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STRATEGIC PLAN 2017 - 2019 STRATEGIC PLAN 2017 - 2019
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THE CANOPY - OUR VISION Treasured Ākonga who are:
• Inquiring Learners • Creative Thinkers • Skilled Communicators • Committed Team Players • Responsible Citizens
THE TRUNK - OUR PURPOSE
St Albans School purpose is to provide an environment where each child understands and is encouraged to
realise their full academic, social/emotional, cultural and physical potential.
THE ROOTS - OUR VALUES
The values that sustain us come from our history, which shapes our future.
COMMUNITY • Move together through a changing educational landscape.
• Collaborate with our community.
• Promote in learners a clear understanding of their identity and
their roles and responsibilities in the local, national and global
communities.
• Ensure our community is always informed and involved in
school programmes.
• Communicate effectively and deliberately with all members of
our community.
INCLUSION AND DIVERSITY • Foster transition practices ‘to and from’ St
Albans School.
• Recognise and celebrate the multicultural
diversity of our community.
• Strengthen ‘one kura – one school’
philosophy.
• Provide specialised teaching and learning
programmes to ensure personal excellence
for specific groups of learners.
• Provide access to all learning opportunities.
TEACHING AND LEARNING • Ensure our learners are prepared for a
changing and exciting future.
• Manage the pace of change through careful
planning, monitoring and self-review.
• Support continuity of existing ‘promising
practice’ and growth of new practices.
• Ensure a teaching and learning programme
and environment that challenges and meets
the needs of all learners.
• Work collaboratively with learners.
• Ensure all learners actively participate in a
comprehensive and vibrant co-curricular
programme that encourages excellence.
• Retain and attract professional, motivated
and passionate staff who are at theforefront
of educational pedagogy.
• Provide a dynamic and progressive
professional development programme for the
school and individual staff.
• Provide challenging, differentiated education
plans to meet the needs of all learners.
• Connect local environments and communities
to learning.
• Embrace the opportunity that technologies
provide to enhance learning and prepare
learners for the future.
• Empower learners in their sense of self-worth.
RESOURCES FINANCE
• Utilise the financial resources available to the
school responsibly and prudently.
• Increasing our access to alternative funding
methods.
PHYSICAL ENVIRONMENT
• Create appropriate and innovative learning
spaces.
• During construction phases ensure learners
are safe and able to continue to achieve.
• Build and maintain a culture of pride and
respect for the environment and its
sustainability.
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TE ĀHURU MŌWAI – TŌ MĀTOU MOEMOEĀ Ko ngā ākonga:
• He ākonga pakirehua • He ākonga auahatanga • He ākonga e kaha ana ki te whakawhiti
kōrero • He ākonga ka tū ngātahi • He ākonga ka noho haepapa
TE TINANA – TŌ MĀTOU ARONGA
Ko te aronga o Te Kura o Hato Opani kia whakaritea he kura e poipoia ana te tamaiti kia eke ki tōna ake taumata – ā-mātauranga, ā-
whānau/hinengaro, ā-ahurea, ā-tinana hoki.
NGĀ PAKIAKA – Ō MĀTOU UARA I ahu mai ō mātou uara mai i ngā wā o mua; kia whakatōmuri te haere
whakamua.
TE HĀPORI • Anga ngātahi ahakoa te hurihanga o te ao mātauranga.
• Kia tauawhiawhi te hononga ki te hāpori.
• Hāpaitia te māramatanga o te ākonga ki tō rātou ake mana
motuhake ki roto i tō rātou ake hāpori, te hāpori-ā-motu, te
ao whānui hoki.
• Whakamōhio atu, tautoko tahi atu i te hāpori ki ngā
āhuatanga o te kura.
• Ka whakaputa kōrero, ka whakawhiti kōrero ki te hāpori.
TE KAUAWHI ME TE KANORAU • Ka whakarite kia whakawhiti ki te kura o Hato
Opani, anō hoki, mai i te kura o Hato Opani.
• Me mohio, me whakanui hoki i te kanorau-ā-
iwi o te hāpori.
• Whakamanatia te whakaaro – ‘he kura kotahi’
• Whakaritea ngā hōtaka mā ia roopu ākonga
huhua ahakoa ko wai, kia whai i ō rātou ake
angitū.
• Ka whakarite huarahi ki ngā horopaki huhua.
TE WHAKAAKO ME TE AKO • Kia whakaritea te ākonga mō āpōpō, arā te ao
e hurihuri ana, te ao tīkorikori.
• Mā te whakamāherehere, mā te aroturuki, mā
te arotake ka tutuki ēnei hurihanga.
• Ka tautokona tonutia ngā akoranga e whai
hua ana heoi, ka aro hoki ki ngā akoranga
hou.
• Kia whakaritea ngā akoranga me ngā wheako
e wero ana, e tutuki ana i ngā hiahia o ngā
ākonga.
• Mahi ngātahi, kaiako mai tamariki mai.
• Ka whakarite akoranga autaia ki waho o te
akomanga mā tēna, mā tēnā, kia whai angitū.
• Kia mau tonu, kia whakapoapoa hoki i ngā
mātanga e kipakipa ana, e kohara ana ki te ao
mātauranga.
• He whakapau kaha kia haere tonu te
whakawhanake i te ngaiotanga o te kura me
te kaiako.
• He whakamāhere, he whakatinana hoki i
tētahi hōtaka ako e tika ana mā ia ākonga.
• Kia whai kia tauawhiawhi ngā hononga ngaio
ki te ako.
• Ka tauawhi i ngā hangarau e whaihua ana ki
ngā momo ākonga huhua mō ngā tau kei te
heke.
• Whakamana i te ākonga
RAUEMI TAHUA
• Mahia tikahia, matawhāiti hoki ngā rauemi
tahua o te kura.
• Tono atu ki ngā pūtea moni huhua
TE TAIAO
• Whakaritea ngā akoranga kia tika, ngā
akoranga hou hoki.
• Ahakoa te mahi hangahanga akomanga, kia
haumaru te kura kia taea tonutia e te ākonga
te ako.
• Whakaako atu i te whakaute me te whakahīhī
atu i te taiao kia whakauka mō ake tonu atu.
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STRATEGICGOALSANDACTIONSENHANCINGSTUDENTACHIEVEMENT
NAG1:Teachingandlearningprogrammes/assessmentpractices/identificationofspecialneedsNAG2A:NationalStandardsreportingStrategicGoalsWewillenhancestudentachievementby:1. Collaboratingwithinflexiblelearningenvironmentstobettermeetthediverseneedsofākongathrough:flexiblegroupings,usingteacherexpertiseandmaintaining
strongrelationshipswithākongaandwhānau.Teachersreflecting,engagingwithothers,critiquingandchallengingtheirbeliefsaboutteachingandlearninginordertoestablishteachingpracticesthatareknowntoimpactpositivelyonstudentoutcomes.Creatingculturallyresponsivelearningenvironmentsforallākonga.
