Key documents and resources to guide you through the rebuild.
To what extent is the school, especially students, able to articulate a collective view of what the school seeks to achieve for its ākonga, particularly Māori ākonga and priority learners?
Have all perspectives been sought; from students, whanau, teachers, iwi/rūnanga, cultural groups, the wider community and cluster/network/community of schools?
Recognising the importance of effective leadership and the ability to grow and support leaders, what theory of change is in use?
It is the teacher that makes the greatest difference (Hattie, J.) How is the school growing, supporting and ensuring the most effective pedagogical and systemic approaches to teaching and learning are in use?
To what extent is student participation varied and inclusive?
Has the school engaged with rūnanga and Māori whānau to interpret the cultural narrative and inform the rebuild programme and future curriculum?
Review and examine what is learnt (content) and how learning occurs (contexts) and how meaningful these are for akonga?
To what extent is the school clear about the ways teaching and learning will use space in relation to the school vision so this influences the build programme?
Does the school use an evidence base approach when planning ahead?. The impact of change is monitored and the information analysed and used to inform ongoing developments and communicate to family/whanau.