This report is a synthesis of findings from a wide range of evaluations carried out over recent years by the Education Review Office (ERO). As well as undertaking education reviews of schools and early childhood services, ERO produces system-wide evaluative information on significant educational issues, and publishes national evaluation reports on education sector performance and good practice.
Methodology
The compilation of this 2012 Evaluation at a Glance publication involved analysis of 15 national evaluation reports. National evaluation reports make use of information gathered through regular education reviews of schools or early childhood services, or by specialist review teams. They are designed to present a perspective on what is happening nationally with identified aspects of educational practice that are of particular interest to ERO, the Ministry of Education and other education agencies.
The evaluations included in this analysis are listed in Appendix 1.
For this 2012 Evaluation at a Glance report, ERO pulled together recurrent themes across these evaluation reports, with a particular lens on how teaching, leadership and management practices posed barriers to learning or, alternatively, promoted the learning of priority students.
Key Results
ERO has identified three key interrelated issues that need to be addressed to significantly lift the achievement of students, particularly for priority learners. These broadly relate to how well schools are focussing on providing education that addresses the needs of students.
The fact that the issues are: apparent in both primary and secondary schools; involve many learning areas and contexts; and have been identified in a range of national evaluations, means we simply cannot ignore them. In addition, the fact that many of the issues impact on our most vulnerable students – priority learners – indicates there is an urgent need to address them.
Firstly, and most importantly, ERO encourages schools to develop systems, processes and connections that put students at the heart of learning and teaching, rather than on the periphery of school decision-making and the curriculum. Secondly, considerable work needs to happen before primary and secondary teachers and leaders understand the permissive nature and intent of The New Zealand Curriculum, and implement responsive curricula in their schools. Thirdly, improvements need to be made in the ways schools engage in assessment and evaluation processes so that these are dynamic and responsive to information about students.