Ashburton Guardian, Tuesday, August 27, 2013

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Tuesday, August 27, 2013

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Damning report on college BY MYLES HUME

achievement, the ERO found. Ashburton College principal Grant McMillan said he acknowledged the findings, but felt it had “undersold” the improvements the college had made during the past three years. He said cutting costs, redundancies, teaching initiatives and new school buildings were among the factors that spurred “a lot of change” to improve the college, but caused a disconnect with some staff. The report said: “ERO is not confident the college can successfully create a positive staff culture between teaching staff and the school leadership without external support.” Although they are im-

MYLES.H@THEGUARDIAN.CO.NZ

Ashburton College has been given a damning report card by the Education Review Office and has asked for outside help to repair a troubled culture among staff. Yesterday, the Education Review Office (ERO) released its latest report on Mid Canterbury’s biggest school which revealed “a lack of trust, respect and confidence in the school’s leadership affecting the morale of teaching staff ”. The fragmented relationship was hampering the college’s ability to improve

proving, Ashburton College’s NCEA results failed to reach the national average and did not meet the college’s expectations, with the ERO recommending a greater focus on Maori and Pacific pupils. That’s despite the college implementing a range of initiatives which have lifted Maori and Pacific achievement, including a project run with the University of Canterbury. “The school’s plans for lifting achievement of Maori and Pacific students need to be more extensive, collaboratively developed with staff and whanau, and used,” assessors said. However, the ERO did acknowledge the college’s work to increase attendance and behavioural management structures, while teachers had bene-

fitted from professional learning groups to share ideas on teaching. The Board of Trustees told the Guardian external support is being sought from several fields to help to mend the staffing culture, and it will be working closely with the Ministry of Education. Mr McMillan said an advisory group consisting of himself and three teachers had been set up to improve in-house communication. Also a survey had been distributed among staff to get feedback, looking at eight key areas of the school, including morale, organisation and the physical working environment. “The next thing to come is the big challenge of how we manage the tempo (to further lift achievement) and make sure staff members don’t feel like there is too much change,” he said.

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MAIN POINTS

The good ■ Improved the way achievement information is gathered ■ Useful initiatives implemented to improve Maori and Pacific outcomes ■ Increase student attendance ■ Strengthened behaviour management ■ The board has better governance of the college ■ Opportunities for teachers to share ideas and support

The bad ■ Significant disconnect between teaching staff and management ■ Communication between board, leadership and staff not transparent or timely ■ NCEA achievement below national average and college expectations ■ Considerable gap between Maori and non-Maori achievement ■ Need for higher achievement in literacy

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