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are welcome and their learning needs addressed. partnerships that succeed in engaging parents with the learning of their children have been shown to contribute to improved student outcomes (biddulph et al, 2003
to back this claim. the community is authentically engaged - not simply ‘consulted’ - so that families self-determine the direction of their children’s education. this includes robust dialogue
and check that the hopes and aspirations contained in your charter are still relevant to your school, students and community. plan how you will engage parents, whānau, iwi, the students themselves
. we really encourage our young people to be involved with, to participate in, and to contribute to the school community, and hopefully they will continue what they have learnt when they leave ... ></iframe> institutional bias "we cannot expect students to engage in learning in a system that mirrors the racial and ethnic bias that they experience on a daily basis." research has shown that institutions and systems
about building relational trust. i actually had an action plan for it, because i realised it’s so essential to have those relationships and to build that trust to engage people so that we can develop our
are workers who do or may have regular or overnight contact with children, without a parent or guardian being present. the children's act 2014 introduced: more comprehensive safety checking
-equipped to navigate their increasingly non-linear and unpredictable futures.” 3 – engaging with digital technology in ways that strengthen the character and values of public education educators will need
attendance - in place and regularly reviewed attendance expectations and monitoring procedures in written form for students, parents, and caregivers attendance expectations emphasised in teachers
. with the board, develop and then implement a school vision with shared goals and values focused on enhanced engagement and achievement (academically, socially and culturally) for all students. promote
the school community. this occurs with parents as kaiako, with community as supporters, with each other in the practice of leadership, with and between students as tuakana-teina-learning buddies. school
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