professional practice and outcomes.

School Evaluation Indicators: Effective Practice for Improvement and Learner Success is supported by Effective School Evaluation: How to do and use evaluation for improvement (a resource published jointly by ERO and the Ministry of Education), and Internal Evaluation: Good Practice. Together, these three publications are designed to support the development of evaluation capacity across the education system.

The indicators are designed for use by schools when engaging in internal evaluation and by ERO evaluators when doing external evaluations.

Iona Holsted Chief Review Officer Education Review Office

July 2016

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Introduction

Equity and excellenceKo te tamaiti te pütake o te kaupapa The child – the heart of the matter

Achieving equity and excellence in student outcomes is the major challenge for New Zealand education.

Our school system is characterised by increasing diversity of students and persistent disparities in achievement. Although many young people achieve at the highest levels in core areas such as reading, mathematics and science, the system serves some students less well.

International assessment studies provide evidence that New Zealand is one of few countries in which the mathematics and science achievement of 15-year-olds is on a trajectory of accelerated decline. The reading achievement of 15-year-olds is also on a steady decline.1 The decline in mathematics and science achievement is particularly significant for Mäori,2 reflecting a long history of inequitable learning opportunities available to Mäori young people.3

Recent Programme for International Student Assessment (PISA) data show that within the same school, young people can experience widely divergent opportunities to learn. This within-school inequality is amongst the highest found anywhere, and it is strongly related to achievement disparities.4

As a nation, our current priorities in education are to reduce achievement disparities within and across schools and to improve education provision, pathways and outcomes for all students. We need to make better use of the knowledge we already have about what makes a bigger difference.

1 Organisation for Economic Development Programme of International Student Assessment 2009–2012. 2 Alton-Lee, A. (2015). Ka Hikitia A Demonstration Report: Effectiveness of Te Kotahitanga Phase 5 2010–12.

Iterative Best Evidence Synthesis Programme. Wellington: Ministry of Education.3 Alton-Lee, A. (2008). Designing and supporting teacher professional development to improve valued student

outcomes. Invited paper presented to the Education of Teachers Symposium at the General Assembly of the International Academy of Education, Limassol, Cyprus, September 2008.

4 Schmidt, W., Burroughs, N., Ziodo, P., & Houang, R. (2015). The role of schooling in perpetuating educational inequality: an international perspective. Educational Researcher, 44 (7), 371–386.

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Evaluation in New Zealand schoolsThe purpose of internal and external evaluation is to improve education outcomes and to ensure that schools are accountable for their stewardship.

Under the Education Act 1989 all schools are expected to be involved in an ongoing, cyclical process of evaluation and inquiry for improvement. Through the annual reporting process, they are required to report on the achievement of their students, their priorities for improvement, and the actions they plan to take.

New Zealand is recognised internationally as a leader in the area of school evaluation.

[Internal evaluation] is at the core of the quality assurance and improvement process. It is conceived of as a rigorous process in which schools systematically evaluate their practice, using indicators as a framework for inquiry and employing a repertoire of analytic and formative tools.5

A key feature of the New Zealand approach is the integration of internal and external evaluation.

5 MacBeath, J. (2012). Future of teaching profession. Cambridge: University of Cambridge. p. 71

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ERO’s role and purpose

ERO is a government department, set up under the State Sector Act 1988 to evaluate and report publicly on the quality of education provided in New Zealand schools and early childhood services, and on the effective use of public funds. Its role encompasses accountability (including compliance with regulatory requirements), education improvement, and knowledge generation.

The manner in which ERO carries out its mandated responsibilities has changed since the agency was first established in 1989. Current features include:

> a focus on outcomes for students who are not being well served by the education system

> the integration of internal and external evaluation

> a participatory/collaborative approach to the evaluation process

> a context-specific approach to the design, conduct and reporting of evaluations

> an emphasis on evaluation as a learning process for the school and the system

> developing evaluation capacity.

ERO’s external evaluations complement the evaluation activities of schools. Where an evaluation determines that student learning or welfare is at risk, ERO will recommend to the Ministry of Education that it intervene.

At the national level, ERO carries out evaluations of education sector performance and policy implementation, and reports on good practice.

Internal and external evaluationThe school is the primary agent for change, and high quality internal evaluation processes are fundamental in developing strategic thinking and the capacity for ongoing improvement.6

Twenty-five years of school improvement research has shown that improving schools depends on internal capacity and new learning. It requires motivation (improvement orientation), new knowledge, and the development of new skills, dispositions and relationships. In particular, using indicators to improve practice in schools depends on skill in using data, creating cultures of inquiry, engaging in deep and challenging conversations about practice, and changing long-established beliefs and patterns of practice. Considered this way, indicators and the [evaluation] process itself are tools to support the thinking and action that is part of building professional capital.7

6 MacBeath, J. (2009). Self Evaluation for School Improvement. In A. Hargreaves, D. Hopkins, A. Lieberman, & D.M. Fullan (Eds.), Second International Handbook of Educational Change, 23, 901–912. New York: Springer.

7 Earl, L. (2014). Effective school review: considerations in the framing, definition, identification and selection of indicators of education quality and their potential use in evaluation in the school setting. Background paper prepared for the review of the Education Review Office’s Evaluation Indicators for School Reviews.

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Periodic external evaluation supports schools in their improvement journeys by providing an independent assessment of their performance in terms of excellence and equity of outcomes for every student, and the extent to which internal conditions support ongoing improvement. Insights gained from an external evaluation can act as a catalyst for change.

By embodying in the evaluation indicators what we know about how to best improve valued student outcomes, our intention is to provide a common language for conversations within schools and between schools and ERO. Whether they are being used for internal or external evaluation, the indicators will support evaluative thinking, reasoning, processes, and decision making.8

Together, School Evaluation Indicators: Effective Practice for Improvement and Learner Success, Effective School Evaluation: How to do and use evaluation for improvement and Internal Evaluation: Good Practice provide tools for leading the development of conditions that are essential for increasing internal accountability. This will require a collective commitment to improving learning outcomes for all students, as well as a commitment to strengthening professional capital in schools and across the system.9

8 Earl, L. (2014). Effective school review: considerations in the framing, definition, identification and selection of indicators of education quality and their potential use in evaluation in the school setting. Background paper prepared for the review of the Education Review Office’s Evaluation Indicators for School Reviews.

9 Fullan, M., Rincon-Gallardo, S., & Hargreaves, A. (2015). Professional capital as accountability. Education Policy Analysis Archives, 23 (15), 1–22.

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Purpose of indicators

Indicators in educationIndicators are used at different levels of the education system for different purposes.

At the national level, they provide a means of evaluating how well the system is performing in particular areas of policy interest, for example: education and learning outcomes, student engagement and participation, family and community engagement, and resourcing. This information is supplemented by a range of demographic and contextual data10 and by ERO’s national reports on education issues and effective education practice.

The selection of an indicator depends on the purpose for which it is to be used.

Indicators that are used primarily for accountability purposes typically demand quantitative measures such as scores or ratings. On their own, quantitative data cannot reflect the complexity of a school and its community and they are unlikely to have much effect on school improvement.

When used for improvement purposes, indicators generally demand qualitative data. Using them effectively requires a deep understanding of change theory, iterative use of evidence, and the continuing development of evaluative capacity.11

The primary purpose of ERO’s evaluation indicators is to promote improvement.

ERO’s indicators: supporting improved student outcomesThe indicators in this document are designed to focus schools and ERO evaluators on the things that matter most in improving student outcomes.

There are two types of indicator: outcome and process.

The outcome indicators are drawn from The New Zealand Curriculum and Te Marautanga o Aotearoa and can be used to assess the impact of school policies and actions. Indicators of student achievement and progress are a direct measure of what it is that schools are expected to achieve. Those related to students’ confidence in their identity, language and culture, and to wellbeing, participation and contribution are important in their own right as well as being essential for achievement and progress.

The process indicators describe practices and processes that contribute to school effectiveness and improvement. They are organised in six key domains that work together to promote equity and excellence in student outcomes. They will assist schools to identify areas in which changes are needed.

10 Ministry of Education (2015). Education Counts. Retrieved from www.educationcounts.govt.nz11 Earl, L. (2014). Effective school review: considerations in the framing, definition, identification and selection

of indicators of education quality and their potential use in evaluation in the school setting. Background paper prepared for the review of the Education Review Office’s Evaluation Indicators for School Reviews.

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Where evaluation against the outcome indicators indicates poor performance, the process indicators can be used as a tool for investigating the school conditions that are contributing to this poor performance. Where evaluation against the outcome indicators indicates excellent performance, the process indicators can be used as a tool for analysing which school processes and activities have contributed to this excellent performance.

Selection of indicators: guiding principlesThe following eight principles have guided the design of the framework and the selection of indicators.

The indicators:

> focus on valued outcomes for diverse (all) students as articulated in The New Zealand Curriculum and Te Marautanga o Aotearoa

> focus on the school conditions that promote equity and excellence

> foreground the relationships required to enact the Treaty of Waitangi

> are underpinned by a research-based theory of improvement

> reflect the interconnected nature of the organisational conditions that promote and sustain improvement and innovation

> describe what is observable or measurable

> signal the shift to an evaluation orientation that requires deep professional expertise and engagement.

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The evaluation indicators framework

Valued student outcomesThe New Zealand Curriculum and Te Marautanga o Aotearoa set the direction for learning in our schools. These two curriculum frameworks are supported by national achievement standards and by other key policy documents such as Ka Hikitia, the Pasifika Education Plan and Success for All – Every School, Every Child. Collectively, these documents describe the outcomes we want for all learners.

The New Zealand Curriculum encapsulates these outcomes in its vision of young people who are ‘confident, connected, actively involved, lifelong learners’. This is the vision at the heart of the indicators framework. Realising it will mean that every young person is:

> confident in their identity, language and culture as a citizen of Aotearoa New Zealand12

> socially and emotionally competent, resilient and optimistic about the future13

> a successful lifelong learner

> participating and contributing confidently in a range of contexts (cultural, local, national and global) to shape a sustainable world of the future.14

EVALUATION, INQUIRY AND KNOWLEDGE BUILDING FOR IMPROVEMENT AND INNO

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PROFESSIONAL CAPABILITY AND COLLECTIVE CAPACITY

AKO

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Responsive curriculum,

effective teaching and opportunity

to learn

Educationally powerful

connections andrelationships

Learners

12 Te Marautanga o Aotearoa Graduate Profile.13 Education Review Office (2013). Wellbeing For Success: Draft Evaluation Indicators for Student Wellbeing

and The New Zealand Curriculum (2007) Health and Physical Education.14 Bolstad, R., & Gilbert, J., with McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented

teaching and learning – a New Zealand perspective. Wellington: Ministry of Education. Retrieved from www.educationcounts.govt.nz.

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Organisational influences on student outcomesThe indicators framework is organised around six domains that have been shown by current research and evaluation findings to contribute to the goal of improving student outcomes:

> stewardship

> leadership for equity and excellence

> educationally powerful connections and relationships

> responsive curriculum, effective teaching and opportunity to learn

> professional capability and collective capacity15

> evaluation, inquiry and knowledge building for improvement and innovation.

The domains educationally powerful connections and responsive curriculum, effective teaching and opportunity to learn have the most significant influence on outcomes for students.

The relative influence of these two domains on student outcomes is a result of the quality and effectiveness of stewardship, leadership for equity and excellence, professional capability and collective capacity and evaluation, inquiry and knowledge building processes.

Effective schools are characterised by quality practices in all domains and by the coherent way in which they are integrated.

Enabling equity and excellenceERO is committed to honouring Te Tiriti o Waitangi as the founding document of Aotearoa New Zealand and the agreement that underpins relationships between Mäori and the Crown. ERO’s internal strategy document, He Toa Takitini: Accelerating Outcomes for Mäori 2013–2017 – a response to the Ministry of Education’s Ka Hikitia – reaffirms this commitment and calls for intensified action. ERO is also committed to promoting the achievement and success of Pacific students; its strategy for doing this is set out in Pacific Strategy 2013–2017.

We have a growing evidence base in New Zealand about how to most effectively promote excellence and equity for diverse learners. It is clear that to achieve equitable outcomes we must focus on accelerating achievement for those who have been under-served by the system, in particular Mäori and Pacific students. We also know that school and classroom practices that work for Mäori are likely to improve outcomes for all.

15 Fullan. M., Rincon-Gallardo, S., & Hargreaves, A. (2015). Professional capital as accountability. Education Policy Analysis Archives, 23 (15), 1–22.

