Date
27 September 2021

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)

Source:
Education Review Office

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.

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.

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

Website

Whai whakaaro – Reflect together

Publisher: He Pikoura

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Next steps

More suggestions for implementing the strategy “Coordinating community and cluster-wide learning support”:

Return to the guide “Collaborative planning for learning”

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