INGREDIENTS FOR
SUCCESSFUL STUDENT
EXPERIENCES
The proof is in the pudding
Terry Kraettli – Epsom Girls Grammar School
Craig Rosengrave – Burnside High School
Jenny Elder – James Hargest College
Mary Cherian Matthews – Awatapu College
Richard Kyle – Education New Zealand
INTERNATIONAL STUDENT BAROMETER:
SCHOOL SECTOR SURVEY
Participating NZ Schools
91
Number of students
2,162*
Key focus areas
Arrival (87.7%)
Headline results
Generally high levels of satisfaction
• 94% of students happy with their experience at their school
• 88% happy with their life in New Zealand
• 75% would recommend their school to others thinking of applying here
Areas for further focus
Arrival, making NZ friends and students feeling more welcome in NZ
*Students 16+ years of age
Learning (89.7%)
Living (88.4%)
Support (96.1%)
BACKGROUND
Identifying good practice
• ENZ emailed all schools to self identify if they
scored above average
• Initial interviews with schools to better
understand
• Deep dive interviews
• Case studies developed with a number of
schools
• Case studies explore the approach and
ingredients that contribute to a successful
student experience and international
programme
ARRIVAL
Terry Kraettli – Epsom Girls Grammar School
No second chance
You never get a second chance to
make a first impression!
ARRIVAL
ORIENTATION: a three day programme
Example of orientation components
• Buddy assigned pre arrival
• Orientation runs while school is closed
• Students meet Principal, International
and key academic support staff
• Students tested in English and Maths
• Campus tour plus all day tour of
surrounds and city
• Powhiri with whole school and host
families
• IT training, subject time tabling
• In class for last period of last day of
orientation
ARRIVAL
SELF REVIEW - REFLECTIONS AND ACTIONS
• The most qualified people to give you
feedback on how well you are doing
are the ones on the receiving end of
your services
• The feedback you receive should
either confirm that what you are
doing is working or prompt you to act
on improving your processes
LEARNING
Jenny Elder – James Hargest College
• International student action plans
• Always reflective and focussing on
continuous improvement
LEARNING
LEADERSHIP SUPPORT
• Dependent on the Principal and Board
understanding and supporting the
complexities of the international programme
RESOURCING
• Flexible and Needs Dependent
PROGRAMMES AND FACILITIES
• Variety of programmes with specialist
support
• Generous allocation for academic mentoring
• Extended library hours, dedicated
international teaching space
• Class sets of devices for internationals
LEARNING
SCHOOL CULTURE
Leadership
Staffing
Students
QUALITY
An international programme must strive to be
of the highest possible quality
LIVING
Craig Rosengrave – Burnside High School
PROGRAMME IMPROVEMENT
• Fresh set of eyes
• How do you know you’re doing a
good job
• Getting quantifiable data
LIVING
STUDENT SURVEY
Using Google Forms
• Why are we surveying?
• What do we want to find out?
• How will results be used?
LIVING
EVALUATE PRACTICE
• Self review can be used in a variety ways:
• Board reports
• ERO
• Code attestation
• Programme improvement
• Staff development
EXCEED EXPECTATIONS
• What have you promised – does your
whole programme deliver?
• How do you know you’re improving?
SUPPORT
• Protection
• Synergy
• Colour
SUPPORT
Resourcing
A Personal touch requires significant
investment:
•
Staffing
•
Programming - Welcome, orientation,
buddies, support staff, activities
•
Academic guidance and support
•
Development of culturally responsive and
differentiated programmes
•
Regular interviews and follow- up
•
Student well-being
SUPPORT
Over The Years
•
Look back to look forward
•
Belonging
•
Widen horizons
•
It’s a small world after all…
SUMMARY
Necessary ingredients for success
• Meaningful self review of all aspects of
your programme
• Student centric approach
• Appropriate resourcing to deliver quality
• Whole school approach – from Board to
staff to students to community
• Exceeding the expectations that you’ve
set