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Culturally responsive schooling

Learning in an environment where a culturally responsive pedagogy of relations is the norm significantly improves valued outcomes for Mäori.16 Berryman17 advises leaders and teachers to look at the learning environment in their school and ask themselves to what extent:

> relationships of care and connectedness are fundamental (whanaungatanga)

> power is shared and learners have the right to equity and self-determination (mahi tahi, kotahitanga)

> culture counts; learners’ understandings form the basis of their identity and learning (whakapapa)

> learning is interactive, dialogic (rather than monologic) and iterative (ako)

> decision making and practice is responsive to relevant evidence (wänanga)

> a common vision and interdependent roles and responsibilities focus on the potential of learners (kaupapa).18

The evaluation indicators framework gives prominence to the concepts of manaakitanga, whanaungatanga, ako and mahi tahi because they collectively provide the foundation for an approach to education that is culturally responsive and challenges educationally limiting deficit theorising.19 These concepts provide a lens through which we can examine how effectively our current school processes, practices and activities are promoting equitable outcomes for all students.

The following explanations of these concepts are drawn largely from Berryman et al;20 Berryman;21 and Bishop, Ladwig and Berryman.22

16 Alton-Lee, A. (2015). Ka Hikitia A Demonstration Report: Effectiveness of Te Kotahitanga Phase 5 2010–12. Wellington: Ministry of Education. See also www.kep.org.nz.

17 Berryman, M. (2014). Evaluation indicators for school reviews (2011): A commentary on engaging parents, whänau and communities. Background paper prepared for the review of the Education Review Office’s Evaluation Indicators for School Reviews.

18 Metge, J. (1990), cited in, Berryman, M. (2014). Evaluation indicators for school reviews (2011): A commentary on engaging parents, whänau and communities. Background paper prepared for the review of the Education Review Office’s Evaluation Indicators for School Reviews.

Bishop, R., Ladwig, J., & Berryman, M. (2014). The centrality of relationships for pedagogy: the whanaungatanga thesis. American Education Research Journal, 51 (1), 184–214.

Alton-Lee, A. (2015). Ka Hikitia A Demonstration Report: Effectiveness of Te Kotahitanga Phase 5 2010–12. Wellington: Ministry of Education.

Berryman, M. (2014). Evaluation indicators for school reviews (2011): A commentary on engaging parents, whänau and communities. Background paper prepared for the review of the Education Review Office’s Evaluation Indicators for School Reviews.

Bishop, R., Berryman, M., Cavanagh, T., & Teddy, L. (2007). Te Kotahitanga Phase 3 Whanaungatanga: Establishing a Culturally Responsive Pedagogy of Relations in Mainstream Secondary Schools. Report to the Ministry of Education. Wellington: Ministry of Education. See also www.kep.org.nz.

19 Bishop, R., O’Sullivan, D., & Berryman, M. (2010). Scaling up education reform: The politics of disparity. Wellington: New Zealand Council for Education Research.

20 Berryman, M., Glynn, T., Walker, R., Reweti, M., O’Brien, K., Boasa-Dean, T., Glynn, V., Langdon, Y., & Weiss, S. (2002). SES Sites of effective special education practice for Mäori 2001. Report to the SES Board and Executive Team. Specialist Education Services.


22 Bishop, R., Ladwig, J., & Berryman, M. (2014). op. cit. pp. 184–214.

http://www.kep.org.nz


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Manaakitanga

Manaaki embodies the concepts of mana (authority) and aki (to encourage and acknowledge). Manaakitanga describes the immediate obligation and authority of the host to care for their visitor’s emotional, spiritual, physical and mental wellbeing. Within this type of interaction there is a responsibility to provide reciprocal support.

In the school context, these understandings point to the need to care for children and young people as culturally located human beings by providing a safe, nurturing environment. This will include developing and sustaining the language, culture and identity of every student to ensure that they have the best opportunity to learn and experience educational success. The reciprocal nature of manaakitanga also encourages students and their whänau to actively contribute to this success.

Whanaungatanga

Whakawhanaungatanga describes the process of establishing links, making connections, and relating to the people one meets by identifying in culturally appropriate ways, whakapapa linkages, past heritages, points of engagement, and other relationships. Establishing whänau connections involves recognising kinship in its widest sense.

Whanaungatanga affirms the centrality of extended family-like relationships, along with all the “rights and responsibilities, commitments and obligations, and supports that are fundamental to the collectivity”.23 Whanaungatanga also reaches beyond actual whakapapa relationships to include people who, through shared experiences, feel and act as kin. Whanaungatanga relationships are reciprocal: the group supports the individual with the expectation that the individual will support the group.

Applied to the school context, whanaungatanga demands quality teaching-learning relationships and interactions and that the teacher take agency in establishing a whänau-based environment that supports engagement and learning.

The evidence suggests that whanaungatanga, while not sufficient, is “foundational and necessary for effectively teaching Mäori students ... As whanaungatanga increases, the probability of high cognitive demand increases. When the level of whanaungatanga was mid-range or higher, the lowest levels of engagement disappeared.”24

Ako

Ako describes a reciprocal teaching and learning relationship “where the child is both teacher and learner”25 and the teacher also learns from the child. Ako recognises that the student’s whänau is inseparably part of learning and teaching.


24 Bishop, R., Ladwig, J., & Berryman, M. (2014). op. cit. pp. 184–214.25 Pere, R. (1982). Ako: Concepts and learning in the Mäori tradition. Working Paper No. 17. Department of

Sociology: University of Waikato.

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It is the acquisition of knowledge as well as the imparting of knowledge ... Ako as a process does not assume any power relationship between teacher and student but instead it serves to validate dual learning or reciprocal learning experiences that in turn promulgate shared learning.26

Mahi tahi

Mahi tahi (or mahi ngätahi) describes the unity of a group of people working towards a specific goal or on a specific task, often in a hands-on fashion. The solidarity that mahi tahi engenders is powerful; it builds relationships that can continue well after the goal has been fulfilled or the project completed.27

In the school context, mahi tahi describes the business of working together collaboratively in the pursuit of learner-centred education goals. This is an important aspect of all six domains in the indicators framework.

Education improvement is a collaborative enterpriseLike learning in the classroom, improving education outcomes is a collaborative enterprise. A growing evidence base confirms this: collaboration focused on improving teaching and learning has a strong effect on student, school and system performance.28 Successful collaborations involve working together on shared challenges that have been identified through the use of evidence.

Especially for those in challenging situations, networks and communities of learning can provide important opportunities to share, build knowledge and expertise, and stimulate improvement and innovation.29 However the effectiveness of networks and communities depends on the protocols they adopt and what they actually do: “the right drivers are: capacity building, collaboration, pedogogy, and systemness”.30 Leadership plays a crucial role in: developing the conditions for collaboration, ensuring coherent processes of inquiry, and stimulating collective efforts to explore new possibilities and sustain improvement.31

The evaluation indicators framework can be used to support education effectiveness and improvement in a range of contexts – schools, communities of learning, or at the system level.

26 Berryman, M., Glynn, T., Walker, R., Reweti, M., O’Brien, K., Boasa-Dean, T., Glynn, V., Langdon, Y., & Weiss, S. (2002). SES Sites of effective special education practice for Mäori 2001. Report to the SES board and Executive Team. Specialist Education Services.


28 Fullan. M., Rincon-Gallardo, S., & Hargreaves, A. (2015). Professional capital as accountability. Education Policy Analysis Archives, 23 (15), 1–22.

29 Ainscow, M. (2015). Towards self-improving school systems. New York: Routledge.30 Fullan, M. (2011). Choosing the wrong drivers for whole system reform. Melbourne: Centre for Strategic

Education.31 Ainscow, M. (2015). op. cit.

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The outcome and process indicators

The following sections set out the outcome indicators and the process indicators.

The learner-focused outcome indicators are derived from the valued outcomes identified in The New Zealand Curriculum and Te Marautanga o Aotearoa. They assume a holistic approach to learners’ wellbeing, development and success. They also support the three goals identified by Mason Durie as critical for the educational advancement of Mäori: enabling Mäori to live as Mäori, facilitating participation as citizens of the world, and contributing towards good health and a high standard of living.32

The process indicators are organised in terms of six key domains found to influence school effectiveness and student outcomes. They are drawn from research and evaluation evidence linked to outcomes and are illustrated by examples of effective practice.

It is important that evaluators and educators draw on rich sources of quantitative and qualitative data to inform their evaluations. For example, achievement data is one source of information that can be used to assess whether students are on track to becoming ‘successful lifelong learners’, but data from student surveys, focus groups or classroom observations are likely to be needed for insight into students’ learning-to-learn strategies or digital literacy.

Student voice is a crucial source of information about the quality and effectiveness of the learning opportunities provided by the school or an individual teacher. Students’ insights and perspectives are an important tool for supporting evaluative thinking and determining priorities for action.

Effective School Evaluation: How to do and use evaluation for improvement and Internal Evaluation: Good Practice provide support for, and examples of, effective internal evaluation.

32 See also Durie, M. (2001). A framework for considering Mäori Educational Advancement. Presentation to the Hui Taumata Matauranga, Turangi.

Prioritising to take action

Monitoring and evaluating

impact

Noticing

InvestigatingCollaborative

sense making

Learner-focused evaluation processes

We can do better

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Outcome indicators

Every student is a confident, connected, actively involved, lifelong learner …

Confident in their identity, language and culture as citizens of Aotearoa New Zealand

Students:

> are confident in their identity, language and culture

> value diversity and difference: cultural, linguistic, gender, special needs and abilities

> represent and advocate for self and others

> promote fairness and social justice and respect human rights

> use cultural knowledge and understandings to contribute to the creation of an Aotearoa New Zealand in which Mäori and Päkehä recognise each other as full Treaty partners

> show a clear sense of self in relation to cultural, local, national and global contexts.

Socially and emotionally competent, resilient and optimistic about the future33

Students:

> enjoy a sense of belonging and connection to school, whänau, friends and the community

> feel included, cared for, and safe and secure

> establish and maintain positive relationships, respect others’ needs and show empathy

> are able to take a leadership role and make informed and responsible decisions

> are physically active and lead a healthy lifestyle

> self-manage and show self-efficacy

> are resilient and adaptable in new and changing contexts.

A successful lifelong learner

Students:

> demonstrate strong literacy and mathematics understanding and skills and achieve success across the learning areas of The New Zealand Curriculum and/or Te Marautanga o Aotearoa

> are curious and enjoy intellectual engagement

> draw on multiple perspectives and disciplinary knowledge to actively seek, use and create new knowledge and understandings

> are technologically fluent and take a discerning approach to the use of technology

> are digitally fluent, using a range of e-learning tools to enhance learning

> who are Mäori enjoy education success as Mäori

> confidently tackle challenging tasks and are resilient and persevering in the face of difficulties and failure

> use multiple strategies for learning and problem solving

> collaborate with, learn from, and facilitate the learning of others

> set personal goals and self-evaluate against required performance levels

> develop the ability to reflect on their own thinking and learning processes

> in primary education achieve success in relation to National Standards in mathematics, reading, and writing

> in post-primary education achieve success at levels 1, 2 and 3 of the National Certificate of Education Achievement (NCEA)

> determine and participate in coherent education pathways that connect to further education or employment.

33 Education Review Office (2013). Wellbeing For Success: Draft Evaluation Indicators for Student Wellbeing and The New Zealand Curriculum (2007) Health and Physical Education: Te Whare Tapa Wha ~ Taha Hinengaro (Mental Health): Taha Tinana (Physical Health): Taha Wairua (Spiritual Health): Taha Whänau (Extended Family Health). (Mason Durie, 1994).

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Participates and contributes confidently in a range of contexts – cultural, local, national and global34

Students:

> think critically and creatively, applying knowledge from different disciplines in complex and dynamic contexts

> are energetic and enterprising, effectively navigating challenges and opportunities

> work collaboratively to respond to problems not previously encountered, developing new solutions and approaches

> understand, participate in, and contribute to cultural, local, national and global communities

> are critical, informed, active and responsible citizens

> can evaluate the sustainability of a range of social, cultural, economic, political and environmental practices

> are ethical decision makers and guardians of the world of the future.

34 Bolstad, R., & Gilbert, J., with McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented teaching and learning – a New Zealand perspective. Wellington: Ministry of Education. Retrieved from www.educationcounts.govt.nz.

http://www.educationcounts.govt.nz

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Process indicators

Domain 1: StewardshipNew Zealand has devolved educational governance to local boards of trustees of which the principal and a staff representative are members, as is a student representative in the case of secondary schools. This means that there is a close relationship between governance and leadership, and the expectation is that trustees will work strategically and collaboratively with the principal, staff and students to realise the school community’s vision and values and achieve agreed goals and targets.

