Implement and Monitor

At this phase of the process the key objective is to implement the Achievement Challenge Plan exploring:

  • how to develop shared expectations among members of a Community of Learning | Kāhui Ako at key transition points to enable learners to move more seamlessly through their education journey
  • support for undertaking and sharing collaborative inquiry projects
  • how to recognise and spread great teaching practice across their communities so that students learn in better and more powerful ways.

Monitoring may include whether there is:

  • clarity of direction for learning
  • effective and adaptive teaching practices
  • collaboration with parents/whānau and community
  • rich opportunities to learn
  • progress of learning.

Expected Outcome: Plan is implemented and monitoring systems and processes are in place.

Undertake

Each Community of Learning will be at different stages of development for each key area within the six domains. The following terms are used to describe stages of progress within a Kāhui Ako: establishing, developing, embedding, and fully functioning.

The Development Map is not a tool to rate your progress, rather a guide to help you understand where you are now and where you might be heading in the future. The embedding and fully functioning indicators require signi cant changes in how we teach, and how we organise learning to maximise progress and achievement for every learner on their personalised pathway.

At any time, each Community of Learning | Kāhui Ako will be at a di erent stage of development and MoE describe points of progress as: establishing, developing, embedding and fully functioning.

Boards of trustees will be less involved in the Teaching domain but will be actively involved in the others:

Leading

Leaders of Communities of Learning | Kāhui Ako will hold themselves collectively accountable for the agreed outcomes for every student. They will nurture trusting professional relationships, a culture of collaboration, open communication and shared feedback. The impact of practice on learner outcomes will be reviewed collectively and evidence will be used to drive strategic planning, policies and processes. Collective leadership will be re ective of all communities across the Community of Learning | Kāhui Ako.

Evidence

Communities of Learning | Kāhui Ako will have a culture of collective improvement – reviewing e ectiveness by collecting and sharing data and evidence. Data management systems will be aligned to support sharing – data security and privacy arrangement will be in place.

Pathways

Communities of Learning | Kāhui Ako will represent a full educational pathway from year 0 to year 18 and beyond, each being able to demonstrate that improved transitions have increased learners’ progress and achievement.

Partnership

Communities of Learning | Kāhui Ako will establish relationships with their communities built on open and transparent communication, including collaboration with Iwi and engagement with local employers. They will be able to show how communities are active in improving learning outcomes.

Building

Resources will be exible and in alignment with the Community of Learning’ | Kāhui Ako’s vision and achievement challenge(s), the needs and goals of the local community and learners. Resourcing will be targeted to where it will have the greatest collective impact.

Frequently Asked Questions

Possible considerations:

  • Regular monitoring of progress on actions in relation to a planned timeline.
  • Monitoring of progress in relation to goal/s:
    • Identifying methods of measurement of progress – using ‘Basket of Evidence’ approach.
    • Views of parents, ākonga/students , kaiako/teachers and others.
    • Collecting and aggregating kura/school data without compromising privacy.
    • Evidence of growth of professional capability.
    • Evidence of improved student confidence in their ability to succeed.
    • Agreed on a small number of common measurements.

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We’re working with Communities of Learning on a ‘smart tool’ to help their members to collaboratively design a quality, local curriculum for their learners.

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This is the first of a series of iterative reports which draw together what ERO knows about CoL | Kāhui Ako, as they move from establishment to implementation. This report is based on information collected from schools (that are already members of a CoL | Kāhui Ako) during their regular ERO evaluations; information gained from the workshops ERO has conducted with CoL | Kāhui Ako and from the in-depth work we are doing alongside one CoL | Kāhui Ako (information was collected in Terms 2 and 3, 2016 from 82 schools representing 40% of the current 148 CoL and 20 workshops conducted nationally during 2015 and 2016).

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