2. UsingarangeofevidenceinrelationtotheNZCurriculumandtheNationalStandardstodesignandimplementabroadrangeoflearningexperiencesthatbuildonākongastrengths,addresstheirindividuallearningneeds,andsupportthemtobecomeengagedandsuccessfullearners,withaparticularfocusonthoseatriskofnotmeetingthestandards.Creatingculturallyresponsivelearningcontextsforallākonga.
3. BuildingcapabilitythroughourSTAr(Linc-ed)assessmenttool.4. Continuetoenhancesystemsforgatheringassessmentinformationshowingtrendsandpatternsfortheclassandforgroupsofākonga,withaparticularfocuson
prioritylearners:MāoriandPasifika,studentswithspecialneeds,withtherateofprogressovertimeasafocusforanalysis.5. Usingmoderationprocessestoinformtheiroverallteacherjudgements(OTJs)ofprogressandachievementwithstafffromlocalschools.6. MeettheneedsofTeTikangaRuaReothroughtheimplementationofNZCurriculumandNationalStandards;usingrichMāoricontexts.InvolvementintheMāori
MediumClustergroupandTLiF(teacherledinnovationfund)project.7. ToexplorethepotentialaKāhuiAko/CommunityofLearningoffersinordertoenhancestudentlearning,raisestudentachievementandmanageresources.
2017 2018 2019Studentachievementgoalswillbesetannuallyaswecompleteourcycleofself-review.(Seesection3)
Studentachievementgoalswillbesetannuallyaswecompleteourcycleofself-review.(Seesection3)
Studentachievementgoalswillbesetannuallyaswecompleteourcycleofself-review.(Seesection3)
Teachersworkingincollaborativehubs–phase2. Teachersworkingincollaborativehubs–phase3. Developmentofmodelforcollaborationandco-teaching.
BuildingonandrefiningStAlbansmodelforcollaborationandco-teaching.
Implementationofnewconceptual,futurefocusedcurriculummodel.
Secondyearofcurriculumimplementation. Reviewofnewcurriculum:whatworked,whatdidn’t,whatchanges?
Schoolbasedtargetedapproachtoacceleratinglearninginreading,writingandmathematics.
Schoolbasedtargetedapproachtoacceleratinglearningintheareasidentifiedforsupport.
Schoolbasedtargetedapproachtoacceleratinglearningintheareasidentifiedforsupport.
DevelopmentofnewLAAP(LearningAnalysisandAdvancementPlan)
ReviewofeffectivenessofnewLAAP(LearningAnalysisandAdvancementPlan).
ELLPsprofessionaldevelopmentforstaff. StaffcompleteELLPsforESOLākongaintheirfirsttwoyearsofEnglishlanguageacquisition.MaintaincurrentlevelofReadingRecoverysupport.ReviewReadingRecovery-continueorreplace?
Willbesetdependingontheoutcomeofthereview.
Establishmentoftargetedlearning‘intakecommittee’andon-linereferralprocess.
Reviewoftargetedlearning‘intakecommittee’initiativeandon-linereferralprocess.
Meetingtheeducationalneedsofchildrenwithspecialneedsandabilities–policiesandprogrammetargetedtotalentsandneeds.
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Develop‘LearningatHome’programmeforprioritylearnersandtargetgroupsprovidingonlinetoolsforwhānauuseathome.
Continueddevelopmentof‘LearningatHome’programme.
Reviewofthe‘LearningatHome’programme.
On-linereportingsystemSTAr(StAlbansReporting):Continuingtoevolveandstrengthenthewaywereportstudentachievementtowhānau.Identifiedannuallyinresponsetochangingneeds.
Setannuallyinresponsetothechangesintechnologyandtheneedsofākonga.Keycomponentswillinclude:digitaltechnologies–buildingcapacityandincreasingintegrationoftools,digitalsafety,futurefocusedcurriculum,ICTannualstrategyanpurchasing/leasing.
CompleteTLIF(TeacherLedInnovationFund)applicationwithlocalschools.
Years2and3TLiF(TeacherLedInnovationFund)innovationandprofessionaldevelopmentproject(ifsuccessful).
TeKāhuiClusterandMāoriMediumCluster-educationalplansandinnovationsaspertheactionplandevelopedbythecluster.ContinuetoexplorebecomingaKāhuiAko/CommunityofLearning.
Educationalplansandinnovationsfortheclusters/communityofschoolswillbeco-constructedannually(dependentonformationofKāhuiAko).
Communityconsultation:TeTikangaRuaReore.MLPF(MāoriLanguageProgrammeFund).
ACTIONSANDOUTCOMESFOR2017Action Outcome ResponsibilityImplementationofnewStAlbansSchoolCurriculumFramework.StrategicGoal2
Curriculumreflectsamorecollaborativeenvironment,makesstrongerconnectionsacrosscurriculumareas,includesalignmentofKeyCompetencies,schoolvalues,SOLOtaxonomyandisfuturefocused.Wewilldriveculturallyresponsivelearningcontextsforallākonga.Staffandākongawillbeabletoarticulatethe‘what’and‘how’ofteachingandlearningatStAlbansSchool.Successwillbemeasuredviatheappraisalprocess/learningwalks/studentoutcomes.
TeachersLeadershipPrincipal
Continuetoofferarangeofopportunitiestomeetthediverseneedsofourgiftedākonga.StrategicGoals1&2
Ourgiftedākongaparticipateinawiderangeoflearningexperiences:philosophy,leadership,FPS(FutureProblemSolving),Writing,TheArts,PhysicalEducation,Mathsproblemsolving,mediaproductions.Hubswillworkcollaborativelytodevelopenrichmentprogrammes,makingeffectiveuseofexternalandinternalexpertiseandopportunities.InformationwillberecordedontheLAAP(LearningAnalysisandAdvancementPlan).ContinuetoacknowledgegiftedākongawithinTeTikangaRuaReo.
SecondDPPrincipal
Theroleofourtargetedlearningprogrammeshasbeenmodifiedtoreflectthecollaborativeteachingapproachbeingintroducedthisyear.StrategicGoal1&2
Teachersandhubleadersworkwithstaffdedicatedtosupportingidentifiedākongatobettermeettheirneeds.Staff,ākongaandwhānauareawareoftherationale,policy,proceduresandrolesplayedinsupportingchildrenwithspecialneedsorthosenotachievingstandard.DevelopmentofnewLAAP(LearningAnalysisandAdvancementPlan)tosupporthubsinidentifyinglearnerneeds,strategisemechanismsforsupportandevaluatingprioritiesforfundingandsupport.