The stewardship role of boards encompasses both accountability and improvement functions. Boards have specific legal responsibilities under the Education Act 1989. Although evidence relating to the effectiveness of boards is limited, recent studies suggest that an improvement-oriented stewardship role is most likely to promote enhanced learning outcomes.35

Effective stewardship involves planning for, and acting in, the school’s medium and long-term interests. To set strategic direction, goals and priorities, the board needs trustworthy information about the needs and aspirations of the students and the school community. Once strategic direction is agreed, policies, processes and practices must be aligned. How effectively boards represent and serve the school community depends very largely on their members’ ability to establish trust-based relationships.

The main task of a board of trustees is scrutiny, including self-scrutiny: ‘Are we doing the right thing here?’ This scrutiny should focus on valued student outcomes, transparent sharing of information (without which scrutiny is impossible), and ongoing evaluation of performance in relation to goals and targets: ‘What difference will this make for students, and how will we know?’ Effective boards seek honest, insightful evaluation and are willing to take hard decisions in the interests of students.

Board members exercise agency in their role, drawing on their networks and expertise to strengthen organisational capacity and effectiveness.36

35 Wylie, C. (2014). Rethinking governance indicators for effective school review. Background paper prepared for the review of the Education Review Office’s Evaluation Indicators for School Reviews.

36 Agency is defined as ‘the energy, level of proactivity, drive and commitment to governing’ (James, 2010, cited in Wylie, 2014, ibid., p. 6).

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Th

e b

oar

d a

ctiv

ely

rep

rese

nts

an

d s

erve

s th

e sc

ho

ol a

nd

ed

uca

tio

n c

om

mu

nit

y in

its

stew

ard

ship

ro

le

Rel

atio

nshi

ps b

etw

een

trus

tees

and

pro

fess

iona

l lea

ders

are

bas

ed o

n:

>

trus

t, in

tegr

ity a

nd o

penn

ess

>

clar

ity a

bout

rol

es a

nd r

espo

nsib

ilitie

s

>

tran

spar

ent

shar

ing

of k

now

ledg

e in

the

inte

rest

s of

impr

ovin

g va

lued

out

com

es.

The

boar

d w

orks

with

the

sch

ool c

omm

unity

to

deve

lop

and

perio

dica

lly r

efre

sh t

he s

choo

l’s v

isio

n, v

alue

s, s

trat

egic

dire

ctio

n, a

nd

equi

ty a

nd e

xcel

lenc

e go

als

and

targ

ets.

The

boar

d re

crui

ts, a

ppoi

nts

and

supp

orts

a p

rinci

pal w

ho w

ill p

ursu

e th

e sc

hool

’s v

isio

n, im

plem

ent

its v

alue

s an

d st

rate

gic

dire

ctio

n,

and

real

ise

its e

quity

and

exc

elle

nce

goal

s an

d ta

rget

s.

The

boar

d en

sure

s th

e sc

hool

cur

ricul

um is

incl

usiv

e an

d re

spon

sive

to

loca

l nee

ds, c

onte

xts

and

the

envi

ronm

ent,

and

ena

bles

all

stud

ents

to

beco

me

conf

iden

t, c

onne

cted

, act

ivel

y in

volv

ed, l

ifelo

ng le

arne

rs.

The

boar

d bu

ilds

rela

tiona

l tru

st a

nd d

evel

ops

cultu

rally

res

pons

ive

rela

tions

hips

with

the

sch

ool c

omm

unity

to

ensu

re a

ctiv

e,

reci

proc

al c

omm

unic

atio

n w

ith, a

nd p

artic

ipat

ion

in, t

he li

fe o

f th

e sc

hool

.

The

boar

d pr

oact

ivel

y de

velo

ps n

etw

orks

tha

t en

able

the

sch

ool t

o ex

tend

and

enr

ich

the

curr

icul

um a

nd in

crea

se t

he le

arni

ng

oppo

rtun

ities

and

pat

hway

s av

aila

ble

to s

tude

nts

and

cont

ribut

es t

o ot

her

scho

ols’

cap

acity

to

do s

o.

Th

e b

oar

d s

cru

tin

ises

th

e ef

fect

iven

ess

of

the

sch

oo

l in

ach

ievi

ng

val

ued

stu

den

t o

utc

om

es

Stu

dent

lear

ning

, wel

lbei

ng, a

chie

vem

ent

and

prog

ress

is t

he b

oard

’s c

ore

conc

ern.

Trus

tees

acc

ess

a ra

nge

of q

ualit

y st

uden

t da

ta a

nd e

valu

ativ

e in

form

atio

n, in

clud

ing

the

pers

pect

ives

of

stud

ents

, par

ents

, whä

nau

and

com

mun

ity, a

nd u

se it

to

supp

ort:

>

thei

r un

ders

tand

ing

of w

hat

is g

oing

wel

l, an

d w

hy, a

nd n

ot w

ell,

and

why

>

iden

tific

atio

n of

prio

ritie

s an

d ta

rget

s, b

ased

on

anal

ysis

of

tren

ds, p

atte

rns

and

prog

ress

>

the

aski

ng o

f ch

alle

ngin

g qu

estio

ns a

bout

pla

nnin

g an

d pr

oces

s (‘W

hat

diff

eren

ce w

ill t

his

mak

e fo

r st

uden

ts, a

nd h

ow w

ill w

e kn

ow?’

)

>

the

mak

ing

of d

ecis

ions

tha

t w

ill im

prov

e st

uden

t ou

tcom

es, t

akin

g in

to a

ccou

nt e

vide

nce

abou

t th

e ef

fect

iven

ess

of a

ny

prop

osed

app

roac

h

>

cohe

rent

pla

nnin

g an

d de

velo

pmen

t

>

stra

tegi

c re

sour

cing

of

stra

tegi

es d

irect

ed a

t im

prov

ing

stud

ent

outc

omes

>

rigor

ous,

hon

est

eval

uatio

n of

the

eff

ectiv

enes

s of

str

ateg

ies

desi

gned

to

impr

ove

stud

ent

outc

omes

.

The

boar

d m

anag

es t

he p

erfo

rman

ce o

f th

e pr

inci

pal,

linki

ng a

ppra

isal

goa

ls t

o th

e sc

hool

’s s

trat

egic

goa

ls a

nd p

riorit

ies

and

to

appr

opria

te p

rofe

ssio

nal l

earn

ing

and

deve

lopm

ent

oppo

rtun

ities

.

21


Eva

luat

ion

ind

icat

ors

Eff

ecti

ve p

ract

ice

Th

e b

oar

d e

valu

ates

ho

w

effe

ctiv

ely

it is

fu

lfill

ing

th

e st

ewar

dsh

ip r

ole

wit

h w

hic

h it

h

as b

een

en

tru

sted

Trus

tees

:

>

have

a s

hare

d un

ders

tand

ing

of t

he t

rust

ee r

ole

and

resp

onsi

bilit

ies

>

iden

tify

and

use

each

oth

er’s

kno

wle

dge,

exp

ertis

e an

d ex

perie

nce

>

revi

ew a

nd r

efle

ct o

n th

eir

effe

ctiv

enes

s as

a b

oard

in s

uppo

rtin

g th

e sc

hool

to

real

ise

its v

isio

n, v

alue

s, s

trat

egic

dire

ctio

n, g

oals

an

d ta

rget

s

>

seek

rel

evan

t ad

vice

and

res

ourc

es

>

max

imis

e th

eir

effe

ctiv

enes

s th

roug

h in

duct

ion

and

ongo

ing

trai

ning

, sha

ring

of r

espo

nsib

ilitie

s, a

nd s

ucce

ssio

n pl

anni

ng.

Th

e b

oar

d e

ffec

tive

ly m

eets

it

s st

atu

tory

res

po

nsi

bili

ties

The

boar

d en

sure

s th

at:

>

the

scho

ol m

eets

its

stat

utor

y cu

rric

ulum

, hum

an r

esou

rce,

hea

lth a

nd s

afet

y, f

inan

cial

, pro

pert

y an

d ad

min

istr

atio

n re

spon

sibi

litie

s

>

the

scho

ol’s

cha

rter

set

s ou

t lo

ng-t

erm

goa

ls t

hat

are

tran

slat

ed in

to a

nnua

l tar

gets

>

scho

ol p

olic

ies

and

proc

edur

es a

re c

oher

ent

and

fit f

or p

urpo

se

>

hum

an r

esou

rce

man

agem

ent

proc

edur

es a

nd p

ract

ices

pro

mot

e qu

ality

edu

catio

n ou

tcom

es a

nd s

afet

y

>

the

scho

ol p

rovi

des

a ph

ysic

ally

and

em

otio

nally

saf

e en

viro

nmen

t fo

r al

l stu

dent

s

>

ther

e is

reg

ular

mon

itorin

g, e

valu

atio

n an

d re

port

ing

in r

elat

ion

to s

tatu

tory

del

egat

ions

.

22


Domain 2: Leadership for equity and excellenceLeadership is the exercise of influence, whether based on positional authority, personal characteristics, or quality of ideas.37 While only formally appointed leaders have positional authority, any teacher can potentially exercise the other two sources of influence. Every member of a school’s teaching team needs to exercise context and task-specific leadership if the work of the team is to contribute to the collective goal of achieving equity and excellence of student outcomes.38 This is why this domain interprets leadership in its broadest sense – not limited to those with formal leadership positions but distributed across the entire staff team.

Effective leadership is a defining characteristic of communities of learning where student outcomes are equitable and excellence is the norm.39 In pursuing equity and excellence, effective leaders explicitly attend to the relationships, structures and processes that perpetuate inequity and lack of opportunity to learn:

[They] engage in dialogue, examine current practice, and create pedagogical conversations and communities that critically build on, and do not devalue, students’ lived experiences … [they take] account of the ways in which the inequities of the outside world affect the outcomes of what occurs internally in educational organisations.40

The dimensions of leadership practice that have a significant impact on student outcomes include: establishing goals and expectations; resourcing strategically; designing, evaluating and coordinating the curriculum and teaching; leading professional learning; and ensuring an orderly and supportive environment.41

Effective leaders work with the school community to establish a compelling vision. They link this vision to a small number of priority improvement goals that are grounded in an analysis of relevant student data and information about teaching practice. They analyse how school practices may be contributing to the current situation, consider research evidence about what is effective in terms of raising student outcomes, and then determine improvement strategies. They support the agreed strategies with a coherent approach that interweaves pedagogical change, organisational change, and the building of leader and teacher capability.

Effective leaders strategically align resourcing to support improvement goals and strategies. For example, to ensure that teachers have sufficient opportunity to develop the necessary new knowledge and skills, they may rearrange staff responsibilities, provide time allowances, and repurpose and restructure meetings.

37 Robinson, V., Hohepa, M., & Lloyd, C. (2009). School leadership and student outcomes: Identifying what works and why – Best Evidence Synthesis Iteration. Wellington: Ministry of Education.

38 Goddard, Y. L., Goddard, R.D., & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109 (4), 877–896.

39 Ishimaru, A., & Galloway, M. (2014). Beyond individual effectiveness: Conceptualising organisational leadership for equity. Leadership and Policy in Schools, 13 (1), 93–146.

40 Shields, C. (2010). Transformative leadership: working for equity in diverse contexts. Education Administration Quarterly, 46 (4), 558–589 (pp. 571, 584).

41 Robinson, V., Hohepa, M., & Lloyd, C. (2009). op. cit.

23


Under effective leadership, a school community works together to create a positive environment that is inclusive, values diversity, and promotes student wellbeing; and it organises the teaching programme so that all students are given equitable opportunities to learn from a rich curriculum.42

Effective leadership develops, implements and reviews school policies and routines to ensure that money, time, materials and staffing are allocated and organised in ways that support student participation and engagement. Attention is paid to establishing an orderly and supportive environment that is conducive to student learning and wellbeing. In the absence of such an environment, improvement is difficult.43

Leaders in high performing schools directly involve themselves in planning, coordinating and evaluating the curriculum and teaching. They are likely to be found observing in classrooms, providing developmental feedback, and participating in professional discussions about teaching, learning and student outcomes. Research evidence shows that when leaders promote and engage in professional learning alongside teachers this has a significant influence on student outcomes.44

In high performing schools, leaders ensure that evaluation, inquiry and knowledge building activities are purposeful, systematic and coherent, interconnected at student, teacher, classroom and school levels, and supported by the selection, design and use of smart tools. By building relational trust at all levels of the school community they support openness, collaboration and risk taking, and receptiveness to change and improvement.45 They understand that growing evaluation capacity is a key to sustaining and embedding improvement.

