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Cluster review

Cluster reviews include self-initiated and externally-initiated reviews. These reviews consider evidence of what has worked or not, whether outcomes have been met and any barriers. They also identify trends and future needs.

Self-initiated review

Cluster self-initiated reviews are part of an ongoing cycle of continual reflection and improvement:

  • reflection on governance, management, RTLB practice and service provision
  • review of operating systems, cluster policies, protocols, processes and procedures
  • review of strategic planning goals
  • review of outcomes for students.

To ensure a self-initiated review identifies areas for improvement and development, a peer review process provides an external viewpoint, impartiality and rigour to the review.

Peer review

A peer review is initiated and funded by a cluster. A peer review should be initiated at least once in each 3-5 year strategic planning cycle.

Peer reviewers - a principal and a cluster manager, preferably each from different clusters in other regions, help facilitate the peer review process. The peer reviewers, in collaboration with the cluster, focus on:

  • evidence of what is working
  • what hasn't worked
  • what are the constraints
  • outcomes achieved
  • trends and patterns
  • identification of needs
  • opportunities that exist
  • recommendations for next steps. 

The strategic plan may need to be adjusted in light of this review. The following year’s action plan should be developed on the basis of the reflection and review outcomes. 

The PDF below includes the diagram that summarises a suggested cluster self-initiated peer review process.

RTLB Governance and Management Manual V1.0 January 2015 - cluster review (PDF, 535 KB)

Externally-initiated reviews

Education Review Office (ERO)

In February 2016, ERO introduced its new focus, which specifically addresses accelerating student achievement for Māori. From term one 2016, all primary school reviews (full primary and contributing) will start with a line of questioning that investigates what the school knows about the names, numbers, strengths and needs of those Māori students for whom the school has specific strategies in place to accelerate their learning. ERO’s scope will become broader over time, including what schools tell review teams about all students for whom acceleration is a priority.

As part of this focus, ERO may engage the Resource Teacher: Learning and Behaviour (RTLB). ERO’s main interest will be the programmes that are put in place and the difference RTLB intervention is making. The majority of this information will come from reading documents and talking with staff and trustees in the school being reviewed, rather than directly from the RTLB.

ERO is contracted to audit the teacher registration and practising certificate process on behalf of the Education Council.  When RTLB are employed by a school undergoing an ERO review, their teacher registration will be audited if their practising certificate has been endorsed by the professional leader of that school, or renewed in the six months prior to the ERO review.

From time to time, the Education Review Office will conduct a focussed review of RTLB clusters.

Ministry of Education
  • From time to time the Ministry may conduct a review of an RTLB cluster. 
 

Content last updated: March 2017

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