SENCOPrincipalIntakepanelTeachers
Targetedlearning‘intakecommittee’establishedformanagingallocationoftargetedresources,fundingandpersonnel.StrategicGoal1,2&4
Thenewlyestablished‘intakepanel’ensuresequitableandeffectiveuseoftargetedfunds.Theon-linereferralsystemisusedforalltargetedlearningrequests,excluding‘exceptions’asagreedduringthedevelopmentofthenewstrategy.Focusoneffectiveuseofadditionalresourcinganditsimpactonstudentachievementforprioritylearners.Ākongareceivingsupportmakeacceleratedprogress.
SENCOPrincipalIntakepanelTeachers
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Furtherdevelopassessmentforlearningkeyfeatures:highqualityinteractions,basedonthoughtfulquestions,carefullisteningandreflectiveresponses.StrategicGoals1,2&4
Teacherswill,throughregular,focused,professionaldevelopmentopportunities,furtherdeveloptheirunderstandingandpracticeinrelationtoAssessmentFORLearningandmakeeffectiveuseoftheStAlbansSchoolassessmentdocumentationandguidelinesresultinginashiftinpracticeandimprovedoutcomesforākonga.Progresswillbemonitoredthroughanalysisofobservations,TaIinformationandstudentachievementresults,ratesofprogressandtheupdatedLAAP(learninganalysisandadvancementplan)fortargetinglearnerneeds.Ouron-linereportingsystemSTArwillbeusedforteacherstokeeparecordoftheirprofessionallearning.Thiswillallowtheteamleadersandprincipaltofeedbacktotheteacherandprovideevidencetosupportthecommentary.
TeachersLeadershipPrincipal
Setappropriatestudentachievementtargets.StrategicGoals1,2&4
Monitoringandgatheringofrelevantdatarelatingtothestudentachievementtargetinmathematicsandwritingwillresultinongoinginterventionandsupportofākonganotmakingexpectedprogress.Datawillbegatheredinordertoinformprogrammesofworkandtotrackprogresstoensureprogrammesraisestudentachievement.
TeachersLeadershipPrincipal
DigitalTechnologies:buildingcapacityandincreasingintegrationoftools.StrategicGoal2
Ākonga(staffandstudents)willcontinuetobuildknowledgeandskillsinordertointegraterelevanttechnologies.ExpansionofBYOD(bringyourowndevice)programme:
o BYOD&GAFE(GoogleAppsforEducation)Y3-6o IntroductionofcodingandroboticsforY3-6o BYOD-iPadsY2
CompleteICTstrategicplanforcurrentyear:reviewleasesforschoolbaseddevicesandreviewlatesttools,appsandtrends.InvestigateuseofuserpaysforspecificICTrelatedactivities,aligningpracticestoNEG1(NationalEducationGuidelines).
e-learningteamLeadershipPrincipal
GatherstudentachievementdatainLiteracyandMathematicsbasedontheNationalStandards.StrategicGoals2&3
The2017school-wideassessmentandreportingschedulewillbeimplemented.SuccesswillbemeasuredviareportstotheBoardofTrustees.
TeachersUnitholdersLeadershipPrincipal
DevelopstrategicfocusforsupportingESOLākonga.StrategicGoal2
AresponsiveapproachwillbeusedtomeettheneedsofESOL.IntroductionofELLPswithprofessionaldevelopmentforstaff.Hubswillworkcollaborativelytodevelopprogrammes,makingeffectiveuseofadditionalsupport.Unitholderswilloverseeinvolvementofteacheraidesandleadparenteducationsessionsforfamiliestohelpthemunderstandtheworkingsoftheschool,itscurriculumandreportingsystems,aswellashelpingthemtomakestrongerconnectionswithotherfamiliesintheschool.
PrincipalUnitHolders
Developmentofmodelforcollaborationandco-teaching.StrategicGoals1&2
Hubpersonnelworkcollaboratively,focusingonrelationships,strengths,skillsandexpertise.Developsharedunderstandingsthatunderpinourapproachtocollaborationforallākonga(staffandstudents).Hardandsoftsystemsaredevelopedtosupportexcellence,whileembracinguniquenessandstrengthsofteachers,andfocusingontheirhauora.Useofcommonlanguagetosupportchangingmindsets.Articulationofthismodelforwhānau.
TeachersLeadershipPrincipal
Continuedfocusonmoderationandoverallteacherjudgements(OTJs).StrategicGoal5
TeacherswillbecomemoreskilledinmoderatingstudentworkandformingvalidOTJsexplicitlywithinintheareaofwriting.E-asTTleassessmenttoolwillbeusedschool-wide.Moderationofmathsresultsandmathematicalunderstandingswillbeafocus.
DriversofLearning:Lit&MathsTeachers
FurtherdevelopourTaI(TeachingasInquiry)components.StrategicGoals1&2
TheTeachingasInquirycyclewillfocusoneffectivepedagogiesresultinginimprovedoutcomesforākonga.EvidencewillberecordedonSTArandpresentedtothefullteam.
TeachersLeadership
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Establishingandbuildingonstakeholderrelationships.StrategicGoal1&7
Regularmeetingsbetweenclusterschools(TLiFClusterandMāoriMediumCluster).CompletionofTeKāhui’splannedstrategiesfor2017.ContinuetoexplorebecomingaKāhuiAko/CommunityofLearningwiththeinclusionofCGHSandCBHSasTeKāhuiClusterceasesattheendofJune.
PrincipalLeadership
Reportingtowhānauusingon-linereportingsystemSTArStrategicGoal3
GoalsettingfeatureswithinSTArarereviewed.Scheduleforreportingimprovesfeedbackandbettermanagesstaffworkload.SupportstaffreceiveprofessionaldevelopmentenablingthemtoreportprogressofākongaonSTAr.
DPTeachersTAs
TLiFapplication–EffectivePractice.(Ifsuccessfulbeginyearoneofprofessionallearning.)StrategicGoal1&2
Completethefoundationplanningtodevelopafuturefocusedtransdisciplinarycurriculumunderpinnedbyconsistenteffectivepractice,withinandacrossschoolsthatprovidestudentswithrichinquirytasksthatareculturallyresponsiveanddesignedtodriveengagement,studentagencyandstudentachievement.
