When the in-school and outside school elements are able to be fully developed, highly effective institutions are able to demonstrate the following characteristics:
- In our institution, Māori students’ performance statistics, in terms of attendance, retention, engagement and achievement (AREA) are the same as national averages for all students.
- The educational experiences of Māori students in our institution are as good as, if not better, than those of all other students.
- Our institution has established an academic vision, goals and targets that are focused on improving Māori student attendance, retention, engagement and achievement by specified measures.
- Our institution has changed its policies, organisational structures and practices as part of a total institutional reform aimed at improving Māori student attendance, retention, engagement and achievement.
- The professional learning opportunities provided for our teachers focus on improving Māori student learning and associated AREA.
- Leaders in our institution demonstrate their understanding that pedagogic (instructional) leadership has powerful effects on student outcomes and that such leadership needs to be distributed throughout the institution.
- While most teachers understand that other factors influence Māori students AREA, most teachers are adamant that they are able to improve Māori students’ educational AREA within the institution.
- Most teachers in our institution demonstrate caring relationships and high expectations of Māori students’ learning on a daily basis.
- Most teachers in our institution use a range of discursive teaching interactions including using students’ prior knowledge, providing feedback and feed-forward and engaging in the co-construction of new knowledge with students on a regular basis.
- Most teachers in our institution use a range of teaching strategies on a daily basis and these tend to promote interactive, collaborative learning among students.
- Most teachers’ lesson planning is based on their responding to a detailed knowledge of Māori and other students’ progress.
- Our institution has strong evidence-driven networks with other institutions of a similar nature, with a strong focus on how we together might address the need to improve Māori students’ AREA performance.
- Our institution has developed quality systems to identify Māori student attendance, retention, engagement and achievement that allow us to monitor their progress over time and to inform our institutional responses.
- Most teachers in our institution use evidence of student progress to inform changes in their teaching practice and to inform collaborative problem-solving with their colleagues and with students.
- Our institution has developed a means of supporting teachers to assist Māori learners to use evidence of their own progress so as to identify what they need to learn next.
- While our institutional leaders understand that other factors influence Māori students AREA outcomes they are adamant that they are able to improve Māori students’ educational AREA within the institution.