Exceptional results in two small schools with deeply committed leadership.
Jenny Dodd
Robyn Foster
Heather Barrar
Two small schools, Korokonui and Glendene, commenced RT3T PLD in 2024, and their senior leaders were enthusiastically supportive throughout.
Korakonui School is a rural full primary school in South Waikato. Their current roll is just under 200 children. Students are predominantly Pākehā, with about 20% Māori and other ethnicities.
Towards the end of their first year of RT3T PLD, the Year 4-8 teachers and TAs observed and recorded improvements in their children’s leadership, teamwork and communication skills, and in the way children supported and encouraged each other in their learning.
Teachers did not expect that their students would have such impressive results on asTTle Reading. The percentage of students at or above expected levels increased from 23% to 43%, with consistency across Year levels. The scores on asTTle Deep Thinking showed the most marked gains. See the second graph above. One student with autism made a shift of 5 sublevels, from 2P to 4B.
Glendene School is a small school in West Auckland with 70% of their students identified as ESOL, and a high level of transiency.
After the initial RT3T PLD, senior leaders and teachers at Glendene were very excited with the progress made by their students, and especially with the gains made by their ESOL students. The percentage of ESOL students achieving at and above expected levels had shifted from 42% to 77%. See the box and whisker graph.
While these two small schools serve quite different communities, their results illustrate that with committed leadership and teachers, and highly skilled facilitators, the impact of RT3T is significant for our learners, teachers and leaders.
For more on results with primary and intermediate schools, visit: https://rteach.co.nz/rt3t/rt3t-results-in-schools