PrincipalLeadTeachers
TETIKANGARUAREO-SPECIALCHARACTERPROGRAMMETheseareinadditiontotheactionsandoutcomesstatedabove.Hetāpiritangaatuēneikingāmahimengāhuakeirunga.
Action Outcome ResponsibilityMātewhaiitehuarahihoukitewhakaakoreorua,kamahitonungākaiakokitewhakapikiiteakorangairotoiTeTikangaRuaReo.Kaiakowillcontinuetoworktowardsimprovinglearningwithākongathroughacontemporaryapproachtobilingualcurriculumdevelopmentanddelivery.WhāingaRautaki(StrategicGoal)6
Tewhanaketangaingāpūnahaʻngawariʻmōtewhakaakongatahikiamōhioaingākaiakomengāākongakingāwhāinga,kiteāhuatangaotehirangahoki.Kiawhaihuangaiteāhuatangaoteōwehengahahakaongākaiakokingāākonga,kitehāpaiitepaetaetangamātewhakaakoarotahiirungaingātikangaakooteākongamengāhoropakiMāoritūturu.‘Softsystems’aredevelopedforthecollaborativeteachingapproachthatensuresallkaiakoandākongaareawareofexpectationsandwhatexcellencelookslike.Utilisethelowkaiako:ākongaratiotoraiseachievementthroughtargetedteachingthatrecogniseslearningstylesandauthenticMāoricontexts.Ensuringcommitmenttothedeliveryofthecurriculumeveryday.
KaiakoKaiwhakahaereRTMTumuaki
WhakawhanakeiteahureairotooTeTikangaRuaReo,hemeawhakaaturianātetirohangawhakamuametemahingātahi.FurtherdeveloptheculturewithinTeTikangaRuaReocharacterisedbyasharedvisionandcollaboration.WhāingaRautaki(StrategicGoal)6
Tehonongakingāwhānaukitewhakamāramaitetirohangawhakamuamengārautakiakoitemarautanga.Whakawhanakeingārautakimōngāwhānaukiamāramaaitetūkangaako,kiteāwhinahokiiteākongakitekāinga.Engagementwithwhānautofurtherclarifythevisionandstrategiesforlearning.Developingstrategiestohelpwhānauunderstandthelearningprocessandthereforebeablehelptosupportmoreinthehome.Forwhānautoparticipatein,promoteandsupportthetikangaofTeTikangaRuaReo.
KaiakoKaiwhakahaereRTM
Whakawhanakeingātikangaaromatawaiheiwhakaataitehoropakireorua.Developassessmentpracticesthatreflectthebi-lingualsetting.WhāingaRautaki(StrategicGoal)6
Hemāramaanōheahangātikangaewhakamahiaana,ā,mepēheatewhakamahi.Hemāramahokitewhakaōritetangamengāpāpātangaangawhakamuairotoingāwāhangaako.Hekanoraungātikangaaromatawaiirungaitehuarahimotuhakeoiaākonga.Thereisclarityaroundthetoolsbeingused,implementationofthesetoolsandmoderationofthetoolsinordertoincreaseratesofprogressincorecurriculumareas.
KaiakoKaiwhakahaereRTM
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PROVIDINGEFFECTIVESCHOOLORGANISATIONANDSTRUCTURENAG2:Documentationandself-reviewNAG3:EmploymentandpersonnelNAG6:Legislativerequirements
StrategicGoalsWewillprovideeffectiveschoolorganisationandstructureby:1. Ensuringtheappraisalcycleandprofessionaldevelopmentprogrammeisrobustanddirectlylinkedtoimprovedoutcomesforstaffandākonga.2. UsingarangeofevidenceinrelationtotheNZCurriculumandtheNationalStandardstoreportprogressandachievement,withaparticularfocusonthoseatriskof
notmeetingthestandards.3. Undertakingpolicyself-reviewasperSchoolDocscycleofreviewandincludecommunityconsultationwhereappropriate.4. Continuingtoencourageindividualstaffexpertise,interestsandpassions.Acknowledgementofstaff’spersonalhauora.
2017 2018 2019Professionaldevelopmentfocus:StAlbansConceptualCurriculum
Tobedecidedfollowinganalysisof2017professionaldevelopmentoutcomes.
Tobedecidedfollowinganalysisof2018professionaldevelopmentoutcomes.
PerformanceManagementprotocolsdevelopedlinkedtomajorprofessionaldevelopmentarea.
Performancemanagementlinkedtomajorprofessionaldevelopmentarea.FindingsfromPrincipal’ssabbaticalwillinformchangestoprocessesanddocumentation.
Performancemanagementlinkedtomajorprofessionaldevelopmentarea.
StudentAchievement:on-goingcollection,analysisandreportingofindividual,cohortandschool-wideachievementdatasettingspecificandchallengingexpectationsforākonga.o Term1Mathematics&Literacytargetdevelopment,
dataminesfortargetgroupso Term2Mathematics&Literacytargetgroupupdate,
mid-yeardataanalysiso Term4MathematicsandLiteracyanalysisofvariance,
targetreviewanddrafttargetsfor2018
StudentAchievement:on-goingcollection,analysisandreportingofindividual,cohortandschool-wideachievementdatasettingspecificandchallengingexpectationsforākonga.o Term1Mathematics&Literacytargetdevelopment,
dataminesfortargetgroupso Term2Mathematics&Literacytargetgroupupdate,
mid-yeardataanalysiso Term4MathematicsandLiteracyanalysisofvariance,
targetreviewanddrafttargetsfor2019
StudentAchievement:on-goingcollection,analysisandreportingofindividual,cohortandschool-wideachievementdatasettingspecificandchallengingexpectationsforākonga.o Term1Mathematics&Literacytargetdevelopment,
dataminesfortargetgroupso Term2Mathematics&Literacytargetgroupupdate,
mid-yeardataanalysiso Term4MathematicsandLiteracyanalysisofvariance,
targetreviewanddrafttargetsfor2020PolicyandprocedurereviewandcommunityconsultationwillbecompletedinlinewiththereviewcycleforSchoolDocs.
Recognitionofstaff’spersonalhauorabyprovidingtimelysupportandacknowledgementofworkloadthroughavarietyofmechanisms,e.g.,birthdaydays,redzones,greenstaffwelfarezones.
