1. The Role of the Education Review Office
NZSTA Chair Residential 2017

2. ERO’s purpose How ERO’s independence is critical to our role
Core to New Zealand’s Accountability system
Independent
Equity and Excellence
Every learner in our system is successful
How
Evaluating the implementation of government priorities, programmes and policies across the system
Evaluating the quality of education and care in schools and early learning services
Evaluating the effectiveness of schools and services in achieving outcomes for learners
Supporting improvement in the performance and operation of our early learning services and schools
Contributing to the evidence base about what works
ERO’s independence is critical to our role

3. Equity and Excellence
“We want New Zealanders to have confidence in their schools”
“We need every school to be a great school and every child to be successful”

4. Our approach to school reviews (1)
Reviews typically occur on a three yearly cycle
We review approx. 20 schools per week during term time
We consider all aspects of the school’s performance but at the core is how effectively the school’s governance is contributing to student learning, wellbeing, driving for equity in achievement and contributing to student progress
We typically take around a week to undertake a review involving three reviewers
We take a “context-specific approach to the design, conduct and reporting of our review”
Prior to the review it is important that the Board Chair and Principal complete the Board Assurance Statement
During a review it is important for us to engage with all parts of the school, its Board, leadership team, teachers, students and parent/whānau community

5. Our approach to school reviews (2)
We also review the school’s strategic, policy and operational documents and its compliance with legislation and government policy and these will be requested as part of our pre-assessment process
During the review we will regularly meet with the principal and senior leadership team confirming our areas of focus, clarifying observations and discussing emerging findings
These conversations are a critical element of the evaluation process and thinking
Our emphasis is on “evaluation as a learning process for the school and system”
Interim findings are discussed with the Board at the end of the on site period

6. Our approach to school reviews (3)
Our reports are the result of further synthesis and distillation of the evidence collected
Boards will receive an unconfirmed report – where they have an opportunity to respond to the findings
We will suggest the timing for the next review (1-2year, 3year and 5year), and may place expectations on the Board
Reports are published within about a month of being provided to the Board for comment

7. How to prepare for a review:
There shouldn’t be any surprises for a Board arising from a review
We are looking for a deliberate improvement agenda in every school
“Excellence is not a destination – every school must be on a journey of improvement, even our best schools!”

8. ERO’s School Improvement Framework
Learner Outcomes
Effective stewardship including a compelling vision and clear improvement agenda to ensure that every child succeeds
Leadership
Educationally powerful relationships
Responsive curriculum
Effective teaching and learning
Professional capability and collective capacity
Driven by data and evaluation, inquiry and knowledge building

9. ERO’s School Improvement Framework
Learner Outcomes
Effective stewardship
Leadership
Educationally powerful relationships
Responsive curriculum
Effective teaching and learning
Professional capability and collective capacity
Driven by data and evaluation, inquiry and knowledge building

10. Stewardship The Four Pillars of Governance#
Determination of purpose, vision and strategy
An effective governance culture
Holding to account
Effective compliance
Note #: Institute of Directors in New Zealand

11. Pillar 1: Determination of purpose
Key function for Boards to contribute to the establishment of the school’s vision and direction
Strategic planning is the process of reflecting on past performance, establishing future directions and deciding what will constitute success.
Changes to the Education Act
School Strategic Plans (proposed from 2019)
A statement of the school’s purpose, values and environmental context, the school’s goals, targets and key strategies to achieve these
National Education and Learning Priorities (NELP (remain in effect for 5 years)
Reflect objectives for the education system
National performance measures for Boards (small no. of key measures linked to government’s stated expectations set out in the NELP)
Boards required to report on these in their annual reports
3. Annual Implementation Plan

12. Note: # Suggested good practice

13. “It is your right and role to ask questions!”
Core to the Role of a Trustee is Information (especially evaluative information)
The Board’s main responsibility is to ensure that all students at their school are achieving well
Making sure the principal and staff are supported and resourced to achieve high-quality teaching and learning
To do this, trustees need reliable and detailed information from school leaders about the learning and wellbeing of children at their schools
“It is your right and role to ask questions!”

