It’s a funny thing about life, if you refuse to accept anything but the best,

1. It’s a funny thing about life, if you refuse to accept anything but the best, you very often get it. Somerset Maugham

2. This Thing Called Student Progress and Achievement Elaine Hines Manager Professional Development

3. The Main Thing is to Make Sure That the Main Thing Remains the Main Thing US Army Major General Robert Scales

4. Helping all students achieve to their potential through their time at school is a key purpose of schooling. Students who achieve well at school are more likely to be successful at the next stage of their education and in their lives beyond school. Education Review Office

5. s75 Powers of boards (1)A school's board must perform its functions and exercise its powers in such a way as to ensure that every student at the school is able to attain his or her highest possible standard in educational achievement. (2)to the extent that any enactment or the general law of New Zealand provides otherwise, a school's board has complete discretion to control the management of the school as it thinks fit.

7. TargetsAmbitious and realistic targets for the next 12 months related to specific groups of students Annual Plan Example Strategic Aim 1 From strategic section of charter Baseline Data Good evidence and data about progress and achievement of all students Annual Aim 1 What we will focus on over the next 12 months related to the above aim

8. Both achievement and engagement are strongly influenced by effective teaching. High levels of student achievement are linked to a positive learning environment with high expectations, high levels of motivation, and positive relationships. Education Review Office

9. As a board are we clear about the expectations that government, board, principal, staff, parents and students have of student progress and achievement at our school? How do we know? What do we do if we don’t know or there are mismatches?

10. A key concern for Aotearoa New Zealand is that teachers have lower expectations of children from low decile schools, and of Māori children in particular. Schooling improvement research has found that Māori students whose teachers have low expectations achieved less than other children after a year at school even when their starting point was similar. Ka Hikitia

11. Age-standardised exclusion rates per 1,000 students, by gender and ethnic group (2011)

13. Boards’ contribution to improved outcomes for priority learners

14. Are you an enabler? or just another barrier to student achievement?