Effective leaders value parents, whänau and the wider community and actively involve them in the life and work of the school, encouraging reciprocal, learning-centred relationships; these extend to other educational institutions that serve the students. As a result, the school curriculum is enriched by community and cultural resources while reciprocal learning opportunities lead to increased participation, engagement and achievement.

42 Schmidt, W., Burroughs, N., Ziodo, P., & Houang, R. (2015). The role of schooling in perpetuating educational inequality: an international perspective. Educational Researcher, 44 (7), 371–386.

43 Grissom, J. A., & Loeb, S. (2011). Triangulating principal effectiveness. American Educational Research Journal, 48 (5), 1091–1123.

44 Robinson, V. M. J., Lloyd, C., & Rowe, K J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership type. Educational Administration Quarterly, 44 (5), 635–674.

45 Hargreaves, A., & Fullan, M. (2012). Professional capital: transforming teaching in every school. United Kingdom: Routledge.

Do

main

2: Leadersh

ip fo

r equ

ity and

excellence

24


Dom

ain

2: In

dica

tors

and

exa

mpl

es o

f ef

fect

ive

prac

tice

Eva

luat

ion

ind

icat

ors

Eff

ecti

ve p

ract

ice

Lead

ersh

ip c

olla

bo

rati

vely

d

evel

op

s an

d p

urs

ues

th

e sc

ho

ol’s

vis

ion

, go

als

and

tar

get

s fo

r eq

uit

y an

d

exce

llen

ce

Lead

ersh

ip s

eeks

out

the

per

spec

tives

and

asp

iratio

ns o

f st

uden

ts, p

aren

ts a

nd w

häna

u, a

nd in

corp

orat

es t

hem

in t

he s

choo

l’s v

isio

n, v

alue

s,

goal

s an

d ta

rget

s.

Lead

ersh

ip s

ets

and

rele

ntle

ssly

pur

sues

a s

mal

l num

ber

of g

oals

and

tar

gets

tha

t re

late

to

acce

lera

ting

the

lear

ning

of

stud

ents

who

are

at

risk

of u

nder

achi

evem

ent.

Lead

ersh

ip u

ses

a ra

nge

of e

vide

nce

from

eva

luat

ion,

inqu

iry a

nd k

now

ledg

e bu

ildin

g ac

tiviti

es f

or t

he p

urpo

ses

of s

elec

ting,

dev

elop

ing

and

revi

ewin

g st

rate

gies

for

impr

ovem

ent.

Allo

catio

n of

res

ourc

es (f

or e

xam

ple,

sta

ffin

g an

d tim

e) is

cle

arly

alig

ned

to t

he s

choo

l’s v

isio

n, v

alue

s, g

oals

and

tar

gets

.

Lead

ersh

ip b

uffe

rs a

nd in

tegr

ates

ext

erna

l pol

icy

requ

irem

ents

and

initi

ativ

es in

way

s th

at s

uppo

rt a

chie

vem

ent

of t

he s

choo

l’s v

isio

n, v

alue

s,

goal

s an

d ta

rget

s.

Lead

ersh

ip e

nsu

res

an o

rder

ly

and

su

pp

ort

ive

envi

ron

men

t th

at is

co

nd

uci

ve t

o s

tud

ent

lear

nin

g a

nd

wel

lbei

ng

Lead

ersh

ip e

stab

lishe

s cl

ear

and

cons

iste

nt s

ocia

l exp

ecta

tions

tha

t ar

e de

sign

ed t

o su

ppor

t te

achi

ng a

nd le

arni

ng.

Lead

ersh

ip e

nsur

es t

hat

effic

ient

and

equ

itabl

e m

anag

emen

t ro

utin

es a

re in

pla

ce a

nd c

onsi

sten

tly a

pplie

d.

Lead

ersh

ip id

entif

ies

and

reso

lves

con

flict

qui

ckly

and

eff

ectiv

ely.

Lead

ersh

ip in

volv

es s

tude

nts

in t

he d

evel

opm

ent

of a

n en

viro

nmen

t th

at s

uppo

rts

thei

r le

arni

ng a

nd w

ellb

eing

.

Lead

ersh

ip p

rovi

des

mul

tiple

opp

ortu

nitie

s fo

r st

uden

ts t

o pr

ovid

e fe

edba

ck o

n th

e qu

ality

of

the

teac

hing

the

y re

ceiv

e an

d its

impa

ct o

n th

eir

lear

ning

and

wel

lbei

ng.

Lead

ersh

ip e

nsur

es t

hat

polic

ies

and

prac

tices

pro

mot

e st

uden

ts’ w

ellb

eing

; con

fiden

ce in

the

ir id

entit

y, la

ngua

ge a

nd c

ultu

re; a

nd

enga

gem

ent

in le

arni

ng.

Lead

ersh

ip e

nsu

res

effe

ctiv

e p

lan

nin

g, c

oo

rdin

atio

n a

nd

ev

alu

atio

n o

f th

e sc

ho

ol’s

cu

rric

ulu

m a

nd

tea

chin

g

The

scho

ol c

urric

ulum

is c

oher

ent,

incl

usiv

e, c

ultu

rally

res

pons

ive,

and

cle

arly

alig

ned

to T

he N

ew Z

eala

nd C

urric

ulum

and

/or

Te M

arau

tang

a o

Aot

earo

a.

Lead

ersh

ip e

nsur

es t

hat

com

mun

ity a

nd c

ultu

ral r

esou

rces

are

inte

grat

ed in

to r

elev

ant

aspe

cts

of t

he s

choo

l cur

ricul

um.

Lead

ersh

ip a

ctiv

ely

invo

lves

stu

dent

s, p

aren

ts a

nd w

häna

u in

the

dev

elop

men

t, im

plem

enta

tion

and

eval

uatio

n of

cur

ricul

um.

Lead

ersh

ip e

nsur

es t

hat

the

scho

ol’s

tea

chin

g pr

ogra

mm

e is

str

uctu

red

so t

hat

all s

tude

nts

have

max

imum

opp

ortu

nity

to

lear

n an

d ac

hiev

e at

or

abo

ve t

he a

ppro

pria

te s

tand

ard.

25


Eva

luat

ion

ind

icat

ors

Eff

ecti

ve p

ract

ice

Lead

ersh

ip p

rom

ote

s an

d

par

tici

pat

es in

tea

cher

le

arn

ing

an

d d

evel

op

men

t46

Lead

ersh

ip e

nsur

es a

lignm

ent

of s

tude

nt le

arni

ng n

eeds

, tea

cher

pro

fess

iona

l lea

rnin

g go

als,

and

pro

cess

es f

or t

each

er a

ppra

isal

and

at

test

atio

n.

Teac

her

prof

essi

onal

lear

ning

and

dev

elop

men

t is

foc

used

and

dee

p ra

ther

tha

n fr

agm

ente

d an

d sh

allo

w.

Lead

ersh

ip b

uild

s th

e ca

pabi

lity

of t

each

ers

to b

e le

ader

s w

ho p

rom

ote

and

supp

ort

the

impr

ovem

ent

of t

each

ing

and

lear

ning

.

Org

anis

atio

nal s

truc

ture

s, p

roce

sses

and

pra

ctic

es s

tren

gthe

n an

d su

stai

n fo

cuse

d pr

ofes

sion

al le

arni

ng a

nd c

olla

bora

tive

activ

ity t

o im

prov

e te

achi

ng a

nd le

arni

ng.

Team

mee

tings

max

imis

e th

e tim

e sp

ent

on u

sing

evi

denc

e of

stu

dent

lear

ning

for

col

lect

ive

inqu

iry in

to t

he e

ffec

tiven

ess

of t

each

ing

prac

tice.

47

Lead

ersh

ip id

entif

ies

and

deve

lops

inte

rnal

exp

ertis

e, w

ith t

he s

uppo

rt o

f ex

tern

al e

xper

tise

as a

ppro

pria

te, t

o en

sure

tha

t im

prov

emen

t go

als

are

met

.

Lead

ersh

ip b

uild

s co

llect

ive

cap

acit

y to

do

eva

luat

ion

an

d in

qu

iry

for

sust

ain

ed

imp

rove

men

t

Lead

ersh

ip e

stab

lishe

s th

e ex

pect

atio

n th

at t

each

ers

will

lear

n ho

w t

o im

prov

e th

eir

teac

hing

by

enga

ging

in c

olle

ctiv

e in

quiry

into

the

ef

fect

iven

ess

of c

urre

nt p

ract

ice.

Lead

ersh

ip e

stab

lishe

s th

e co

nditi

ons

for

effe

ctiv

e ev

alua

tion,

inqu

iry a

nd k

now

ledg

e bu

ildin

g in

the

ser

vice

of

impr

ovem

ent.

Lead

ersh

ip p

rovi

des

an a

ccur

ate,

def

ensi

ble

eval

uatio

n of

the

sch

ool’s

per

form

ance

and

eng

ages

con

stru

ctiv

ely

with

ext

erna

l eva

luat

ion.

Lead

ersh

ip p

rom

otes

the

use

of

inte

rnal

and

ext

erna

l eva

luat

ion

for

impr

ovem

ent.

Lead

ersh

ip b

uild

s re

lati

on

al

tru

st a

nd

eff

ecti

ve

colla

bo

rati

on

at

ever

y le

vel o

f th

e sc

ho

ol c

om

mu

nit

y

Lead

ersh

ip a

ctiv

ely

invo

lves

stu

dent

s, p

aren

ts, w

häna

u an

d th

e co

mm

unity

in r

ecip

roca

l and

col

labo

rativ

e le

arni

ng-c

entr

ed r

elat

ions

hips

.

Lead

ersh

ip b

uild

s tr

ust

with

stu

dent

s, p

aren

ts, w

häna

u an

d th

e co

mm

unity

.

Lead

ersh

ip b

uild

s st

rong

, edu

catio

nally

foc

used

rel

atio

nshi

ps w

ith o

ther

edu

catio

nal a

nd c

omm

unity

inst

itutio

ns t

o in

crea

se o

ppor

tuni

ties

for

stud

ent

lear

ning

and

suc

cess

.

46

Sch

mok

er, M

. (20

16).

Lead

ing

with

a f

ocus

: Ele

vatin

g th

e es

sent

ials

for

sch

ool a

nd d

istr

ict

impr

ovem

ent.

Ale

xand

ria, V

A: A

CS

D.

47

DuF

our,

R.,

& R

eeve

s, D

. (20

16).

The

futil

ity o

f P

LC li

te. P

hi D

elta

Kap

pan,

97

(6),

69–7

1.

26


Domain 3: Educationally powerful connections and relationshipsParents and whänau are the primary and ongoing influence on the development, learning, wellbeing and self-efficacy of their children. So it is important that schools engage with them and involve them in school activities, particularly those that are focused on learning.48

A growing body of New Zealand research shows that by establishing educationally powerful connections and relationships with parents, whänau and communities, schools gain access to a greater and deeper range of resources to support their educational efforts. In this way they enhance outcomes for all students, but especially for those who have been under-served by the system and/or are at risk, and can achieve large positive effects on academic and social outcomes.

Research findings highlight the importance of understanding the processes by which effective school–whänau–community connections and relationships are developed and the need for schools to take agency in building relationships that focus on teaching and learning. Berryman identifies four principles that are important when engaging with Mäori communities: identify who you are, build relational trust, listen to communities, and respond accordingly.49

Different types of school–home connection vary in their effectiveness. Approaches that promote reciprocal, learning-centred relationships with teachers and the school positively influence student outcomes. Such approaches recognise, respect and value the diverse identities, languages and cultures of the school community, draw on its funds of knowledge, and make connections to students’ lives outside the school. Joint parent/whänau and teacher interventions that are designed to help parents or other community members support student learning at home and school while also engaging teachers in professional learning and development have the greatest impact of all.50

48 Sanders, M., & Epstein, J. (1998). School-family-community partnerships and educational change: International perspectives. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), International handbook of educational change (pp. 482–502). Dordrecht: Kluwer Academic Publishers.

Schneider, B., Keesler, V., & Morlock, L. (2010). The effects of family on children’s learning and socialisation. In H. Dumont, D. Instance, & F. Benavides (Eds.), The nature of learning, (pp. 251–284). Paris: OECD.

Biddulph, F., Biddulph, J., & Biddulph, C. (2003). The complexity of community and family influences on children’s achievement in New Zealand: Best evidence synthesis. Wellington: Ministry of Education.


50 Alton-Lee, A., Robinson, V. H., Hohepa, M., & Lloyd, C. (2009). School leadership and student outcomes: Identifying what works and why – Best Evidence Synthesis Iteration. Wellington: Ministry of Education. See Chapter 7: Creating educationally powerful connections with families, whänau, and communities.

