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Discussion Starters

1. How effective is our board in using achievement information about disparity patterns, and seeking to meet the needs and interest of underachieving students, when setting annual achievement targets? Do we have sufficient strategic capability?

2. Do our school leaders clearly identify those groups of students who most need to improve, when planning the actions needed to make the necessary shifts in student achievement, and do they refine actions in practice? Do we have sufficient evaluative capability?

3. Do our middle leaders and teachers seek and use information to identify the strengths, needs and interests of each targeted student, to customise or personalise the interventions they plan? Do we have sufficient instructional capability?

4. How aligned and coherent are the planned actions of teachers, students, parents and whānau, and what might we do to strengthen the adaptive expertise and capacity for continuous improvement across our school community?

Organisational Influences on Student Outcomes

The indicators framework is organised around six domains that have been shown by current research and evaluation findings to contribute to the goal of improving student outcomes:

stewardship
leadership for equity and excellence
educationally powerful connections and relationships
responsive curriculum, effective teaching and opportunity to learn
professional capability and collective capacity15
evaluation, inquiry and knowledge building for improvement and innovation.

The domains educationally powerful connections and responsive curriculum, effective teaching and opportunity to learn have the most significant influence on outcomes for students.

The relative influence of these two domains on student outcomes is a result of the quality and effectiveness of stewardship, leadership for equity and excellence, professional capability and collective capacity and evaluation, inquiry and knowledge building processes.

Effective schools are characterised by quality practices in all domains and by the coherent way in which they are integrated.

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