Implement and monitor

Whakatinana ka aroturuki

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

  • support around sharing achievement data effectively
  • 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:

  • effective sharing of student achievement data
  • clarity of direction for learning
  • enhancement of teaching practices
  • collaboration with parents I whānau and community
  • progress in student achievement and learning across the community.

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


The Ministry of Education has developed a guide to support the development of collaborative practice within Communities of learning I Kāhui Ako. The guide is divided into six domains and each Community of Learning will be at different stages of development for each key area within the six domains. 

The development map for each domain 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 significant changes in how we teach, and how we organise learning to maximise progress and achievement for every learner on their personalised pathway.

Boards of trustees will be less involved in the teaching domain but will be actively involved in the others. 

The following terms are used to describe stages of progress within a Kāhui Ako: establishing, developing, embedding, and fully functioning.

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 the practice on learner outcomes will be reviewed collectively and evidence will be used to drive strategic planning, policies and processes. Collective leadership will be reflective of all communities across the Community of Learning | Kāhui Ako.

Evidence

Communities of Learning | Kāhui Ako will have a culture of collective improvement – reviewing effectiveness 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 flexible 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

How do we implement and monitor the plan?

Possible considerations:

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

What tools are available?

Ministry of Education has developed a set of teaching tools to help communities of learning collaboratively design a quality, local curriculum for their learners.

Read more

What impact are Communities of Learning | Kāhui Ako having?

In 2017, the Education Review Officer (ERO) produced an iterative report which drew together what it knows about Communities of Learning | Kāhui Ako, as they move from establishment to implementation. This report is based on information collected from schools I kura (that are already members of a Community of Learning | Kāhui Ako) during their regular ERO evaluations; information gained from the workshops ERO has conducted with Communities of Learning | Kāhui Ako and from the in-depth work the ERO is are doing alongside one Community of Learning| Kāhui Ako (information was collected in Terms 2 and 3, 2016 from 82 schools representing 40% of the current 148 Communities of Learning and 20 workshops conducted nationally during 2015 and 2016).

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