Secondary student achievement

Design elements

Target for support (strengths and needs)

This PLD is focused on secondary schools where student achievement, particularly for priority learners, is below expected levels.

Expected outcomes

The purpose of this contract is to offer professional learning and development (PLD) services to all secondary schools to support a system-wide shift for secondary school middle leaders (and teachers) that focuses on:

• ensuring the success of every student with a specific focus on the potential and success of the target student groups – Māori learners, Pasifika learners, and learners with special needs – to develop the competencies and qualifications they require via a range of relevant pathways such as The Youth Guarantee, to improve access to tertiary, work training and/or employment
• the implementation of The New Zealand Curriculum (NZC) and Te Marautanga o Aotearoa (TMoA), and the realigned National Certificate of Achievement (NCEA) achievement standards to develop a coherent school-based curriculum to reflect the intent of the national curriculum framework across years 9-13
• the development of teachers’ literacy and language knowledge and skills to attend to the language demand in each learning area.

Culturally responsive PLD services to secondary and area schools in the Ministry of Education Southern and Central South regions that:

• ensures effective implementation of the national curriculum, implementation of the NCEA realigned achievement standards, and the development of effective literacy and language practices within and across curriculum areas to develop a coherent school-based curriculum to reflect the intent of the NZC across years 9-13
  (This requires PLD to:
• develop the capacity of secondary middle leaders (and teachers) to effectively redesign schools’ teaching and learning programmes and assessment practices to ensure alignment with both the NZC achievement objectives and the new NCEA achievement standards 
• develop the literacy and language knowledge and skills of all secondary middle leaders, literacy leaders (and teachers) to incorporate effective literacy and language practices within and across learning areas.)
• are responsive to identified national, regional, school, middle leader, and teacher needs within and across learning areas
• build the capability of schools and schools’ leadership for continuous improvement in raising student outcomes
• accelerate the progress of students who are traditionally under-served by the education system to ensure the attainment of worthwhile qualifications
• integrate theory and classroom practice through teaching as inquiry.

Outcomes for students

Evidence of:

• improved achievement in NCEA and, for Māori and Pasifika students in particular, achievement that is in line with the targets in Ka Hikitia and the Pasifika Education Plan
• increased engagement in learning through teaching programmes that build on evidence and students’ diverse interests, experiences, identity, language, and culture, and inquire into their learning strengths and needs; in particular, Māori and Pasifika students, and students with special education needs.

Outcomes for middle leaders (and teachers)

Evidence of:

• enhanced capability to lead pedagogical change within learning areas with regards to curriculum levels 6-8 in particular; understanding that students must be well supported/scaffolded from lower curriculum levels so as to develop the knowledge, skills, and competencies demanded by curriculum levels 6–8 and NCEA standards
• enhanced capability to further develop pedagogical content knowledge for 21^st century learning and knowledge of the language demand within their learning area/specialist subject
• enhanced middle leadership capability to work with senior leaders to contribute to the development of quality learning pathways to meet the needs of diverse learners. 

Outcomes for school leaders

• Enhanced middle leadership capability to contribute to school-wide coherent curriculum review and effective pedagogical practice. 
• Senior leadership recognition and the systemic support of middle leaders to achieve the outcomes of this contract.

Outcomes for professional learning communities

Effective learning-focused professional learning communities, focused on evidence building discussions around dimensions such as professional learning, the effectiveness of teaching and learning, inclusive school cultures, collaborative problem-solving, and reflective practice.

Delivery design (who, how long, interactions)

This would involve a commitment of a minimum of one year.

How will the support contribute to classroom practice (tier1) and school capability?

This support provides improvement at the school cluster, leadership, and classroom level.

How will the support contribute to building educationally powerful relationships with parents, whānau/family, hapu, iwi, and community?

Secondary Student Achievement professional learning and development includes:

• the development of teacher knowledge about the value and importance of linking learning at home with learning at school
• a focus on ensuring that all parents and whānau are supported to understand where their children are currently at in their learning, and what their next learning steps will be
• a focus on the importance of culturally responsive learning and teaching that values the cultures, identities, and languages of all learners and their parents, families, and whānau.

Methods of delivery and time commitment

On-site, in-depth PLD and workshop and cluster meetings will form the delivery model.

A focus of the in-depth work will be the use of school data to inform the support.

Facilitation will include:

• the use of review tools to explore teaching and learning initiatives
• the analysis of NCEA achievement data with specific reference to Māori and Pasifika students and, where relevant, students with special education needs.

Workshops will address understanding, planning, and implementation of coherent learning initiatives aligned to the NZC, which reflect student need and their identity, language, and culture. The use of aligned achievement standards, literacy and numeracy standards, culturally responsive pedagogy to improve achievement for Maori and Pasifika, and evidence-informed inquiry, will be an integral part of workshops and clusters.

How is support monitored and measured in terms of outcomes?

Ongoing monitoring of changed teacher and leader practices, linked to increased student achievement.

What needs to be sustained?

Support for teachers and leaders to change their teaching practices in ways that ensure achievement gains for all learners, particularly priority learners.

Return to top