TAI TOKERAU PRINCIPLES 28 JUNE 2019

1. TAI TOKERAU PRINCIPLES28 JUNE 2019 ERO update and Themes from Reviews

2. EDUCATION SECTOR STRATEGY, REFORM AND ACTION 2019

3. KŌRERO MĀTAURANGA – WHAT NEW ZEALANDERS SAID THEY WANT FROM THEIR EDUCATION SYSTEM: • Focus on students’ sense of belonging and wellbeing as fundamental to learning • Every child and their whanau should have access to high quality education • Our changing world requires a renewed approach to teaching knowledge, skills and competencies; • Too many Maori, Pacific, disabled and gender and learning diverse students experience discrimination • Many of our Maori learners are suffering from the effects of low expectations and racism, and have a long history of being underserved by the education system and want more agency in decision making

4. ERO’s MISSION AND PRIORITIES: • NZ’ers have confidence in the education system • Quality education for all learners • Equity and Excellence • Improvement orientated • Strong and effective policy settings • Maori success as Maori • Building our capability and capacity “Our evaluation insights are a catalyst for change so that every child achieves success as a lifelong learner”

6. SIGNIFICANT CHANGES • Review times dropped • New judgement • Needs development • Developing • Well placed • Strong • Insights based scheduling

7. WHAT HAS COME OUT OF REVIEWS?NORTHERN REGION TERM 4

8. PRIMARY REVIEWS, TERM 4, 2018

9. SECONDARY REVIEWS - TERM 4, 2018

10. SCHOOLS ON 1-2 YEAR REVIEWS – COMMON FEATURES • 87-93% students are Maori/ Pacific

11. POSITIVE SCHOOL CULTURE • High Expectations/ trust • Vision, mission, values embedded in school culture • Inclusive culture • Well being a priority • Student focus on their own learning/ opportunities for students to guide learning

12. LEADERSHIP CHARACTERISTICS • Early identification of children at risk of not achieving • Learning Support programs to accelerate • Tracking and monitoring progress • Leadership line of sight • Teaching as inquiry • Informing teaching program • Clear assessment processes

13. LEADERSHIP – Cont.: • Curriculum Leadership • Bi-cultural heritage thru curriculum • Leading staff capability and capacity – appraisal, PLD • Focus on evaluation • Strong partnerships and engagement – community, whanau

14. WHAT’S WORKING FOR OLDER STUDENTS • Vocational pathways • Co-curricular activities • Emphasis on well being creating positive learning environment • Diversity valued and respected

15. WHAT’S WORKING FOR MAORI STUDENTS • Face to face engagement with whanau and Iwi esp. for hard to reach students • Listening to acting on Whanau voice • Adaptation of the curriculum • Focus on language, identity, culture • Emphasis on bi-cultural practice and learning and valuing Te Reo

16. SCHOOLS • Integration of Te Whariki into Primary • Increased focus on well being/MH • Limited progress on internal evaluation • Process not outcome focused • Kahui Ako – mixed picture • + conversations • - relevance, distances • Student voice gathered but not influencing curriculum

17. WHAT’S WORKING FOR STUDENTS WITH ADDITIONAL NEEDS • Personal info used to shape IEP • Effective communication tools with parents • Setting goals and tracking and monitoring progress • Multi-disciplinary approach • Calm nurturing environment - belonging and safety • Student centred culture that is inclusive

18. AREAS FOR DEVELOPMENT – NEXT STEPS FROM TERM 1 • Develop internal evaluation and links with outcomes • Establishing learning partnerships with parents/whanau • Building Trustee capability • Developing leadership capability

19. FEEDBACK TO ERO • What’s working well? • What could be improved?