15. School’s Strategic Plans#
Three parts:
Purpose, Values, Context
The Strategic Direction
Goals/Objectives (defines the student outcomes the school is trying to achieve based on an analysis of the key questions above, defines the priorities for the school) (e.g. to improve the numeracy of students at all year levels)
Targets (measure of success in achievement of the goal) (e.g. by 2019 there will be a 10% point increase in the proportion of students at or above National Standard at Year 8, from 70% to 80%)
Should be limited in number – sharpening and narrowing the school’s attention on improving learning outcomes
Ensure a direct line of sight to lifting student achievement, delivering equity and school improvement
Ensure inclusion of NELP priorities and how the school will contribute to the Community of Learning and the agreed Achievement Challenge(s)
Key improvement strategies (the high level actions that the school will use to achieve its goals) (e.g. individual plans will be put in place for learners who at the beginning of each year are at risk of not achieving this target). Note there may be a number of related improvement strategies identified to achieve a particular goal.
Key actions, risks and success criteria and communications plan
Indicative Planner / ACTION Planner
Actions the school will take each of the four years (e.g. by the end of term 2 professional learning teams will be meeting fortnightly to review student mathematics progress and their practice)
Note #: suggested good practice

16. SMART Objectives
Specific (A small number of specific targets) Measurable (what are the measures of success and progress) Achievable (what’s achievable given resource and context) Responsible (who is responsible for the task) Time Bound (when will it be achieved and what are the milestones)

17. Annual Implementation Plan
Describe how the key improvement strategies in the school’s strategic plan will be implemented and monitored
The plan should break the overarching plan into annual bite sized elements
The Board should regularly monitor the progress against the key improvement strategies, success criteria and progress towards the established target
Strategies should be adjusted in line with progress identified through this monitoring programme

18. Who is responsible for what?
RASCI Model
Responsible (Who is responsible for the task)
Accountable (The person(s)/functions ultimately answerable for the outcomes/deliverables or task)
Control or Quality Review (The person responsible for reviewing the results of the activity)
Supports (Resource allocation – who will provide input and in what form to complete the task) (who is responsible for the task)
Informed (The person(s)/function kept informed of the results of the activity)

19. Suggested task allocation between the principal, school staff and Board of Trustees#
Note: # subject to clarification by the Ministry of Education and NZSTA

20. Pillar 2: An effective governance culture
Operation of the Board (1)
At the heart is a focus on improving student learning outcomes
Ensure that resources and supports are aligned with improving student learning outcomes
Members set aside their own personal interests
Involves the community in key issues, challenges and opportunities for the school
Actively involved in setting the strategic orientation of the school
Sets expectations for the school principal. (Derived from the school’s strategic plan)
Promotes meaningful parent and community engagement and actively seeks views of its community
Establishes strategic partnerships through working with other Boards (particularly in relation to COLs/Kāhui Ako) in support of establishing effective student pathways
Has clear understanding of roles and responsibilities
Includes membership that represents the diversity of their community

21. Pillar 2: An effective governance culture – Operation of the Board
Assesses areas of potential representative and skill weakness and addresses this through co- option
Has a clear and consistent process for decision making, and for recording and promulgating decisions
Maintains high ethical standards
Works collaboratively
Questions – thoughtful challenge
Communicates with the school community about its activities
Regularly reviews and evaluates its own performance
Trusts and delegates to individuals and its own subcommittees
Ensures an effective relationship between Board members and with the principal and school’s management
Understands their responsibilities as distinct from those of the principal (Understanding the functional split between the Board and principal is critical for the effective functioning of the school. The Board has a governance role and the principal manages the school and is responsible for ensuring the delivery of a comprehensive education program to all students.)
Acknowledges and celebrates improvements in achievements