ACTIONSANDOUTCOMESFOR2017
Action Outcome ResponsibilityEnsuringtheappraisalcycleandprogrammeisrobustanddirectlylinkedtoimprovedoutcomesforstaffandākonga.StrategicGoal1
Arobustandmeaningfulmodelofteacher/principalappraisalwilloperatebasedonthePTC(practisingteachercriteria)andincorporateourTeachingasInquirycycle.TheprofessionaldevelopmentmodelwillsupportastrongfocusonCollaborativePractice:Future-FocusedEducation’.TeacherswilluseSTArtocompletetheirTeachingasInquirymodulesaspartoftheirperformanceappraisal.FindingsfromPrincipal’ssabbaticalwillinformchangestoprocessesanddocumentationfor2018.
LeadershipPrincipal
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Offeringadifferentiatedprofessionaldevelopmentmodel.Continuingtoencourageindividualstaffexpertise,interestsandpassions.StrategicGoals1&4
Personalisedprofessionaldevelopmentnegotiatedfollowingappraisalobservations.Unitallocationfor2017,buildingleadershipcapacitywithinteams,staffprofessionaldevelopmentopportunitieswillresultingrowthinstaffexpertiseandwillcaterforstaffinterestsandpassions.CompleteHBDIsurveysfornewstaff.ContinuetodelveintoHBDIteamprofiles,activitiesaimedatstrengtheningunderstandingofteamdynamics.
TeachersLeadershipPrincipal
UsingarangeofevidenceinrelationtotheNZCurriculumandtheNationalStandardstoreportprogressandachievement,withaparticularfocusonthoseatriskofnotmeetingtheexpectations.StrategicGoal2
DatareportstotheBoardwillreportprogressandachievementhighlightinggrouptrends&individualneeds.Teachers,teamleaderandleadershipwilltrackindividualsnotmeetingexpectationsandwillreportonwhatisbeingdonedifferentlytoimproveoutcomesfortheseākonga.Dataminesfortargetgroups,ReadingRecovery,ESOLandākongainvolvedinsupportprogrammes.
TeachersLeadershipPrincipal
Undertakingpolicyself-reviewasperSchoolDocscycleofreviewStrategicGoal3
SeeSchoolDocscycleforreview;includecommunityconsultationwhereappropriate. PrincipalBOT
PROVIDINGQUALITYLEARNINGCOMMUNITIESANDENVIRONMENTS
NAG4:Finance&propertyNAG5:SafephysicalandemotionalenvironmentStrategicGoalsWewillprovidequalitylearningcommunitiesandenvironmentsby:1. EnsuringtheAnnualBudgetisalignedwiththeidentifiedneedsoftheAnnualPlanGoals.2. TomaximisethepotentialthatinvolvementinTLiF(TeacherLedInnovationFund)clusterofferstoenhancestudentlearningandmanageschoolresourceseffectively.3. KeepingpacewithdevelopmentsinICTinrelationto21stcenturylearning.4. Applytoexternalfundinggroupstosupporttheimplementationofinnovations.5. EffectivemanagementofMLPF-(MāoriLanguageProgrammeFund)tosupportTeReolanguageacquisitionforākongawithinTeTikangaRuaReo.InclusioninMāori
MediumCluster’sTLiFinnovation.6. CompletetheMasterPlanningprocesswithMinistryofEducationpersonnelandotherassociatedparties.
2017 2018 2019ImplementtheFinancialManagementPolicyandProcedures.
MasterPlanningpropertydevelopmentplansandinnovationscompleted.
Engagein10YPPandcompleteallminorworks.
ICTcontractestablishedtoensuresystemsareworkingefficientlyandschoolinputintomanagingthesystemisreduced.Annualbudgetsupportsanequitableresourcing.MonitoringtheICTstrategicplanandbeingresponsivetochangingneedsandtechnologies,continuingtodevelopBYODprotocolsfollowingon-goingreview.
EnsureallMOEfundingpoolsareaccessedandutiliseexternalfundingpools.WorkwiththeKaiwhakahaereandKaiakointhemanagementoftheMāoriLanguageProgrammeFund.
Ensurethisinformationissharedwithwhānau,successandnextstepsreported.
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ACTIONSANDOUTCOMESFOR2017
Action Outcome ResponsibilityToensuretheAnnualBudgetisalignedwiththeidentifiedneedsoftheAnnualPlanGoals.StrategicGoal1
TheAnnualGoalswillbeachievedthroughadequatefundingintheannualbudget. PrincipalExecutiveOfficer
Tocontinuetomoderniseandupgradeteachingspaces.StrategicGoal2and6
On-going‘CollaborativePractice:Future-FocusedEducation’professionaldevelopmentwillassistusinplanningmoreeffectivelearningspaces/environmentsandtomakepertinentfurnitureandequipmentpurchases.MasterPlanningphasessetdownfor2017willbecompleted.Communication/educationforcommunitytosupporttheirunderstandingofthechanges.
PrincipalDPs
KeepingpacewithdevelopmentsinICTinrelationto21stcenturylearning.StrategicGoal3
ICTStrategicGoalsfor2017willbeestablished;includingpurchasing/leasing.GAFE(GoogleAppsforEducation),Haparaprofessionalsupport.Professionaldevelopmentforstaffinuseoftoolsandappstosupportlearning.ManagingtheintroductionofBYODprotocols;ensuringsafetyandsecuritysystemsarerobust.Learningsfromthe‘whitepaper’usedtoensureschool’sresponsibilitiesareupheld.BYOD(bringyourowndevices)extendedtoY2-6ākonga.Ensuringequityforthosewhocan/cannotsupportaBYODsystem;theschoolwillcontinuetofunddevicestoensureallākongahaveaccess.
Directorofe-LearningDPsPrincipal
Applytoexternalfundinggroupstosupporttheimplementationofinnovations.StrategicGoal4
Applyforfundingfor:AstroTurf,exteriorseating,andcomputerequipment.Establisharoleforacommunitymembertosupporttheseapplications.
ExecutiveOfficerBOT
EffectivemanagementofMLPF-(MāoriLanguageProgrammeFund)tosupportTeReolanguageacquisitionforākongawithinTeTikangaRuaReo.StrategicGoal5
Managethefundingfor2017.EmployexperiencedparttimekaiakotosupportTeReoprogrammedevelopmentandimplementationforākongawithidentifiedneeds.Consultwithwhānauregardinguseofthisfundingandtoprioritiseneedsandactions.UseofTLiF(TeacherLedInnovationFund)forMāoriMediumClustertosupportākongawithidentifiedlearningandbehaviourneeds.
KaiwhakahaereRTMPrincipal
11
BUSINESSASUSUALPLANStrategicGoal3Item Whoisresponsible Feb Mar Apr May June July Aug Sept Oct Nov/DecBOARDADMIN
BOARDADMIN Chairperson&Principal
AppointBOTChairperson&DeputyChairperson
Enrolmentzonereview&ballotapplications
FFPSReview
HrsOpenDaysOpenTeacherRegAppraisalsStaffPD
POLICYREVIEW PrincipalwitheachPortfolioholder Undertakingpolicyself-reviewasperSchoolDocscycleofreviewandincludeconsultationwherenecessary.