27


Providing parents and whänau with the tools to support learning at home can have a significant impact on student outcomes. These might include carefully designed, interactive homework, workshops such as those associated with the Reading Together51 programme, or mathematics activities and materials.52

Effective schools proactively identify and draw on community resources and expertise to increase learning opportunities and enhance student achievement and wellbeing.

The purpose of school–home involvement is to connect in-school and out-of-school learning in ways that will support valued outcomes for students. If effective connections are to be developed, teachers need to value the educational cultures of their students’ families and communities, and parents need to learn about and value the educational culture of the school. The principle of ako – reciprocal learning and teaching – is therefore fundamental to developing connections that work.53

51 The Biddulph Group. (2015). Reading Together programme. Retrieved from www.readingtogether.net.nz 52 Anthony, G., & Walshaw, M. (2007). Effective pedagogy in mathematics/pängarau: Best Evidence Synthesis

Iteration. Wellington: Ministry of Education.53 Alton-Lee, A., Robinson, V. H., Hohepa, M., & Lloyd, C. (2009). School leadership and student outcomes:

Identifying what works and why; Best Evidence Synthesis Iteration. Wellington: Ministry of Education. See Chapter 7: Creating educationally powerful connections with families, whänau, and communities, p. 169.

Do

main

3: Ed

ucatio

nally p

ow

erful co

nn

ection

s and

relation

ship

s

http://www.readingtogether.net.nz

28


Dom

ain

3: In

dica

tors

and

exa

mpl

es o

f ef

fect

ive

prac

tice

Eva

luat

ion

ind

icat

ors

Eff

ecti

ve p

ract

ice

Sch

oo

l an

d c

om

mu

nit

y ar

e en

gag

ed in

rec

ipro

cal,

lear

nin

g-c

entr

ed r

elat

ion

ship

s

Par

ents

, whä

nau

and

the

com

mun

ity a

re w

elco

med

and

invo

lved

in s

choo

l act

iviti

es a

s re

spec

ted

and

valu

ed p

artn

ers

in le

arni

ng.

Taki

ng a

str

engt

hs-b

ased

app

roac

h, le

ader

s an

d te

ache

rs r

ecog

nise

and

aff

irm t

he d

iver

se id

entit

ies,

lang

uage

s an

d cu

lture

s of

par

ents

, w

häna

u an

d th

e co

mm

unity

, and

act

ivel

y br

oker

eng

agem

ent

and

part

icip

atio

n.

Lead

ers

and

teac

hers

act

ivel

y pa

rtic

ipat

e in

whä

nau

and

com

mun

ity a

ctiv

ities

.

Par

ents

, whä

nau

and

the

com

mun

ity p

artic

ipat

e in

sch

ool a

ctiv

ities

and

con

trib

ute

cons

truc

tivel

y to

dec

isio

n m

akin

g in

a v

arie

ty o

f pr

oduc

tive

role

s.

Co

mm

un

icat

ion

su

pp

ort

s an

d s

tren

gth

ens

reci

pro

cal,

lear

nin

g-c

entr

ed r

elat

ion

ship

s

A r

ange

of

appr

opria

te a

nd e

ffec

tive

com

mun

icat

ion

stra

tegi

es is

use

d to

com

mun

icat

e w

ith a

nd e

ngag

e pa

rent

s, w

häna

u an

d co

mm

unity

.

Stu

dent

s, p

aren

ts, w

häna

u an

d te

ache

rs h

ave

shar

ed u

nder

stan

ding

s of

cur

ricul

um g

oals

and

the

tea

chin

g an

d le

arni

ng p

roce

ss, a

nd e

ngag

e in

pro

duct

ive

lear

ning

con

vers

atio

ns.

Par

ents

, whä

nau

and

teac

hers

wor

k to

geth

er w

ith s

tude

nts

to id

entif

y th

eir

stre

ngth

s an

d le

arni

ng n

eeds

, set

goa

ls, a

nd p

lan

resp

onsi

ve

lear

ning

str

ateg

ies

and

activ

ities

.

Stu

dent

s, p

aren

ts, w

häna

u an

d te

ache

rs k

now

the

diff

eren

t pa

thw

ays,

pro

gram

mes

, opt

ions

and

sup

port

s av

aila

ble

and

part

icip

ate

in d

ecis

ion

mak

ing

at c

ritic

al t

rans

ition

poi

nts.

Stu

den

t le

arn

ing

at

ho

me

is

acti

vely

pro

mo

ted

th

rou

gh

th

e p

rovi

sio

n o

f re

leva

nt

lear

nin

g o

pp

ort

un

itie

s,

reso

urc

es a

nd

su

pp

ort

Par

ents

and

whä

nau

rece

ive

info

rmat

ion

and

part

icip

ate

in le

arni

ng o

ppor

tuni

ties

that

ena

ble

them

to

cons

truc

tivel

y su

ppor

t th

eir

child

ren’

s le

arni

ng.

Any

hom

ewor

k as

sign

ed is

car

eful

ly d

esig

ned

to p

rom

ote

purp

osef

ul in

tera

ctio

ns b

etw

een

pare

nts

and

child

ren,

with

tea

cher

s pr

ovid

ing

timel

y, d

escr

iptiv

e or

al o

r w

ritte

n fe

edba

ck.

Lead

ersh

ip a

nd t

each

ers

enab

le p

aren

ts a

nd w

häna

u to

sup

port

the

ir ch

ildre

n’s

lear

ning

by

prov

idin

g th

em w

ith m

ater

ials

and

con

nect

ing

them

to

com

mun

ity r

esou

rces

.

Co

mm

un

ity

colla

bo

rati

on

s en

rich

op

po

rtu

nit

ies

for

stu

den

ts t

o b

eco

me

con

fid

ent,

co

nn

ecte

d, a

ctiv

ely

invo

lved

, lif

elo

ng

lear

ner

s

Teac

hers

, par

ents

, whä

nau

and

com

mun

ity e

ngag

e in

join

t ac

tiviti

es a

nd in

terv

entio

ns t

o im

prov

e le

arni

ng a

nd/o

r be

havi

our.

Sch

ool a

nd c

omm

unity

wor

k to

geth

er t

o su

ppor

t st

uden

ts t

o m

ake

effe

ctiv

e tr

ansi

tions

at

criti

cal p

oint

s on

the

ir ed

ucat

iona

l jou

rney

.

The

scho

ol p

roac

tivel

y id

entif

ies

and

draw

s on

com

mun

ity r

esou

rces

to

enha

nce

stud

ent

lear

ning

opp

ortu

nitie

s, a

chie

vem

ent

and

wel

lbei

ng.

29


Domain 4: Responsive curriculum, effective teaching and opportunity to learnThe New Zealand Curriculum and Te Marautanga o Aotearoa describe the education outcomes that we want for our young people and what they can expect in terms of breadth and depth of learning opportunities at school. These curriculum documents articulate a vision and values, principles, key competencies and areas of learning that provide the basis for an education that will enable young people to be successful in the complex and uncertain world they will experience.

The New Zealand Curriculum and Te Marautanga o Aotearoa are supported by National Standards in mathematics, reading and writing in primary education and by assessment standards that contribute to the National Certificate of Educational Achievement (NCEA) in senior secondary education.

The curriculum is enabling and future focused and is intended to promote self-efficacy. This requires a learner-centred approach, where teachers choose contexts and design learning opportunities in discussion with their students, and support them to work collaboratively on challenges and problems set in real-world contexts.54

Responsive curriculum incorporates connections to students’ lives, prior understandings, and out-of-school experiences. It draws on and adds to parent, whänau, and community funds of knowledge. Student identities, languages and cultures are represented in materials used in the enacted curriculum. Cultural and linguistic diversity are viewed as strengths to be nurtured.

An Organisation for Economic Co-operation and Development (OECD) synthesis of recent research identifies seven core principles for designing learning environments:

> the learner is at the centre, active engagement is encouraged and learners develop understandings of themselves as learners

> the social and often collaborative nature of learning is recognised and well-organised; cooperative learning is actively encouraged

> learning professionals are highly attuned to learners’ motivations and the importance of emotions

> opportunities to learn are acutely sensitive to individual differences including in prior knowledge

> learning is demanding for each learner but without excessive overload

> assessment for learning with a strong emphasis on formative feedback is used

> horizontal connectedness across areas of knowledge and learning activities, as well as to the community and the wider world, is strongly promoted.55

These are similar to the research-based principles summarised by the International Academy of Education in 2001.56

54 Bolstad, R., & Gilbert, J., with McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching – a New Zealand perspective. Report to the Ministry of Education. Wellington: Ministry of Education.

55 Istance, D., & Dumont, H., (2010). Future directions for learning environments in the 21st century. In H. Dumont, D. Instance, & F. Benavides (Eds.), The nature of learning. Paris: OECD. pp. 317–336.

56 Vosniadou, S. (2001). How children learn. International Academy of Education & International Bureau of Education. Paris: UNESCO.

Do

main

4: Resp

on

sive curricu

lum

, effective teachin

g an

d o

pp

ortu

nity to

learn

30


Quality of teaching is a major determinant of outcomes for diverse students:57 what teachers know and do is one of the most important influences on what students learn.58 One comparative study found that students starting out at a similar level of achievement could be as many as 53 percentiles apart after three years, depending on the capabilities of their teacher.59

In New Zealand, education environments that reflect a Mäori worldview and ways of working (for example, with respect to whanaungatanga and ako) offer significantly enhanced learning opportunities for all students. By observing effective teachers of Mäori students, initiatives such as Te Kotahitanga and Kia Eke Panuku have been able to identify the dimensions of practice that create a culturally responsive classroom or school.60

The Iterative Best Evidence Synthesis Programme has identified 10 dimensions of quality teaching that make a bigger difference to valued outcomes for diverse (all) learners:61

> focus on valued student outcomes / kia arotahia ngä hua äkonga uara nui

> use knowledge, evidence, and inquiry to improve teaching / ko te mätauranga, te taunakitanga me te uiui hei whakapai ake i te whakaako

> select, develop, and use smart tools and worthwhile tasks / ngä taputapu ngaio me ngä mahi whaikiko – whiria, mahia

> ensure sufficient and effective opportunities for all students to learn / rau te ako, rau te mahi tötika, rau te hua

> develop caring, collaborative learning communities that are inclusive of diverse (all) learners / he piringa tauawhi, he piringa mahitahi, he piringa tauakoako, he piringa äkonga rerekura (katoa)

> activate educationally powerful connections to learners’ knowledge, experiences, identities, whänau, iwi, and communities / whakatere hono äkonga torokaha, äkonga tü kaha

> scaffold learning and provide appropriate feed forward and feedback on learning / te ako poutama

> be responsive to all students’ learning, identities, and wellbeing / me aro ki te hä o te äkonga

> promote thoughtful learning strategies, thoughtful discourse, and student self-regulation / takina te wänanga

> use assessment for learning / te aromatawai i roto i te ako.

57 Alton-Lee, A. (2003). Quality teaching for diverse students: Best evidence synthesis. Wellington: Ministry of Education.

Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

58 Darling-Hammond, L. (1998). Teachers and Teaching: Testing Policy Hypotheses From a National Commission Report. Educational Researcher, 27 (1), 5–15.

59 Sanders, W., & Rivers, J. (1996). Cumulative and residual effects of teachers on future student academic achievement. Tennessee: University of Tennessee.

60 Bishop, R., & Berryman, M. (2010). Te Kotahitanga: Culturally responsive professional development for teachers. Teacher Development, 14, 173–187.

Bishop, R., O’Sullivan, D., & Berryman, M. (2010). Scaling up education reform. Wellington: NZCER Press. www.kep.org.nz.61 Alton-Lee, A. (2003). op. cit. Alton-Lee, A. (2012). BES findings overview

https://www.educationcounts.govt.nz/__data/assets/pdf_file/0011/109739/BES-FindingsOverview-A3-Dec-2012.pdf

31


While research has identified key dimensions of teaching that are important for advancing valued student outcomes, these dimensions are interrelated and interconnected in the complex dynamic of effective teaching.62

Effective teaching requires deep and flexible knowledge of subject matter, how students learn, and curriculum-specific pedagogy.63 It is this knowledge and expertise that enables teachers to use formative assessment effectively to improve learning64 and to develop students’ capacity to evaluate their own and others’ work.65

Effective use of formative assessment can have a significant influence on student outcomes66 so it is important that teachers ‘see their fundamental role as evaluators and activators of learning’.67

Teachers need to be data literate:

Data literacy for teaching is the ability to transform information into actionable instructional knowledge and practices by collecting, analyzing, and interpreting all types of data (assessment, school climate, behavioural, snapshot, moment-to-moment, and so on) to help determine instructional steps. It combines an understanding of data with standards, disciplinary knowledge and practices, curricular knowledge, pedagogical content knowledge, and an understanding of how children learn.68

They also need to be sufficiently knowledgeable about and confident with current technologies to be able to use them effectively to support innovative teaching and create new opportunities to learn.

