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Ministry of Education.
He KakanoTE AWE O NGā TOROA

Performance measures

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When the in-school and outside school elements are able to be fully developed, highly effective institutions are able to demonstrate the following characteristics:

  1. 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.
  2. The educational experiences of Māori students in our institution are as good as, if not better, than those of all other students.
  3. 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.
  4. 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.
  5. The professional learning opportunities provided for our teachers focus on improving Māori student learning and associated AREA.
  6. 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.
  7. 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.
  8. Most teachers in our institution demonstrate caring relationships and high expectations of Māori students’ learning on a daily basis.
  9. 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.
  10. 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.
  11. Most teachers’ lesson planning is based on their responding to a detailed knowledge of Māori and other students’ progress.
  12. 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.
  13. 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.
  14. 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.
  15. 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.
  16. 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.

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