title: Is there a match between the Education Review Office's identification of concerns and the Ministry of Education's Statutory Intervention in schools on Supplementary Review in specific case studies?

authors: Manion, Cynthia

subjects: Statutory Intervention

abstract: Abstract

In New Zealand's compulsory education sector quality assurance is undertaken by the Education Review Office (ERO). When a school is found to be less effective than is acceptable through the triennial review process, ERO may return to review that school within six or twelve months. This Supplementary Review is identified to the Ministry of Education (MOE) which has several levels of intervention at its disposal which can be employed singularly or in concert to improve the school.

Despite the support and interventions funded and/or managed by MOE, some schools have consecutive Supplementary Reviews and some remain under Statutory Intervention for several years. Commonalities among these schools that repeatedly or consistently present as 'at risk'  may indicate a need for greater or different support or intervention. Self managing schools, while effective for many schools, may not be a workable and sustainable proposition for others. This may well be particularly true for those schools identified as 'at risk'.

This paper considers ERO's process to identify schools 'at risk' and subsequent interventions employed by MOE to support the Principal and Board of Trustees in addressing improvements required within the school. Statistics and document analysis were used to extract data from documents with findings presented as a series of tables. It seeks a match between what is identified by ERO and the Statutory Intervention engaged by MOE. It explores the commonalities of schools under Statutory Intervention and on Supplementary Review. Practice in other countries is also considered in an effort to understand and contextualise the ideas and beliefs that support these approaches. 
 
While there is evidence ERO identifies teacher and Principal performance as major areas of concern, lead issues for Statutory Interventions in the same schools focus on the performance of the Board of Trustees as those with the responsibility of governing the school. The focus on governance to improve school performance is not working for some schools, more or different support may be necessary to effect positive change. The balance between capacity building, incentives and accountability for all involved in schools with Statutory Interventions, appears necessary for those with the capacity to improve.

text: Is there a match between the Education Review Office's identification of concerns and the Ministry of Education's Statutory Intervention in schools on Supplementary Review in specific case studies? Abstract

In New Zealand's compulsory education sector quality assurance is undertaken by the Education Review Office (ERO). When a school is found to be less effective than is acceptable through the triennial review process, ERO may return to review that school within six or twelve months. This Supplementary Review is identified to the Ministry of Education (MOE) which has several levels of intervention at its disposal which can be employed singularly or in concert to improve the school.

Despite the support and interventions funded and/or managed by MOE, some schools have consecutive Supplementary Reviews and some remain under Statutory Intervention for several years. Commonalities among these schools that repeatedly or consistently present as 'at risk'  may indicate a need for greater or different support or intervention. Self managing schools, while effective for many schools, may not be a workable and sustainable proposition for others. This may well be particularly true for those schools identified as 'at risk'.

This paper considers ERO's process to identify schools 'at risk' and subsequent interventions employed by MOE to support the Principal and Board of Trustees in addressing improvements required within the school. Statistics and document analysis were used to extract data from documents with findings presented as a series of tables. It seeks a match between what is identified by ERO and the Statutory Intervention engaged by MOE. It explores the commonalities of schools under Statutory Intervention and on Supplementary Review. Practice in other countries is also considered in an effort to understand and contextualise the ideas and beliefs that support these approaches. 
 
While there is evidence ERO identifies teacher and Principal performance as major areas of concern, lead issues for Statutory Interventions in the same schools focus on the performance of the Board of Trustees as those with the responsibility of governing the school. The focus on governance to improve school performance is not working for some schools, more or different support may be necessary to effect positive change. The balance between capacity building, incentives and accountability for all involved in schools with Statutory Interventions, appears necessary for those with the capacity to improve.

year: 2008

title: A combined phrase and thesaurus browser for large document collections

authors: Paynter, Gordon W.

subjects: computer science

abstract: A browsing interface to a document collection can be constructed automatically by identifying the phrases that recur in the full text of the documents and structuring them into a hierarchy based on lexical inclusion. This provides a good way of allowing readers to browse comfortably through the phrases (all phrases) in a large document collection. 
A subject-oriented thesaurus provides a different kind of hierarchical structure, based on deep knowledge of the subject area. If all documents, or parts of documents, are tagged with thesaurus terms, this provides a very convenient way of browsing through a collection. Unfortunately, manual classification is expensive and infeasible for many practical document collections. 
This paper describes a browsing scheme that gives the best of both worlds by providing a phrase-oriented browser and a thesaurus browser within the same interface. Users can switch smoothly between the phrases in the collection, which give access to the actual documents, and the thesaurus entries, which suggest new relationships and new terms to seek.

text: A combined phrase and thesaurus browser for large document collections A browsing interface to a document collection can be constructed automatically by identifying the phrases that recur in the full text of the documents and structuring them into a hierarchy based on lexical inclusion. This provides a good way of allowing readers to browse comfortably through the phrases (all phrases) in a large document collection. 
A subject-oriented thesaurus provides a different kind of hierarchical structure, based on deep knowledge of the subject area. If all documents, or parts of documents, are tagged with thesaurus terms, this provides a very convenient way of browsing through a collection. Unfortunately, manual classification is expensive and infeasible for many practical document collections. 
This paper describes a browsing scheme that gives the best of both worlds by providing a phrase-oriented browser and a thesaurus browser within the same interface. Users can switch smoothly between the phrases in the collection, which give access to the actual documents, and the thesaurus entries, which suggest new relationships and new terms to seek.

year: 2001

title: Sharing the basket: Delivery options for Te Mātāpunenga

authors: Rumbles, Wayne

subjects: law

abstract: This chapter explores some of the options to achieve delivery of Te Mātāpunenga to these end users and briefly identifies some issues to be considered. Te Mātāpunenga has had a long gestation and has been the topic of discussion in some form or other at nearly every Advisory Panel meeting of Te Mātāhauariki Research Institute. Many of those discussions centred on the people who were going to use the material and how it was to be delivered.

text: Sharing the basket: Delivery options for Te Mātāpunenga This chapter explores some of the options to achieve delivery of Te Mātāpunenga to these end users and briefly identifies some issues to be considered. Te Mātāpunenga has had a long gestation and has been the topic of discussion in some form or other at nearly every Advisory Panel meeting of Te Mātāhauariki Research Institute. Many of those discussions centred on the people who were going to use the material and how it was to be delivered.

year: 2010