22. Pillar 3: Holding to account / “and being held to account”
Managing the Principal Relationship
The Principal is the key portal into the school
Principal performance expectations must reflect and be aligned with the school’s strategic priorities, goals, targets and delivery of the school’s implementation plan.
Principal appraisal – measure performance against expectations
School Improvement framework.
Key domains for consideration:
Student outcomes
Leadership of quality teaching
Collective efficacy (ie aligning accountability processes through the school)
Strategic resource management
Strengthening community & system engagement
Professional growth
Professional learning and development of the school’s workforce
Resource: Supporting school improvement through effective principal appraisal (May 2014)

23. Pillar 3: Holding to account / “and being held to account”
Annual report
For the school community about the school’s successes and challenges in implementing the strategic plan and improving student outcomes
The effective allocation of resources in pursuit of the school’s goals and objectives
Will be a critical document for ERO reviews

24. Pillar 4: Effective Compliance
From 2019 the Board must report to the Secretary, to its school community and to parents on the performance of the school’s students
Health and Safety at Work Act (2015)

25. ERO’s School Improvement Framework
Learner Outcomes
Effective stewardship
Leadership
Educationally powerful relationships
Responsive curriculum
Effective teaching and learning
Professional capability and collective capacity
Driven by data and evaluation, inquiry and knowledge building

27. National Standards
The New Zealand Curriculum suggests a range of achievement for each year level and a rate of progress. National Standards set out what can reasonably be expected of most students by the end of the designated period or year.

28. “Great organisations are those that regularly reflect on how well they are doing”
“Data, assessment & evaluation are the bedrock of organisational improvement”
BUT
“Analysis must result in action impacting the individual learner, teacher, syndicate and leadership team!”

29. Measuring Student Achievement
Summative assessment (Outcome of the programme, achievement or summary)
Diagnostic assessment (sometimes called formative assessment, focusses on progress in learning and aims to understand the learning process in order to adjust teaching approach and materials to the learner’s needs)
What assessment tools and systems is your school using?
Quality tools must be:
valid (is it measuring what it is supposed to be measuring);
reliable (will give the same results over time and between teachers and different circumstances); and
absent of unconscious bias.
TKI Assessment Bank - selector/Browse-assessment-tools
Progress and Consistency Tool (PaCT)
The Progress and Consistency Tool (PaCT) supports teachers as they make judgments about students’ progress and achievement in relation to The New Zealand Curriculum National Standards.

30. Overall Teacher Judgement (OTJ):
“…involves drawing on and applying the evidence gathered up to a particular point in time, in order to make an overall assessment judgment about a student’s progress and achievement. …”

31. Three elements to consider in judging quality of learning
How good is our school?
What are the achievement rates for our school?
Is this school effective? How well are students progressing?
Is our school equitable?
Is this school addressing the needs of all students in particular Māori, Pacific and students with additional learning needs?
Is our school getting better?
Are achievement levels improving or declining
Are we closing the gap in student outcomes for different groups of students within our school year on year?
Are students progressing at a greater rate this year than in previous years?

32. Judging the quality of learning

33. Student wellbeing and engagement

34. ERO’s School Improvement Framework
Learner Outcomes
Effective stewardship
Leadership
Educationally powerful relationships
Responsive curriculum
Effective teaching and learning
Professional capability and collective capacity
Driven by data and evaluation, inquiry and knowledge building

36. ERO’s School Improvement Framework
Learner Outcomes
Effective stewardship
Educationally powerful relationships
Responsive curriculum
Effective teaching and learning
Professional capability and collective capacity
Driven by data and evaluation, inquiry and knowledge building

38. ERO’s School Improvement Framework
Learner Outcomes
Effective stewardship
Leadership
Educationally powerful relationships
Responsive curriculum
Effective teaching and learning
Professional capability and collective capacity
Driven by data and evaluation, inquiry and knowledge building

40. ERO’s School Improvement Framework
Learner Outcomes
Effective stewardship including a compelling vision and clear improvement agenda to ensure that every child succeeds
Leadership
Educationally powerful relationships
Responsive curriculum
Effective teaching and learning
Professional capability and collective capacity
Driven by data and evaluation, inquiry and knowledge building

42. For more information