62 Muijs, D., Kyriakides, L., van der Werf, G., Creemers, B., Timperley, H., & Earl, L. (2014). State of the art – teacher effectiveness and professional learning. School effectiveness and school improvement: An international journal of research, policy and practice, 25 (2), 231–256.

63 For practice specific to curriculum areas see Cawelti, G. (2004). (Ed.). Handbook of research on improving student achievement. Arlington, VA: Educational Research Service.

64 Young, V., & Kim, D. (2010). Using assessments for instructional improvement: A literature review. Education Policy Analysis Archives, 18 (19).

65 Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77 (1), 81–112.66 Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London:

Routledge. Hattie describes feedback as one of the most powerful factors in academic learning and achievement. It is

associated with an effect size of 0.73. The average yearly effect or gain from a year’s schooling is 0.40.67 Hattie, J. (2012). Visible learning for teachers. London: Routledge. p. 86.68 Datnow, A., & Hubbard, L. (2016). Teacher capacity for and beliefs about data-driven decision making: A literature

review of international research. Journal of Educational Change, 17, 7–28.

32


Adaptive expertise

To be able to promote the wellbeing, achievement and progress of all their students and prepare them for living in the world they will encounter as adults, teachers need adaptive expertise.69

Adaptive expertise is a fundamentally different way of conceptualising what it means to be a professional. Its defining characteristic is the ability to respond flexibly in complex contexts:

Adaptive experts know when students are not learning, know where to go next, can adapt resources and strategies to help students meet worthwhile learning intentions, and can recreate or alter the classroom climate to attain these learning goals.70

Adaptive experts apply deep conceptual knowledge to problems not previously encountered and develop new solutions and approaches. This flexible, innovative application of knowledge is what lies beneath their ability to learn and refine their understanding on the basis of continuing experience.71 Being able to work in a collaborative environment enhances the development of adaptive expertise.

Adaptive experts engage in ongoing inquiry with the aim of building knowledge. This is the core of professionalism.72

69 Hatano, G., & Inagaki, K. (1986). Two courses of expertise. In H. Stevenson, H. Azama, & K. Hakuta (Eds.), Child Development and Education in Japan (pp. 262–272). New York: Freeman.

Feiman-Nemser, S. (2008). Teacher learning: How do teachers learn to teach? In M. Cochran-Smith, S. Feiman-Nemser, D. McIntyre, & K. Demers (Eds.), Handbook of Research on Teacher Education (3rd Ed) (pp. 697–705). New York: Routledge.

Soslau, E. (2012). Opportunities to develop adaptive teaching expertise during supervisory conferences. Teaching and Teacher Education, 28, 768–779.

70 Hattie, J. (2012). Visible learning for teachers. London: Routledge. p. 100.71 Bransford, J., & Pellegrino, J. (Eds.). (2000). How People Learn: Brain, Mind, Experience and School. Washington

DC: National Academy Press.72 Timperley, H. (2013). Learning to Practise. A paper for discussion. Wellington: Ministry of Education. Retrieved

from www.educationcounts.govt.nz

http://www.educationcounts.govt.nz

33


Dom

ain

4: In

dica

tors

and

exa

mpl

es o

f ef

fect

ive

prac

tice

Eva

luat

ion

ind

icat

ors

Eff

ecti

ve p

ract

ice

Stu

den

ts le

arn

, ach

ieve

an

d

pro

gre

ss in

th

e b

read

th a

nd

d

epth

of

Th

e N

ew Z

eala

nd

C

urr

icu

lum

an

d/o

r T

e M

arau

tan

ga

o A

ote

aro

a

Stu

dent

s, t

each

ers

and

pare

nts

and

whä

nau

set

chal

leng

ing

and

appr

opria

te e

xpec

tatio

ns f

or le

arni

ng.

Stu

dent

s, t

each

ers

and

pare

nts

and

whä

nau

part

icip

ate

in c

urric

ulum

des

ign

and

deci

sion

mak

ing.

Man

agem

ent

of t

he c

urric

ulum

ens

ures

tha

t it

is c

oher

ent

and

that

stu

dent

s ha

ve s

uffic

ient

opp

ortu

nity

to

lear

n (c

onsi

der,

for

exa

mpl

e, t

ime

allo

cate

d to

lear

ning

are

as, t

each

er k

now

ledg

e an

d ex

pert

ise,

and

res

ourc

es).

Cur

ricul

um d

esig

n an

d en

actm

ent

is r

espo

nsiv

e to

the

asp

iratio

ns o

f st

uden

ts, p

aren

ts, a

nd w

häna

u, d

raw

ing

on a

nd a

ddin

g to

the

ir fu

nds

of

know

ledg

e.

Cur

ricul

um d

esig

n an

d en

actm

ent

ensu

res

that

eve

ry s

tude

nt is

lear

ning

and

mak

es s

uffic

ient

pro

gres

s to

ach

ieve

cur

ricul

um e

xpec

tatio

ns a

nd

stan

dard

s.

Stu

den

ts p

arti

cip

ate

and

le

arn

in c

arin

g, c

olla

bo

rati

ve,

incl

usi

ve le

arn

ing

co

mm

un

itie

s

Rel

atio

nshi

ps a

re r

espe

ctfu

l and

pro

duct

ive;

diff

eren

ce a

nd d

iver

sity

are

val

ued.

Inst

ruct

iona

l org

anis

atio

n, t

ask

desi

gn, m

odel

ling,

and

gro

upin

g pr

actic

es d

evel

op c

omm

unity

and

pro

mot

e ac

tive

lear

ning

.

Stu

dent

s de

velo

p di

alog

ue a

nd g

roup

wor

k sk

ills

and

part

icip

ate

in g

roup

-bas

ed le

arni

ng a

ctiv

ities

whe

re t

hey

draw

on

indi

vidu

al s

tren

gths

to

com

plet

e gr

oup

task

s.

The

lear

ning

com

mun

ity is

cha

ract

eris

ed b

y re

spec

t, e

mpa

thy,

rel

atio

nal t

rust

, coo

pera

tion

and

team

wor

k.

Stu

dent

s ex

perie

nce

posi

tive

tran

sitio

ns b

etw

een

lear

ning

con

text

s.

Stu

den

ts h

ave

effe

ctiv

e,

suff

icie

nt

and

eq

uit

able

o

pp

ort

un

itie

s to

lear

n

The

lear

ning

env

ironm

ent

is m

anag

ed in

way

s th

at s

uppo

rt p

artic

ipat

ion,

eng

agem

ent,

and

age

ncy

in le

arni

ng.

Lear

ning

opp

ortu

nitie

s en

able

stu

dent

s to

rel

ate

new

info

rmat

ion

to p

rior

know

ledg

e an

d to

mod

ify e

xist

ing

conc

eptio

ns a

s ne

cess

ary.

In e

ach

lear

ning

are

a st

uden

ts e

ngag

e in

cog

nitiv

ely

chal

leng

ing

and

purp

osef

ul le

arni

ng o

ppor

tuni

ties

that

rel

ate

to r

eal-l

ife c

onte

xts,

issu

es

and

expe

rienc

es.

Stu

dent

s ar

e gi

ven

suff

icie

nt, r

elat

ed o

ppor

tuni

ties

over

tim

e to

rev

isit

and

cons

olid

ate

lear

ning

thr

ough

pra

ctic

e an

d re

view

and

by

appl

ying

it

in a

ran

ge o

f pu

rpos

eful

act

iviti

es.

Stu

dent

s ex

perie

nce

an e

nviro

nmen

t in

whi

ch it

is s

afe

to t

ake

risks

and

err

ors

are

rega

rded

as

oppo

rtun

ities

for

lear

ning

.

Par

ticip

atio

n in

eff

ectiv

e he

tero

gene

ous

(mix

ed a

bilit

y) g

roup

act

iviti

es p

rovi

des

stud

ents

with

cog

nitiv

e ch

alle

nge

and

oppo

rtun

ities

for

dee

p le

arni

ng.73

Stu

dent

s w

hose

cul

ture

/firs

t la

ngua

ge d

iffer

s fr

om t

he c

ultu

re/la

ngua

ge o

f in

stru

ctio

n ar

e w

ell s

uppo

rted

to

acce

ss le

arni

ng.

Stu

dent

s w

ith s

peci

al n

eeds

or

abili

ties

part

icip

ate

in le

arni

ng o

ppor

tuni

ties

that

pro

vide

app

ropr

iate

sup

port

and

cha

lleng

e.74

Stu

dent

s ar

e gi

ven

expl

icit

inst

ruct

ion

in le

arni

ng s

trat

egie

s (s

uch

as g

oal s

ettin

g, s

elf-

mon

itorin

g an

d de

liber

ate

prac

tice)

tha

t en

able

the

m t

o ta

ke c

ontr

ol o

f th

eir

lear

ning

, dev

elop

met

a-co

gniti

ve s

kills

, sel

f-re

gula

te, a

nd d

evel

op s

elf-

effic

acy

and

agen

cy.

73

Coh

en, E

. & L

otan

, R. (

2014

). D

esig

ning

gro

upw

ork:

Str

ateg

ies

for

the

hete

roge

neou

s cl

assr

oom

, (3r

d ed

). Te

ache

rs C

olle

ge P

ress

: New

Yor

k.74

S

ee B

evan

-Bro

wn,

J.,

Ber

rym

an, M

., H

icke

y, H

., M

acfa

rlane

, S.,

Sm

iler,

K.,

& W

alke

r, T

. (20

15).

Wor

king

with

Mäo

ri ch

ildre

n w

ith s

peci

al e

duca

tion

need

s. H

e m

ahi w

haka

hira

hira

. Wel

lingt

on: N

ZCE

R.

34


Eva

luat

ion

ind

icat

ors

Eff

ecti

ve p

ract

ice

Eff

ecti

ve, c

ult

ura

lly r

esp

on

sive

p

edag

og

y su

pp

ort

s an

d

pro

mo

tes

stu

den

t le

arn

ing

Stu

dent

iden

titie

s an

d w

häna

u an

d co

mm

unity

kno

wle

dge,

lang

uage

and

cul

ture

are

rep

rese

nted

in c

urric

ulum

mat

eria

ls a

nd t

he e

nact

ed

curr

icul

um.

The

curr

icul

um m

akes

con

nect

ions

to

lear

ners

’ liv

es, p

rior

unde

rsta

ndin

gs, o

ut-o

f-sc

hool

exp

erie

nces

and

rea

l-wor

ld c

onte

xts.

The

cultu

ral c

ompe

tenc

ies

for

teac

hers

of

Mäo

ri st

uden

ts –

tät

aiak

o: m

anaa

kita

nga,

ako

, wha

naun

gata

nga,

wän

anga

and

tan

gata

whe

nuat

anga

–

can

be o

bser

ved

in t

each

er p

ract

ice.

75

Teac

hing

pra

ctic

es a

re c

onsi

sten

t w

ith c

ultu

rally

res

pons

ive

and

rela

tiona

l ped

agog

ies.

76

Teac

hers

use

diff

eren

tiatio

n an

d a

varie

ty o

f te

achi

ng s

trat

egie

s to

eng

age

stud

ents

and

ens

ure

a ba

lanc

e of

sur

face

, dee

p an

d co

ncep

tual

le

arni

ng.77

Teac

hing

pra

ctic

es s

uch

as q

uest

ioni

ng, w

ait

time,

and

pro

vidi

ng o

ppor

tuni

ties

for

appl

icat

ion,

pro

blem

sol

ving

and

inve

ntio

n en

gage

stu

dent

s in

lear

ning

and

thi

nkin

g.

Stu

dent

lear

ning

is s

caff

olde

d th

roug

h th

e us

e of

pra

ctic

es s

uch

as p

rom

pts,

ope

n qu

estio

ns, e

xpla

natio

ns, w

orke

d ex

ampl

es a

nd a

ctiv

e di

scus

sion

and

thr

ough

the

pro

visi

on o

f ap

prop

riate

too

ls a

nd r

esou

rces

.

Stu

dent

s de

velo

p le

arni

ng-t

o-le

arn

capa

bilit

ies

by e

ngag

ing

in d

isci

plin

ary

thin

king

(for

exa

mpl

e, n

atur

e of

sci

ence

or

hist

oric

al) a

nd in

thi

nkin

g th

at e

xten

ds a

cros

s le

arni

ng a

reas

.

