Posted by: PPTAweb
on 24, Aug, 2012
Tagged in:
teaching ,
teachers ,
student achievement ,
social disadvantage ,
schools ,
Office of the Auditor General ,
OAG ,
NCEA ,
Maori achievement ,
evidence ,
ERO ,
equity ,
Education Review Office ,
education politics ,
education policy
The Office of the Auditor General (OAG) has announced a 5 year foray into Māori education.
"School visits for education performance inquiry
Radio NZ, 22 August 2012
About 30 schools are to get a visit from from the Auditor-General's office, as part of a new drive to make regular checks on how well the education system is supporting Maori students." |
It seems the OAG has spare resources and is looking for work. The OAG document "Education for Maori: Context for our proposed audit work until 2017" is a document of somewhat selective references. It has a five year plan for this and a very very select group of advisors.
But why is the OAG duplicating work in an area that another statutory body is responsible for? It seems a wasteful duplication and use of the financial and human resources of government and schools.
The Education Review Office is set up specifically to evaluate and report on the education and care of students in schools and early childhood services.
Within the Education Review office the leadership team have extensive education experience and qualifications including in the area of Maori education.
"The Education Review Office (ERO) plays a valuable role as an agency for change in the education system. ERO has a quite specific legislative role – to review and report on the performance of schools and early childhood services. Increasingly, however, ERO regards its institutional reviews and national evaluation reports as levers for system change. ERO’s findings are used by services, schools, the Ministry of Education, and other policy agencies."
Posted by: PPTAweb
on 29, Nov, 2011
Tagged in:
teaching ,
teachers ,
students ,
student achievement ,
social disadvantage ,
schools ,
research ,
power ,
NZARE ,
National Standards ,
equity ,
education politics ,
CLASS ,
change
Growing inequities - so what?
Today was spent in Tauranga, participating in the NZARE (NZ Association for Research in Education) conference (well listening anyway).
Professor Robert Tierney was the opening keynote speaker "Growing inequities: how do we contribute" was the title of his address.
Posted by: Cynic
on 17, Aug, 2010
Been following stories and tweets about the name and shame approach of the Los Angeles Times’ article, “Who’s teaching L.A.’s kids?” (August 14th).
It led me to some interesting and valuable research including the IES report Error Rates in Measuring Teacher and School Performance Based on Student Test Score Gains:
Our results are largely driven by findings from the literature and new analyses that more than 90 percent of the variation in student gain scores is due to the variation in student-level factors that are not under the control of the teacher. Thus, multiple years of performance data are required to reliably detect a teacher's true long-run performance signal from the student-level noise. In addition, our reported sample requirements likely understate those that would be required for an ongoing performance measurement system, because our analysis ignores other realistic sources of variability, such as the nonrandom sorting of students to classrooms and schools (Schochet & Chiang, 2010, p.35)
Posted by: Observer
on 09, Jul, 2010
Associate education minister and trainee space cadet, Hon Heather Roy, has stumbled on the shambles that passes for an education policy in England and is advocating it here. Now anyone who has had the sad experience of teaching in a state school in England knows that it is not a system to emulate. Basically, the English system runs for the benefit of the elite private schools Eton and Harrow etc (though they call them public) and state schools are treated as either whipping boys or political footballs or both.
