Date
16 August 2020

Coordinate partnerships with community, trade and tertiary providers, and learning support agencies

Suggestion for implementing the strategy ‘Support effective transitions’

Coordinate community partnership

Coordinate community partnership

Establish an advisory team to:

  • share students’ aspirations and interests with community, employer, and tertiary representatives 
  • build shared understanding of student diversity
  • identify and coordinate opportunities and shared programmes for students such as tertiary high school 
  • identify possible community mentors for students
  • keep the school up-to-date with community plans and priorities
  • monitor and refine the effectiveness of school-wide transition support for all students.

Ensure a diverse representation of students is included in the team.

Find community mentors

Find community mentors

A community mentor or supporter beyond immediate family can have a positive impact on students' confidence and access to opportunities. 

Let your community know you are always looking for local people who:

  • will be good advocates and allies
  • can provide practical help (with transport, for example)
  • can help solve problems
  • can be a mentor
  • can support students to find relevant information
  • are good listeners.

Plan successful transitions

Plan successful transitions

Principal, Peter Heron describes how to support successful student transitions into the workforce.

Key messages are in this PowerPoint presentation.

Partner with established support services

Partner with established support services

Students need coherent support.

Work in partnership with those professionals already in established relationships with students and whānau, such as:

  • resource teachers of learning and behaviour, resource teachers of literacy, and learning support staff 
  • resource teachers: vision 
  • resource teachers for the deaf 
  • Physical Disability Service, including occupational therapists and physiotherapists 
  • psychological, psycho-social or chronic mental health services, Te Aho o Te Kura Pounamu The Correspondence School, Regional Health Schools, and Youth Services.

Utilise their experience and networks in the development of inclusive school-wide processes.

Source: Adapted from: 16 and 17 year old learners ‘at risk’ of low achievement and poor outcomes – Identifying opportunities for, and barriers to, achievement of NCEA Level 2 and effective transitions (opens in a new tab/window)

Partner with tertiary learning support teams

Partner with tertiary learning support teams

Build relationships with learning support and disability services at tertiary institutions.

Utilise their experience to:

  • build greater understanding of the skills and competencies students will need when they transition to tertiary education
  • increase opportunities for more personalised transition processes responsive to each student’s needs.

 

Useful resources

Useful resources

File

Ministry of Social Development National Contracts Advisors

Publisher: Ministry of Education | Te Tāhuhu o te Mātauranga

Download PDF (87 KB)

Website

Careers NZ – Practitioners

Publisher: Careers NZ

Visit website

Website

Youth Service – Providers by region

Publisher: Youth Service

Visit website

Next steps

More suggestions for implementing the strategy “Support effective transitions”:

Return to the guide “Preparing students to leave school”

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