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Education Review Office

The Education Review Office (ERO) is responsible for external evaluation that contributes to high-quality education for young New Zealanders. With a team of trained professionals, ERO conducts school and early childhood reviews to assess student achievement and improvement. They also focus on areas of national interest and compliance issues. This article provides information on ERO's evaluation process, review strands, and the importance of both external and internal evaluation in educational leadership.

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Education Review Office

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  1. Education Review Office Ko te Tamaiti te Putake o te Kaupapa The Child the Heart of the Matter

  2. Frances Salt Acting Chief Review Officer Graham Stoop Chief Review Officer(From 12 March 2007)

  3. To provide external evaluation that contributes to high quality education for young New Zealanders The Purpose of the Education Review Office

  4. Education Review Office Work • 160 Review Officers (statutory officers) • 10 local ERO offices • 900 school reviews per year • 1200 early childhood reviews per year • 3 yearly cycle of reviews

  5. ERO’s Local Offices Auckland Hamilton Rotorua Wanganui Napier Nelson Wellington Te Uepü-ä-Motu is a national team for reviews of kura kaupapa Mäori and köhanga reo. Moana Pasefika, based in the Auckland Office, provides Pacific review support. Christchurch Dunedin

  6. Chief Review Officer Statutory Powers (S325-328 Ed. Act) Power to • designate Review Officers • enter schools and early childhood centres • initiate reviews and investigations • report (No power to enforce recommendations)

  7. The Review Officer The designated review officer is a trained and qualified professional evaluator

  8. How ERO Evaluates • Manual of Standard Procedures • Code of Ethical Conduct • Evaluation Indicators • Evidence-based judgements Refer to: www.ero.govt.nz

  9. ERO’s Reviews • Education Reviews • Supplementary Reviews • Special Reviews

  10. ERO’s Education Reviews • Participatory • Focus on student achievement • Have improvement as their purpose • Aim to complement each school’s own self-review

  11. ERO’s Focus on Improvement Improvement How well have we done it? How much better can we do it? Compliance Have we done it? NZPF Moot - 2007 11

  12. ERO’s External Evaluation Education Reviews: Three Strands • School Priorities • Areas of National Interest • Compliance Issues

  13. School Priorities Strand • Focused on student achievement • Linked to school self-review information • Usually different from previous review • Decided by ERO after scoping exercise

  14. Areas of National Interest Strand • Evaluations undertaken in all applicable schools nationally for a set period of time • ERO decides on topics and duration of evaluation • Reported in ERO individual reports • Aggregated for ERO national reports NZPF Moot - 2007 14

  15. Areas of National Interest 2007Schools with Years 1 to 8 Term 1 • Achievement of Mäori Students Progress since last ERO review • Achievement of Pacific Students • Student Underachievement • Engaging with Families/Whänau/Communities

  16. Areas of National Interest Proposed Term 2 2007 • Mäori Student Achievement • Pacific Student Achievement • Student Underachievement • Pandemic Planning

  17. Areas of National Interest Proposed Terms 3 & 4 2007 • Pandemic Planning • Provision for Gifted and Talented Students • Environments for Learning

  18. Compliance Issues Strand • Board Assurance Statement (BAS) Attestation of compliance by principal and board chairperson • ERO checks BAS as part of scoping • ERO asks about five specific areas to do with student safety • Student emotional and physical safety • Student attendance • Stand downs and suspensions • Teacher registration NZPF Moot - 2007 18

  19. ERO’s Reports • Schools and early childhood services • National evaluation reports • Cluster reports • Good practice guides

  20. Everybody seems to hateexternal evaluation while nobody trusts internal evaluation - David Nevo

  21. Leadership in External Evaluation • Know about evaluation • Promote the value of external review • Know about ERO’s approach • Acknowledge evaluation anxiety • Contribute your own self-review findings

  22. Leadership in Internal Evaluation • Self review is a requirement for schools • The aim of self review is improvement • Start self review with analysis of student achievement results • Use ERO’s Evaluation Indicators a a basis for self review

  23. Self Review Traps • Over sophisticated techniques • Under sophisticated thinking • Poor implementation of techniques such as interviews • Too much evidence • Too little questioning of assumptions

  24. Who Reviews ERO? • Parliament’s Select Committee • The Minister responsible for ERO • Treasury • The State Services Commission • The Education Sector • The Public

  25. To te konahi tona kite To te hinengaro tona kite To te wairua tona kite The eye, the mind, the soul Each has its own perspective

  26. Frances SaltEducation Review Office frances.salt@ERO.govt.nz www.ERO.govt.nz

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