Review, monitor, evaluate, and refine plans to ensure their effectiveness
Suggestion for implementing the strategy ‘Coordinating community and cluster-wide learning support’
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Overview
Overview
In planning for action, the cluster will need to:
- be clear about the problem or issues to be solved to ensure equity and excellence of outcomes for all learners
- understand what has to improve and how to improve it
- consider and select options guided by evidence and feedback from tamariki and whānau about what will make the most difference
- know where the capability and capacity to improve lies and identify what (if any) external expertise is needed
- identify the actions to be taken and why and what success looks like
- allocate the resources necessary to take action.
Source: Education Review Office (opens in a new tab/window)
Connect frequently in real time
Connect frequently in real time
Effective collaboration is characterised by dense, frequent sharing of knowledge among participants, with the aim of addressing the identified challenges.
Members of highly effective groups interact frequently among themselves, focusing on refining and consolidating professional practice.
They also connect outwards to gain new knowledge that will complement what they already know and to maintain connections with, and participate in, larger networks.
Collaborative inquiry and working that challenges thinking and practice
Source: Education Review Office (opens in a new tab/window)
The power of robust inquiry
The power of robust inquiry
To be most effective, involve school-leads in inquiry-focused approaches to observe practice; listen to whānau, ākonga, and kaiako; and review current research.
Closed Captions
Using evidence to inform change
Using evidence to inform change
At Puketeraki Kāhui Ako, teachers share how they have used the findings from the collaborative teaching as inquiry to make changes to practice and share key learning with others.
Closed Captions
Checking progress reflection questions
Checking progress reflection questions
Have you made enough of a difference for all your children and young people?
Consider the following questions:
- what do ākonga tell you?
- what do parents and whānau tell you?
- what does the data tell you?
- Are any voices or perspectives missing? How can you make connections?
Data – go back to earlier data sources.
Note: Checking is essential; find appropriate tools and check the impact on marginalised groups.
Source: Ministry of Education | Te Tāhuhu o te Mātauranga (opens in a new tab/window)
Useful resources
Useful resources
Whai whakaaro – Reflect together
Whai whakaaro – Reflect together is the sixth stage of the RTLB and Learning Support specialists practice sequence. Throughout the life of a support plan, whai whakaaro focuses on collaborating as a team and reflecting regularly on progress against goals.
Publisher: He Pikoura
Next steps
More suggestions for implementing the strategy “Coordinating community and cluster-wide learning support”:
Return to the guide “Collaborative planning for learning”
How to use this site
Guide to Index of the guide: Collaborative planning for learning
Strategies for action:
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Collaboratively planning a universally designed learning environmentShow suggestions for Collaboratively planning a universally designed learning environment
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Making a collaborative learning support planShow suggestions for Making a collaborative learning support plan
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Coordinating community and cluster-wide learning supportShow suggestions for Coordinating community and cluster-wide learning support