CURRICULUM
PLANNING&REPORTING
Principal
Approveannualandstrategicplans
MidYearStudentachievement
AnalysisofvarianceStrategicandAnnualPlans
ASSETMANAGEMENT
PROPERTYPropertyportfolioholder,H&S,Principal
MasterPlanningprocesswiththeMinistryofEducationandassociatedpersonnel.The10YRpropertyplanisonholdduringthemasterplanningprocess.
CONSULTATION
COMMUNITY ChairpersonPrincipal
WhānauHui
MeetingwithInternationalcommunity
WhānauHui
CmtyClimateSurvey
MeetingwithInternationalcommunity
WhānauHuiincludingMLPFresourceusefor2018
HealthConsultation
PRINCIPALAPPRAISAL Chairperson/BOTCommittee Principal
Appraisal Self-appraisal
Review&ReporttoBOT
STAFFAPPRAISAL PrincipalPrincipalnegPerf.Agreements
Observation,reflection,TeachingasInquiryCycle
HEALTH,SAFETY&WELFAREHAZARDIDENTIFICATIONandHEALTH&SAFETY
FirstDeputyPrincipalHSCRepSub-committee
IdentifyandRemedyReportTrialEvacuationReport
Presentedatveryboardmeeting
FINANCIAL
BUDGET Principal/FinancePortfolioholder/EO
Finalbudgetaccepted
Auditorreportsto
MoE Budgetreviewedand
amended Draftfor2018
Monthlyreportsonallboardincomeandexpenditure
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SECTION3RAISINGSTUDENTACHIEVEMENT–NEWZEALANDCURRICULUM
TARGETSFORRAISINGSTUDENTACHIEVEMENTINREADING/PĀNUI StrategicAim:
• Allteachersstriveforexcellence.• Toincreasestudentachievementinreading.
Resourcing:• Annualreadingbudget•ReadingRecoverybudgetandstaffing• BoTfundedSENCO• ESOLfunding(portionof)
StrategicObjectives:• Improveteachereffectiveness,pedagogyandpractice;• Developteachers’confidenceandabilityinteachingreading;• Addresstheneedsofākonga‘atrisk’or‘causeforconcern’inrelationtotheNationalStandardfortheiryear;• Continuetoincreaseachievementinreadingforallākonga;• Monitorstudentachievementinreading.
CurriculumArea:• English-reading
KeyCompetencies:• Usinglanguagesymbolsandtexts• Thinking• RelatingtoOthers
SchoolValues• Excellence• Fun• Creativity
AnnualObjectivesandAims:• AllākongawhoarenotachievingsuccessinrelationtotheNationalStandardforreadingwillhaveachievedaccelerated(morethanoneyear)progressoverthe
year.• IncreasethenumberofākongaachievingatorabovetheNationalStandardforreading.
2017AnnualTargets:• Ākonganotachievingsuccessinrelationtothe‘after1year’NationalStandardforreadingwillhaveachievedaccelerated(morethanoneyear)progressoverthe
year.Thiscohorthasbeenidentifiedfollowingthecompletionoftheanalysisofvariance.Theleadershipteamhasidentifiedthisasatargetgroup,aswebelieveearlyidentificationandinterventionwillreducethepotentialofanincreasedacademictail.
COHORTINFO Y2Male Y2Female TotalPriorityLearners:Māori(mainstream) 2 2 4PriorityLearners:Pasifika ACTIONSANDOUTCOMESFOR2017 ACTIONSANDOUTCOMESFOR2017PriorityLearners:CWSN 2 2ESOL(subgroup)
4 2 6Other
10 6 16 28
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ACTIONSforReading/PānuiTheseactionstakeplacethroughouttheyearbyallstaffwithspecificactionsbeingdevelopedforourtargetgroup.
Review Responsibility
IdentificationandTracking• Ākongaperformingbelowandwellbelownationalstandardswillbeidentifiedandtrackedbythe:homebaseteacher,hub
personnel,hubleaderandleadershipteam• STArwillbeusedto‘flag’thiscohortforeaseofidentificationandtracking.• Identifiedākongawillreceivesupportthrough:
o Targetedlearningsupportwhereappropriateo SchoolbasedESOLprogrammeo ReadingRecovery
Datamines3xyear
TeachersRdgRecTeacherLeadership
Assessment• Tuipersonnelwillmonitorreadingperformanceregularlyforākongainthetargetgroup(sitsoutsidetheregularassessmentcycle).
On-going TuiHub
EffectivePedagogies• Identifyingwithincollaborativegroupstheteacher(s)withtheexpertiseandpassiontoignitelowprogress&disengagedreaders.• Differentiationwithinclassroomprogramme,e.g.,learningstylesandauthenticcontexts.• Hubmeetings–sharingofbestpractice.Identifyingstrategiesthatareorarenotworkingforindividuals.Discussathubmeetings
andmakechanges.RecordinfowithinLAAP(learninganalysisandadvancementplan).• Teacherswillensurethesechildrenreceiveinstructionalreading4xperweek.Systemsinplacetomotivateandencouragereading
mileage.• Utilise‘grandreaders’fromStMatthew’schurchtoleadreadingmileageprogramme.• Purchasingreadingmaterialsthatmotivate,especiallyboys.• FourākongainvolvedinReadingRecovery.• StrongfocusonorallanguageskillsinYears1and2.• Settingclearsmartgoalswithtargetākongaandwhānauandreviewingregularly;ensuringākongaunderstandtheirreadinggoals.• LearningexperiencesforESOLcohortdeveloporallanguage,phonics.• Identifiedākongawillreceivesupportthrough:
• Targetedlearningsupport(involvementofadditionalsupportwhereappropriate)• SchoolbasedESOLprogramme(ifESOLfunded)
Datamines3xyearObservationsHubmeetings
TeachersSENCOSpecialistteacher(s)
DigitalLiteracyandTools• Supportākongawithspecificlearningdisabilities,e.g.,dyslexia(usingweb2.0tools)• Continuedprofessionaldevelopmentforstaff–dyslexia,occupationaltherapy(earlyinterventionformotorissues)–meetingthe
needsofākongawithdyslexiainwriting.
