Ngā hononga kura-whānau e puta ai ngā ihu o ngā ākonga Māori

Resources for gathering information

NZC-Scenario-#32-Literacy-0-anita

Learn how to gather, group, interpret and present evidence.

Find out how you can use surveys to inform your teaching.

Gathering and using evidence for learning

Gathering and using evidence for learning provides an excellent starting point for understanding the collection and analysis of high-quality evidence.

The resource uses the inquiry cycle model, and schools can work in any part of the cycle to learn more about how to gather, aggregate, interpret, present, and share information about students’ learning.

It also covers setting targets for improving student achievement.

Effective engagement: ERO’s self-review questions for schools

Over recent years, the Education Review Office has given increasing attention in its reviews to schools’ capacity to promote success for Māori.

Schools ERO considers high performing are the one that demonstrate the majority of Māori learners are progressing well and succeeding as Māori.

Two recent reports incorporate self-review questions that schools can use to explore how successfully they are engaging parents, whānau, and communities.

In Partners in Learning: Parents' Voices (September 2008), ERO identifies a set of indicators of what works well in regard to seven aspects of effective engagement:

  • leadership
  • relationships
  • school culture
  • partnerships with parents and families
  • partnerships focused on well-being
  • community networks
  • communication.

These indicators may be supported by a set of questions to prompt self-review.

Appendix 3 of an Promoting success for Māori students schools' progress (June 2010) lists self-review questions for schools with regard to five key areas:

  • the use of Ka Hikitia – Ka Hāpaitia
  • engaging Māori students
  • engaging Māori whānau
  • the presence of Māori students
  • the achievement of Māori students.

School partnerships self-audit tool

The NZ Curriculum Online website has a self-audit tool that schools can use to gain a sound understanding of their strengths and to show the gaps that need to be filled.

Schools can use this information to:

  • develop a vision
  • make decisions about priorities
  • plan for a flexible and sustainable approach.

Teaching and school practices survey

 Introducing the Teaching and School Practices Survey Tool |He Rauemi Uiui mō te Mahinga Kaiako, Mahinga Kura is a survey designed by NZCER to provide schools with insights about their teaching practices, processes, and leadership.

It is completed anonymously, with analysis provided in the form of a written report.

The tool is free, and open for use in terms 2 and 3 each year. 

Me and my school student engagement survey

Me and My School is a survey designed by NZCER to measure and monitor the engagement of students. There are two versions: for students in years 4–6 and years 7–10.

The survey encompasses three aspects of student engagement:

  • behavioural: students’ actual participation in school life
  • emotional: students’ feelings about their teachers, peers, learning, and school
  • cognitive: students’ investment in their learning, including their willingness to take on challenges and self-regulate their learning.

All three aspects are associated with the key competencies outlined in The New Zealand Curriculum.

The tool is founded on research into student engagement and the outcomes for students, including NZCER’s own Competent Children/Competent Learners longitudinal study. The research shows that:

students who are engaged with their learning and who feel positive about school are more likely to have positive educational and health outcomes. Low levels of engagement have been associated with lower achievement levels, dropping out, delinquency, and teenage pregnancy.

‘Me and My School’, NZCER website.

Teachers can compare their students’ placements with the national norms and monitor changes in students’ levels of engagement over time. The results can be used as the basis for discussion with whānau about what the school needs to do to promote greater engagement.

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