Evaluate and improve

Aromātai ka whakapai ake

At this phase of the process, the key objective is to evaluate progress towards attainment of the achievement challenge and identify next steps for future development.

This will involve implementing the evaluation process outlined in the achievement challenge plan; gathering evidence, collating and analysing that evidence, evaluating progress and identifying next steps. As part of this process, it is important that the stewardship group communicates progress and next steps to the community and the board of trustees of each school.

Expected Outcome: Ongoing evolution of the Community of Learning | Kāhui Ako.

Frequently asked questions

How do we review and refocus?

Possible considerations

Evaluating progress in relation to the agreed achievement challenge/s, such as:

  • assessing outcomes in relation to the goal/s
  • analysing next steps for individual schools and for the Community of Learning | Kāhui Ako as a whole
  • identifying the areas that need a stronger focus
  • determining whether the evaluation identifies the need to continue with existing challenge/s or points to a different focus

Each individual board should evaluate the contribution that its school has made to the overall progress of the Community of learning I Kāhui Ako towards its achieving the agreed challenges.

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Basket of evidence

In its booklet Tips and Starters: Working Together, the Ministry of Education has detailed a basket of evidence which Communities of Learning | Kāhui Ako can draw on to identify their objectives and assess their progress. Schools collect a considerable amount of evidence about students’ progress and achievement in relation to the national curriculum. It is expected that a Community of Learning would use some of this existing evidence as part of its inquiry to determine the impact of its actions and to measure progress towards shared objectives.

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How do we appraise the across school roles?

The new Community of Learning | Kāhui Ako roles will have a number of functions that are different from existing roles in schools. The roles will have specific selection criteria, job descriptions and performance standards. These new functions, job descriptions and performance criteria will have to be taken into account in developing the appraisal document/performance agreement and subsequently for appraisals. Boards of Trustees are responsible for ensuring the implementation of an appraisal process for their staff.

The appraisal for the Community of Learning leader and across-school teachers should be considered part of the normal appraisal process. The lead role should be appraised under a separate section of the process and against the criteria set for the lead principal role. NZSTA can advise you with this process.

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