Teac

hers

pro

mot

e ac

hiev

emen

t of

lear

ning

out

com

es b

y de

liber

atel

y al

igni

ng t

ask

desi

gn, t

each

ing

activ

ities

and

res

ourc

es, a

nd h

ome

supp

ort.

Stu

dent

s us

e di

gita

l dev

ices

and

ICT

reso

urce

s in

way

s th

at p

rom

ote

prod

uctiv

e th

inki

ng a

nd d

igita

l and

tec

hnol

ogic

al f

luen

cy.78

75

Min

istr

y of

Edu

catio

n an

d th

e N

ew Z

eala

nd T

each

ers

Cou

ncil

(201

1). T

ätai

ako.

Wel

lingt

on: M

inis

try

of E

duca

tion.

76

Bis

hop,

R.,

& B

erry

man

, M. (

2009

). Th

e Te

Kot

ahita

nga

Eff

ectiv

e Te

achi

ng P

rofil

e. S

et: R

esea

rch

Info

rmat

ion

for

Teac

hers

(2),

27–3

3. S

ee a

lso

ww

w.k

ep.o

rg.n

z 77

H

attie

, J. (

2012

). V

isib

le le

arni

ng f

or t

each

ers.

Lon

don:

Rou

tledg

e: t

he s

urfa

ce k

now

ledg

e ne

eded

to

unde

rsta

nd t

he c

once

pts;

the

dee

per

unde

rsta

ndin

gs o

f ho

w t

he id

eas

rela

te t

o ea

ch o

ther

and

ex

tend

to

othe

r un

ders

tand

ings

; and

the

con

cept

ual t

hink

ing

that

allo

ws

surf

ace

and

deep

kno

wle

dge

to b

ecom

e co

njec

ture

s an

d co

ncep

ts.

78

Hig

gins

, S.E

. (20

14).

Crit

ical

thi

nkin

g fo

r 21

st-c

entu

ry e

duca

tion:

A c

yber

-too

th c

urric

ulum

? P

rosp

ects

14

(4),

559–

574.


35


Eva

luat

ion

ind

icat

ors

Eff

ecti

ve p

ract

ice

Ass

essm

ent

for

lear

nin

g

dev

elo

ps

stu

den

ts’ a

sses

smen

t an

d le

arn

ing

-to

-lea

rn

cap

abili

ties

Teac

hers

and

stu

dent

s co

-con

stru

ct c

halle

ngin

g bu

t re

alis

tic le

arni

ng g

oals

and

suc

cess

crit

eria

, dev

elop

ing

shar

ed u

nder

stan

ding

s ab

out

the

kind

and

qua

lity

of w

ork

requ

ired

to a

chie

ve t

he d

esire

d ou

tcom

e.

Ass

essm

ent

activ

ities

are

incl

usiv

e, a

uthe

ntic

and

fit-

for-

purp

ose;

the

y pr

ovid

e m

eani

ngfu

l evi

denc

e of

ach

ieve

men

t an

d pr

ogre

ss a

nd a

bas

is

for

dete

rmin

ing

next

ste

ps.

Stu

dent

s re

ceiv

e an

d gi

ve t

imel

y, s

peci

fic, d

escr

iptiv

e fe

edba

ck in

res

pons

e to

the

se q

uest

ions

:

>

Whe

re a

m I

goin

g? (W

hat

are

my

goal

s?)

>

How

am

I go

ing?

(Wha

t pr

ogre

ss is

bei

ng m

ade

tow

ards

the

goa

l?)

>

Whe

re t

o ne

xt?

(Wha

t ac

tiviti

es n

eed

to b

e un

dert

aken

nex

t to

mak

e co

ntin

uing

or

bett

er p

rogr

ess?

)

>

How

will

I kn

ow w

hen

I’ve

got

ther

e?

Stu

dent

s id

entif

y th

eir

own

lear

ning

nee

ds a

nd d

evel

op a

nd u

se s

elf-

asse

ssm

ent

skill

s to

eva

luat

e th

eir

own

and

othe

rs’ w

ork

agai

nst

clea

r cr

iteria

.

Stu

dent

s pr

ovid

e fe

edba

ck t

o te

ache

rs a

bout

the

qua

lity

and

effe

ctiv

enes

s of

tea

chin

g an

d le

arni

ng.79

Teac

hers

, par

ents

and

whä

nau

activ

ely

part

icip

ate

in, a

nd c

ontr

ibut

e to

, stu

dent

s’ le

arni

ng jo

urne

ys t

hrou

gh o

ngoi

ng, r

ecip

roca

l com

mun

icat

ion.

79

Bis

hop,

R.,

Ber

rym

an, M

., Ti

akiw

ai, S

., &

Ric

hard

son,

C. (

2003

). Te

Kot

ahita

nga:

The

exp

erie

nces

of

year

9 a

nd 1

0 M

äori

stud

ents

in m

ains

trea

m c

lass

room

s. R

epor

t to

the

Min

istr

y of

Edu

catio

n.

Wel

lingt

on: M

inis

try

of E

duca

tion.

Kni

ght-

de B

lois

, L. (

2015

). ‘O

mat

ou ‘o

le f

atu

‘o le

fa’

amoe

moe

– f

esili

mai

! W

e ar

e th

e he

art

of t

he m

atte

r –

ask

us!

Unp

ublis

hed

Mas

ter

of E

duca

tion

thes

is).

Mas

sey

Uni

vers

ity, P

alm

erst

on N

orth

, N

ew Z

eala

nd.

36


Domain 5: Professional capability and collective capacityBuilding professional capability and collective capacity is a core function of leadership.80 This means that leaders need to ensure that teachers are continuously engaged in professional learning that increases their knowledge and skills and develops their adaptive expertise.81

Students are the focus of all effective professional learning: enhancing student outcomes is both the purpose of professional learning and the basis for evaluating its success.

Effective professional learning involves ongoing cycles of evidence-informed inquiry. It begins with leaders and teachers collecting and analysing a range of evidence that will help them answer the question, ‘What is going on for students in relation to the outcomes that we value?’ The perspectives of students, parents and whänau will be included in this evidence along with that of professionals.

When discrepancies emerge between what is wanted and what is happening, these will provide a catalyst for challenging low expectations and deficit theories82

and for engaging in further collaborative analysis and investigation to uncover the reasons. This collaborative sense-making process will inform decisions about what needs to change in the way of beliefs, practices and organisational conditions.

Leaders and teachers then identify focus areas for professional learning, select opportunities that will deepen knowledge and refine skills, and engage students in new learning experiences. The effectiveness of changes in practice will be evaluated in terms of improved student learning and outcomes.83

Powerful professional learning draws on the best available research about ‘what makes a bigger difference’. It integrates development of teacher content knowledge with understanding of how students learn the content and how it can be communicated in meaningful ways.

The evidence-informed inquiry process supports development and evaluation of innovative practice and the use of technology through collaboration across the professional and student learning communities.

80 Robinson, V., Hohepa, M., & Lloyd, C. (2009). School leadership and student outcomes: Identifying what works and why – Best Evidence Synthesis Iteration. Wellington: Ministry of Education.

81 Timperley, H., & Parr, J. (2010). Evidence, inquiry and standards. In H. Timperley & J. Parr (Eds.), Weaving evidence, inquiry and standards to build better schools, (pp. 9–23). Wellington: NZCER Press.

82 Bishop, R., & Berryman, M. (2010). Te Kotahitanga: Culturally responsive professional development for teachers. Teacher Development, 14, 173–187.

83 Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Wellington: Ministry of Education. Retrieved from www.ibe.unesco.org/en/ services/publications/educational-practices.html

37


Effective leaders continue to provide and resource focused opportunities for collaborative inquiry and application of new learning until the necessary improvement in student outcomes has been achieved. When carefully selected, planned and used, strategies that support professional conversations84 and collaborative learning contribute to the development of professional capability. In improving practice, internal expertise often needs to be supplemented by relevant external expertise. External expertise can play an important role by challenging thinking and practices and providing support during the change process.

Teachers who work in supportive professional environments that encourage deep learning make greater gains in effectiveness over time than those who find themselves in environments that are less conducive to learning.85

84 Timperley, H. (2015). Professional conversations and improvement-focused feedback. A review of the research literature and the impact on practice and student outcomes. Melbourne VIC: Australian Institute for Teaching and School Leadership.

85 Kraft, M., & Papay, J. (2014). Can professional environments in schools promote teacher development? Explaining heterogeneity in returns to teaching experience. Educational Evaluation and Policy Analysis, 36 (4), 476–500.

Do

main

5: Pro

fession

al capab

ility and

collective cap

acity

38


Dom

ain

5: In

dica

tors

and

exa

mpl

es o

f ef

fect

ive

prac

tice

Eva

luat

ion

ind

icat

ors

Eff

ecti

ve p

ract

ice

A s

trat

egic

an

d c

oh

eren

t ap

pro

ach

to

hu

man

res

ou

rce

man

agem

ent

bu

ilds

pro

fess

ion

al c

apab

ility

an

d

colle

ctiv

e ca

pac

ity

Eff

ectiv

e le

ader

s an

d te

ache

rs a

re r

ecru

ited,

sel

ecte

d an

d re

tain

ed.

Indu

ctio

n of

new

tea

cher

s is

sys

tem

atic

and

foc

used

on

the

deve

lopm

ent

of a

dapt

ive

expe

rtis

e.

Teac

hers

are

wel

l qua

lifie

d an

d ha

ve r

elev

ant

curr

icul

um, a

sses

smen

t an

d pe

dago

gica

l kno

wle

dge.

Teac

hers

act

eth

ical

ly a

nd w

ith a

genc

y to

ens

ure

that

all

stud

ents

ach

ieve

val

ued

outc

omes

.

Teac

hers

hav

e th

e cu

ltura

l com

pete

nce

and

expe

rtis

e to

pro

vide

incl

usiv

e an

d pr

oduc

tive

lear

ning

env

ironm

ents

for

div

erse

stu

dent

s.

Coh

eren

t pe

rfor

man

ce m

anag

emen

t pr

oces

ses:

>

enab

le id

entif

icat

ion

of t

each

ers’

pro

fess

iona

l lea

rnin

g an

d de

velo

pmen

t ne

eds

>

use

mul

tiple

sou

rces

of

feed

back

(ind

ivid

ual a

nd t

eam

) on

teac

her

effe

ctiv

enes

s

>

prov

ide

prof

essi

onal

lear

ning

opp

ortu

nitie

s th

at a

re r

espo

nsiv

e to

iden

tifie

d ne

eds

and

alig

n w

ith t

he s

choo

l’s s

trat

egic

goa

ls.

Inef

fect

ive

perf

orm

ance

is id

entif

ied

and

addr

esse

d.

Sys

tem

atic

, co

llab

ora

tive

in

qu

iry

pro

cess

es a

nd

ch

alle

ng

ing

pro

fess

ion

al

lear

nin

g o

pp

ort

un

itie

s al

ign

w

ith

th

e sc

ho

ol v

isio

n, v

alu

es,

go

als

and

tar

get

s

The

prof

essi

onal

com

mun

ity:

>

shar

es h

igh,

cle

ar a

nd e

quita

ble

expe

ctat

ions

for

stu

dent

lear

ning

, ach

ieve

men

t, p

rogr

ess

and

wel

lbei

ng

>

gath

ers,

ana

lyse

s an

d us

es e

vide

nce

of s

tude

nt le

arni

ng a

nd o

utco

mes

to

impr

ove

indi

vidu

al a

nd c

olle

ctiv

e pr

actic

e

>

enga

ges

in s

yste

mat

ic, e

vide

nce-

info

rmed

pro

fess

iona

l inq

uiry

to

impr

ove

outc

omes

for

stu

dent

s.

Pro

fess

iona

l lea

rnin

g op

port

uniti

es:

>

inte

grat

e th

eory

and

pra

ctic

e

>

enga

ge, a

nd if

nec

essa

ry, c

halle

nge

teac

hers

’ prio

r be

liefs

>

prom

ote

cultu

ral a

nd li

ngui

stic

res

pons

iven

ess

>

enco

urag

e te

ache

rs t

o in

divi

dual

ly a

nd c

olle

ctiv

ely

take

res

pons

ibili

ty f

or t

heir

own

prof

essi

onal

lear

ning

and

impr

ovem

ent

>

deep

en u

nder

stan

ding

of

the

curr

icul

um a

nd o

f pe

dago

gica

l and

ass

essm

ent

prac

tices

tha

t pr

omot

e co

ncep

tual

und

erst

andi

ng a

nd

lear

ning

-to-

lear

n ca

pabi

litie

s

>

deve

lop

teac

her

know

ledg

e an

d ad

aptiv

e ex

pert

ise

usin

g co

ntex

t-sp

ecifi

c ap

proa

ches

tha

t ar

e in

form

ed b

y re

sear

ch

>

prov

ide

mul

tiple

opp

ortu

nitie

s to

lear

n an

d ap

ply

new

kno

wle

dge,

and

to

proc

ess

it w

ith o

ther

s

>

enab

le t

each

ers

to a

ctiv

ate

educ

atio

nally

pow

erfu

l con

nect

ions

.

