Te aromihi pouako e puta ai ngā ihu o ngā ākonga Māori

Aorangi School (vignette)

Aorangi School is a decile 2, year 0–6 school in Rotorua. It has 140 students, 88 percent of whom are Māori. The principal, deputy principal, and a parent were interviewed for Ruia.


Appraisal at Aorangi School is an ongoing process throughout the school year.

To reduce teacher workload at the beginning of the school year, the bulk of achievement data that informs the year’s appraisal goals is gathered at the end of the previous year.

The leadership team collates and analyses the data and looks for trends and patterns before discussing it with the rest of the staff.

Together, the staff and board of trustees set school goals for student achievement that are clearly linked and articulated in all key documentation, from the school charter through to the school’s annual goals and in appraisal goals. These decisions inform discussion and decision-making about resourcing.

The staff also sets collegial professional development goals that are in line with the goals for students.

For example, the charter states that one of the school’s strategic goals for 2011–13 is: “By promoting te reo Māori me ōna tikanga, children will value their Māori heritage, be proud to be Māori, demonstrate high levels of self-esteem, and believe in themselves as high achievers.” In 2011, the school’s specific objective in relation to this outcome was: “Strengthen the delivery of te reo Māori me ōna tikanga in all classes.”

The actions required to achieve this objective included: “Continue providing regular professional development in te reo Māori me ōna tikanga at staff meetings.”

Progress was to be measured against the outcome “All students have the opportunity of learning te reo Māori me ōna tikanga delivered effectively by their classroom teacher.”

Each teacher also meets individually with the principal and sets confidential goals. These goals are revisited each term with ongoing self-assessment against the professional standards.

The teachers have to use evidence of student achievement to show that they are meeting their goals. They also have classroom observations to examine the link between their practice and their students’ achievement.

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