Observation TeachersHubLeadere-learningunitholder
HomeandSchoolPartnership–WhānauEngagement• Clearcommunicationwithwhānautoclarifytheimportanceofsupportfromhome.Strategiestobesharedandtheopportunityto
getsupportfromstaffthroughourparenteducationprogrammerunbytheSENCO.
Datamines2xterm
SENCOESOLunitholders
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TARGETSFORRAISINGSTUDENTACHIEVEMENTINWRITING-TUHITUHI
StrategicAim:• Allteachersstriveforexcellence.• Toincreasestudentachievementinwriting.
Resourcing:• Annualwritingbudget• BoTfundedSENCOandteacheraides/ESOLfunding(portionof)
StrategicObjectives:
• Improveteachereffectiveness,pedagogyandpractice;• Developteachers’confidenceandabilityinteachingwriting;• Addresstheneedsofākonga‘atrisk’or‘causeforconcern’inrelationtotheNationalStandardfortheiryear;• Continuetoincreaseachievementinwritingforallākonga;• Monitorstudentachievementinwriting;• Usecollaborativepracticetoutiliseteacherstrengthsandgroupākongaeffectively.•
CurriculumArea:• English-writing
KeyCompetencies:• Usinglanguagesymbolsandtexts• Thinking• RelatingtoOthers
SchoolValues:• Excellence• Fun• Creativity
AnnualObjectivesandAims:
• Allākongawhoare‘below’NationalStandardwillhaveachievedaccelerated(morethanoneyear)progressovertheyear.• IncreasethenumberofākongaachievingatorabovetheNationalStandardforwriting.
2017AnnualTargets:
• AllYear3-6ākongawhoarenotachievingsuccessinrelationtotheNationalStandardforwritingwillhaveachievedaccelerated(morethanoneyear)progressovertheyear.ThisexcludesORSstudents.MaleswillbeasubgroupandESOLwillbeasubgroup.
• ToincreasethenumberofākongaworkingabovetheNationalStandardforwriting.
COHORTINFO Y3Male Y3Female Y4Male Y4Female Y5Male Y5Female Y6Male Y6Female TotalPriorityLearners:Māori(TTRR) 2 1 3PriorityLearners:Māori(mainstream) 1 1 1 1 2 6PriorityLearners:Pasifika 1 2 1 4PriorityLearners:CWSN 1 2 2 5 1 2 1 14ESOL(subgroup) 3 2 2 3 3 1 1 2 16Other 3 1 7 4 3 1 19 62
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ACTIONSforWriting-Tuhituhi Review ResponsibilityIdentificationandTracking• Ākongaperformingbelowandwellbelownationalstandardswillbeidentifiedandtrackedbythe:homebaseteacher,hub
personnel,hubleaderandleadershipteam.• STArwillbeusedto‘flag’thiscohortforeaseofidentificationandtracking.• Identifiedākongawillreceivesupportthrough:
o Targetedlearningsupport(Involvementofexternalsupportwhereappropriate)anduseofspecialistteachero SchoolbasedESOLprogramme
Datamines3xyear
TeachersLeadershipTeamESOLTAs&unitholder
Assessment• DriverofLearning:Literacywilldeveloptheannualschool-wideprogrammeforassessmentincludingarangeofschoolbased
exemplarstocomplemente-asTTle.• Moderationofourmoderationpracticeswillbecompletedacrosshubsandcurriculumlevels.
EndofYear DriverofLearning:Literacy
EffectivePedagogies• Identifyingwithincollaborativegroupstheteacher(s)withtheexpertiseandpassiontoignitelowprogress&disengagedwriters.• Additionalsupportwillbeallocatedtotheidentifiedcohorts;withthehubsdevelopingtheprogrammecollaboratively.On-goingand
responsiveself-reviewwillidentifystrategiesthatareorarenotworkingforindividualsandchangesmade.RecordinfowithinLAAP(learninganalysisandadvancementplan).
• Differentiationwithinclassroomprogramme,e.g.,learningstylesandauthenticcontexts.Targetedteachingwillincorporaterelevantandspecificgoalsetting.
• Effectivemodelingfortargetedgroups,useofmodels/templatesandscaffoldingofwritingtaskswhilstensuringākongahavetimefortheirwriting.
• Regularconferencewithspecificfeedback/feedforward.• Settingclearsmartgoalswithtargetākongaandwhānauandreviewingregularly;ensuringākongaunderstandtheirwritinggoals.• Specificanddeliberatehandwritingandspellinginterventionswillbeincorporated.Thiswillbeexplicitytaughtand2datamineswill
becompetedtomeasureprogress.• Learningexperiencesfortargetākongatodeveloptheirorallanguageincludingphonologicalawareness.• Hubmeetings–consistencyofmoderationandsharedmodelingtechniquesasperagenda.
Datamines3xyearObservationsHubmeetings
TeachersSENCOSpecialistteacher(s)Teacheraides
DigitalLiteracyandTools• GAFE(GoogleAppsforEducation)willsupportlearnerswithspecialneedsthatimpactthetransferanceofideastopaper,e.g.,
dyslexiaanddypraxia.• Supportākongawithspecificlearningdisabilities,e.g.,dyslexia.Prioritisinguseoftoolsthatsupportachievement,e.g.,iPads,Word
Qprogramme.Continuedprofessionaldevelopmentforstaffofākongawithspecificlearningdisabilities.
On-goingPDforstaff
TeachersSENCODriverofLearning:Lit
HomeandSchoolPartnership–WhānauEngagement• Clearcommunicationwithwhānautoclarifytheimportanceofsupportfromhome.• StrategiestobesharedandtheopportunitytogetsupportfromstaffthroughourparenteducationprogrammerunbytheSENCO
andrelevantdriversoflearning.• Whānauoftargetākongawillreceivepersonalinvitationstoattendthesesessions.
Datamines3xyearWebsiteWhānauworkshops
SENCODriversofLearning
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TARGETSFORRAISINGSTUDENTACHIEVEMENTINMATHEMATICS-PĀNGARAU StrategicAim:
• Allteachersstriveforexcellence.• Toincreasestudentachievementinmathematics.
Resourcing:• SchoolbasedacceleratedmathsteacherandSENCO-BoTfunded• Annualmathsbudget
StrategicObjectives:
• Improveteachereffectiveness,pedagogyandpractice;• Developteachers’confidenceandabilityinteachingmathematics;• Addresstheneedsofākonga‘atrisk’or‘causeforconcern’inrelationtotheNationalStandardfortheiryear;• Continuetoincreaseachievementinmathematicsforallākonga;• Monitorstudentachievementinmathematics;• Usecollaborativepracticetoutiliseteacherstrengthsandgroupākongaeffectively.