39


Eva

luat

ion

ind

icat

ors

Eff

ecti

ve p

ract

ice

Org

anis

atio

nal

str

uct

ure

s,

pro

cess

es a

nd

pra

ctic

es e

nab

le

and

su

stai

n c

olla

bo

rati

ve

lear

nin

g a

nd

dec

isio

n m

akin

g

Cle

ar p

lans

for

impr

ovem

ent

inco

rpor

ate

mul

tiple

pro

fess

iona

l lea

rnin

g op

port

uniti

es a

nd m

onito

ring

of a

ntic

ipat

ed c

hang

es in

tea

cher

pra

ctic

e an

d st

uden

t ou

tcom

es.

Lead

ers

prov

ide

for

deep

lear

ning

by

focu

sing

on

one

or t

wo

area

s un

til s

ubst

antia

l gai

ns in

out

com

es a

re a

chie

ved.

Lead

ers

and

teac

hers

:

>

use

evid

ence

of

stud

ent

lear

ning

and

pro

gres

s as

a c

atal

yst

for

prof

essi

onal

dia

logu

e

>

part

icip

ate

in r

egul

ar, p

urpo

sefu

l cla

ssro

om v

isits

and

obs

erva

tions

and

pro

vide

for

mat

ive

feed

back

>

enga

ge in

ope

n-to

-lear

ning

con

vers

atio

ns a

s th

ey id

entif

y an

d in

vest

igat

e pr

oble

ms

of p

ract

ice,

set

goa

ls a

nd d

evel

op e

vide

nce-

base

d so

lutio

ns, a

skin

g th

emse

lves

wha

t w

orks

(pra

ctic

al in

sigh

t) a

nd w

hy (t

heor

y)

>

wor

k co

llabo

rativ

ely

to p

lan

curr

icul

um, d

esig

n ta

sks

and

activ

ities

, and

ass

ess

and

eval

uate

>

deve

lop

and

shar

e re

sour

ces,

mat

eria

ls a

nd s

mar

t to

ols

>

mon

itor

and

eval

uate

the

impa

ct o

f ac

tions

on

stud

ent

outc

omes

.

Rel

atio

nshi

ps c

hara

cter

ised

by

mut

ual r

espe

ct a

nd c

halle

nge,

sup

port

dev

elop

men

t of

sel

f-ef

ficac

y an

d ag

ency

.

Lead

ers

and

teac

hers

see

k ev

iden

ce a

bout

the

eff

ectiv

enes

s of

pro

fess

iona

l lea

rnin

g pr

oces

ses

in t

erm

s of

tea

cher

pra

ctic

e an

d st

uden

t ou

tcom

es.

Pro

fess

iona

l lea

ders

and

tea

cher

s en

gage

with

and

con

trib

ute

to t

he w

ider

edu

catio

n co

mm

unity

.

Acc

ess

to r

elev

ant

exp

erti

se

bu

ilds

cap

abili

ty f

or

on

go

ing

im

pro

vem

ent

and

inn

ova

tio

n

Lead

ers

of le

arni

ng a

re id

entif

ied

and

a st

rate

gy is

put

in p

lace

to

build

inte

rnal

pro

fess

iona

l lea

ders

hip

capa

city

.

Dis

trib

uted

lead

ersh

ip s

uppo

rts

cont

inui

ty a

nd c

oher

ence

acr

oss

lear

ning

pro

gram

mes

and

enh

ance

s su

stai

nabi

lity.

Faci

litat

ors

with

rel

evan

t ex

pert

ise

prov

ide

oppo

rtun

ities

for

pro

fess

iona

l lea

rnin

g in

res

pons

e to

iden

tifie

d ne

eds,

cha

lleng

ing

teac

hers

and

su

ppor

ting

real

isat

ion

of t

he s

choo

l’s v

isio

n, v

alue

s, g

oals

and

tar

gets

.

40


Domain 6: Evaluation, inquiry and knowledge building for improvement and innovationEvaluation, including professional inquiry, enables the creation and sharing of new knowledge and understandings about what works and makes a bigger difference for all learners.

Evaluation involves making a judgment about the quality, effectiveness or value of a policy, programme or practice in terms of its contribution to the desired outcomes. It involves systematically posing questions, gathering evidence, and making sense of this evidence: ‘what is and is not working and for whom?’ By enabling us to describe and understand the impacts of our current practices, evaluation also highlights the implications for equity and excellence and provides a basis for determining actions for improvement.

Professional inquiry is an integral part of the evaluation process. It involves identifying an aspect of practice that is cause for concern, asking the right questions, and then seeking evidence and information to be able to better understand the issues involved and respond effectively.

The New Zealand Curriculum and Te Marautanga o Aotearoa both describe teaching as a process of inquiry and emphasise the importance of leaders and teachers developing the expertise to inquire into their practice, evaluate its impact on student outcomes, and build organisational and system knowledge about what works.86

A learning community’s capacity to engage with, learn through, and use external evaluation, depends on its capacity to ‘do and use’ internal evaluation, inquiry and knowledge building for improvement and innovation.87

The organisational conditions that support this capacity include:

> evaluation leadership

> a learning-oriented community of professionals that takes agency in using evaluation for improvement in practice and outcomes

> opportunity to develop technical evaluation expertise (including access to external expertise)

> access to, and use of, appropriate tools and methods

> systems, processes and resources that support purposeful data gathering, knowledge building and decision making.

In effective schools, evaluation, inquiry and knowledge building processes are purposeful and focus on a specific area for improvement.88 They work together coherently, enabling the use of relevant information at student, classroom, teacher and school levels to promote improvement.

86 Timperley, H., & Parr, J. (2010). Evidence, inquiry and standards. In H. Timperley & J. Parr (Eds.), Weaving evidence, inquiry and standards to build better schools, (pp. 9–23). Wellington: NZCER Press.

87 Cousins, J.B., & Bourgeois, I. (2014). Cross case analysis and implications for research, theory, and practice. In J.B. Cousins & I. Bourgeois (Eds.). Organisational capacity to do and use evaluation. New Directions for Evaluation, 4, 101–119.

88 Bryk, A. (2014). Improving: Joining improvement science to networked communities. Presidential address to the American Educational Research Association. Philadelphia.

41


Dom

ain

6: In

dica

tors

and

exa

mpl

es o

f ef

fect

ive

prac

tice

Eva

luat

ion

ind

icat

ors

Eff

ecti

ve p

ract

ice

Co

her

ent

org

anis

atio

nal

co

nd

itio

ns

pro

mo

te

eval

uat

ion

, in

qu

iry

and

kn

ow

led

ge

bu

ildin

g

Eva

luat

ion,

inqu

iry a

nd k

now

ledg

e bu

ildin

g ar

e em

bedd

ed in

the

pol

icie

s, s

yste

ms,

pro

cess

es a

nd p

ract

ices

tha

t co

llect

ivel

y ex

pres

s ho

w t

he

scho

ol p

lans

for

, and

tak

es a

ctio

n to

, rea

lise

its v

isio

n, v

alue

s, g

oals

and

tar

gets

.

App

ropr

iate

too

ls a

nd m

etho

ds a

re u

sed

to g

athe

r, s

tore

and

ret

rieve

a r

ange

of

valid

dat

a.

Lead

ers

and

teac

hers

rec

ogni

se t

he im

port

ance

of

stud

ent

and

com

mun

ity v

oice

and

use

it a

s a

key

reso

urce

whe

n de

cidi

ng p

riorit

ies

for

inqu

iry a

nd im

prov

emen

t.

Rel

atio

nal t

rust

at

ever

y le

vel s

uppo

rts

colla

bora

tion,

ris

k ta

king

and

ope

nnes

s to

cha

nge.

Suf

ficie

nt r

esou

rces

(for

exa

mpl

e, t

ime,

exp

ertis

e an

d st

affin

g) a

re a

lloca

ted

to s

uppo

rt im

prov

emen

t in

itiat

ives

.

Eva

luat

ion,

inqu

iry a

nd k

now

ledg

e bu

ildin

g pr

oces

ses

are

syst

emat

ic, c

oher

ent

and

‘sm

art’

at

ever

y le

vel (

stud

ent,

tea

cher

, sch

ool)

and

acro

ss

leve

ls.

Eff

ectiv

e co

mm

unic

atio

n su

ppor

ts t

he s

harin

g an

d di

ssem

inat

ion

of n

ew k

now

ledg

e in

way

s th

at p

rom

ote

impr

ovem

ent

and

inno

vatio

n.

Co

llect

ive

cap

acit

y to

do

an

d

use

eva

luat

ion

, in

qu

iry

and

kn

ow

led

ge

bu

ildin

g s

ust

ain

s im

pro

vem

ent

and

inn

ova

tio

n

Opp

ortu

nitie

s fo

r pr

ofes

sion

al le

arni

ng, m

ento

ring

and

coac

hing

dev

elop

the

kno

wle

dge,

ski

lls a

nd c

onfid

ence

req

uire

d fo

r ev

alua

tion

and

inqu

iry.

Rel

evan

t in

tern

al a

nd/o

r ex

tern

al e

xper

tise

is c

aref

ully

sel

ecte

d an

d us

ed t

o bu

ild c

apac

ity in

eva

luat

ion

and

inqu

iry.

Lead

ers

and

teac

hers

are

dat

a lit

erat

e: p

osin

g fo

cuse

d qu

estio

ns, u

sing

rel

evan

t da

ta, c

larif

ying

pur

pose

(s),

reco

gnis

ing

soun

d an

d

unso

und

evid

ence

, dev

elop

ing

unde

rsta

ndin

g of

sta

tistic

al a

nd m

easu

rem

ent

conc

epts

, and

eng

agin

g in

tho

ught

ful i

nter

pret

atio

n an

d ev

iden

ce-in

form

ed c

onve

rsat

ions

.89

Gen

erat

ion

of s

olut

ions

, dec

isio

n m

akin

g, a

nd s

trat

egy

impl

emen

tatio

n al

l dra

w o

n re

sear

ch e

vide

nce

abou

t ho

w t

o m

ost

effe

ctiv

ely

impr

ove

outc

omes

for

lear

ners

.

Par

ticip

atio

n in

eva

luat

ion,

inqu

iry a

nd k

now

ledg

e bu

ildin

g ac

tiviti

es c

ontr

ibut

es t

o ch

ange

s in

thi

nkin

g an

d be

havi

our

and

build

s in

quiry

hab

its

of m

ind.

Eng

agin

g in

evi

denc

e-ba

sed

deci

sion

mak

ing

incr

ease

s te

ache

r ef

ficac

y an

d ag

ency

.

Eva

luat

ion

, in

qu

iry

and

kn

ow

led

ge

bu

ildin

g c

apab

ility

fa

cilit

ates

en

gag

emen

t w

ith

ex

tern

al e

valu

atio

n a

nd

th

e w

ider

ed

uca

tio

n c

om

mu

nit

y

Lead

ers

and

teac

hers

eng

age

with

, lea

rn t

hrou

gh a

nd u

se e

xter

nal e

valu

atio

n as

a r

esou

rce

for

impr

ovem

ent

and

inno

vatio

n.

Lead

ers

and

teac

hers

par

ticip

ate

in, c

ontr

ibut

e to

and

lead

pur

pose

ful e

valu

atio

n, in

quiry

and

kno

wle

dge

build

ing

in p

rofe

ssio

nal l

earn

ing

com

mun

ities

tha

t in

clud

e a

rang

e of

edu

cato

rs f

rom

oth

er s

choo

ls/c

onte

xts.

Do

main

6: Evalu

ation

, inq

uiry an

d kn

ow

ledg

e bu

ildin

g fo

r imp

rovem

ent an

d in

no

vation

89

Ear

l, L.

, & T

impe

rley,

H. (

2009

). U

nder

stan

ding

how

evi

denc

e an

d le

arni

ng c

onve

rsat

ions

wor

k. In

L. E

arl &

H. T

impe

rley

(Eds

), P

rofe

ssio

nal l

earn

ing

conv

ersa

tions

: Cha

lleng

es in

usi

ng e

vide

nce

for

impr

ovem

ent.

Cam

brid

ge: S

prin

ger.

Documents

SCHOOL EVALUATION INDICATORS · case studies enabled us to identify the key domains and evaluation indicators at work. They also demonstrated how, in each school, the domains worked