CurriculumArea:• Mathematicsandstatistics
KeyCompetencies:• Usinglanguagesymbolsandtexts• Thinking• Managingself
SchoolValues:• Excellence• Fun• Creativity
AnnualObjectivesandAims:• Allākongawhoare‘below’NationalStandardwillhaveachievedaccelerated(morethanoneyear)progressovertheyear.• IncreasethenumberofākongaachievingatorabovetheNationalStandardformathematics.
2017AnnualTargets:• AllY3-6ākongawhoarenotachievingsuccessinrelationtotheNationalStandardformathematicswillhaveachievedaccelerated(morethanoneyear)progress
overtheyear.ThisexcludesORSākonga.• ToincreasethenumberofākongaworkingabovetheNationalStandardformathematics.
COHORTINFO Y3Male Y3Female Y4Male Y4Female Y5Male Y5Female Y6Male Y6Female TotalPriorityLearners:Māori(TTRR) 1 2 3PriorityLearners:Māori(mainstream) 1 2 1 1 3 8PriorityLearners:Pasifika 1 1 2PriorityLearners:CWSN 1 1 3 1 4 1 1 12ESOL(subgroup) 1 2 1 2 2 1 3 1 13Other 3 10 2 1 4 2 1 6 29 67
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ACTIONSforMathematics-Pāngarau Review ResponsibilityIdentificationandTracking• Ākongaperformingbelowandwellbelownationalstandardswillbeidentifiedandtrackedbythe:homebaseteacher,hub
personnel,hubleaderandleadershipteam• Identifiedākongawillreceivesupportthrough:
o Targetedlearningsupport(Involvementofexternalsupportwhereappropriate)anduseofspecialistteachers
Datamines3xyear
TeachersLeadership
Assessment• DriverofLearning:Mathematicswilldeveloptheannualschool-wideprogrammeforassessment• Moderationofourmoderationpracticeswillbecompletedacrosshubsandcurriculumlevels.
EndofYear DriverofLearning:Maths
EffectivePedagogies• Identifyingwithincollaborativegroupstheteacher(s)withtheexpertiseandpassiontoignitelowprogressmathematicians.• Additionalsupportwillbeallocatedtotheidentifiedcohorts;withthehubsdevelopingtheprogrammecollaboratively.On-going
andresponsiveself-reviewwillidentifystrategiesthatareorarenotworkingforindividualsandchangesmade.RecordinfowithinLAAP(learninganalysisandadvancementplan).
• Groupbasedprogrammeswillbeestablished,differentiatingtomeettheneedsofgroups.Useassessments/knowledgeoflearningstylestodifferentiateprogrammes.Selectedākongawillreceiveintensivesupport4xperweekwithinacollaborativeteachingmodelfromeithertheclassroomteacher,specialistteacher,SENCOand/orteacheraides.Supportākongawithspecificlearningdisabilities,e.g.,dysgraphia.
• Knowledgeandstrategy‘gaps’willbetargetedspecifically,ratherthantakingastrategystageapproach.• Settingclearsmartgoalswithtargetākongaandwhānauandreviewingregularly;ensuringākongaunderstandtheirmathsgoals.• WewillcontinuetoexpandourfocusfromNumeracyforthesetargetgroupstoincorporatestrands,keyunderstandingsandrich
mathematicaltasks.• TheDriverofLearningMathematicswillworkwiththejuniorhubstoenrichmathsprogrammesandprovideprofessional
developmentbasedoncurrentresearchandtrends,e.g,timeallocation,mathstalkfromaveryyoungage,integratedandauthentictasks,andthedevelopmentaltransitionthroughstrategystagesandthekeyknowledgerequiredtoachievesuccess.
Dataminesatstart&endofintervention
TeachersLeadershipDriverofLearning:MathsSENCOTAs
DigitalLiteracyandTools• Supportākongawithspecificlearningdisabilities,e.g.,dyslexia.Prioritisinguseoftoolsthatsupportachievement,e.g.,iPads,
WordQprogramme.Continuedprofessionaldevelopmentforstaffofākongawithspecificlearningdisabilities.• ActivelysourceandacquirequalityappsthatsupportmathslearningfortheiPad.
On-goingPDforstaff
TeachersSENCODriverofLearning:Math
HomeandSchoolPartnership–WhānauEngagement• Clearcommunicationwithwhānautoclarifytheimportanceofsupportfromhome.• ĀkongatosubscribetoMatificoranalternativeprogrammetosupporttheiracquisitionofmathematicalknowledgeinafun,
challengingandrewardingway.Engagewithwhānautohelpthemseethebenefitsofthisprogrammeandperhapsseekfinancialassistancefromtheschool’sACORNfundtopayforit.
• TheDriverofe-LearningwillworkwithotherdirecorsandselectedGATEākongatodevelopvignettesthatexplainkeymathematicalideas.Thesewillbeusedaspartoftheteachingprogrammeandtosupportour‘SchoolatHome’programme.
Datamines3xyearWebsiteWhānauworkshops
SENCODriversofLearningDP
18
• StrategiestobesharedandtheopportunitytogetsupportfromstaffthroughourparenteducationprogrammerunbytheSENCOandrelevantdriversoflearning.
• Whānauoftargetākongawillreceivepersonalinvitationstoattendsessions.A‘kete’willbesenthomewithrelevantactivities.
SECTION4RAISINGACHIEVEMENTOFĀKONGA–TETIKANGARUAREOĀkongaworkingbelowstandardhavebeenincludedinthetuhituhi-writingandpāngarau-mathematicstargets,actionsandoutcomes.TARGETSFORRAISINGACHIEVEMENTOFĀKONGAINKŌRERO,PĀNUI
StrategicAim:• Allkaiakostriveforexcellence.• Toincreaseachievementofākongainkōreroandpānui.
Resourcing:• Schoolbasedteacheraide• BoTfundedSENCO
StrategicObjectives:• Improvekaiakoeffectiveness,pedagogyandpractice;• DeveloptheconfidenceandabilityofkaiakointeachingkōreroandpānuiusingtheNZCurriculum;• Addresstheneedsofākongaworkingbelowandwellbelowstandardwhorequireamodifiedprogrammetoachieveexpectations;• Continuetoincreaseachievementinkōreroandpānuiforallākonga;• Monitorachievementofākongainkōreroandpānui;• Usecollaborativepracticetoutiliseteacherstrengthsandgroupākongaeffectively.
Kaupapa:• Kōrero• Pānui
KeyCompetencies:• Usinglanguagesymbolsandtexts• Thinking• Managingself• Relatingtoothers
TeTikangaRuaReoValues:• Rangatiratanga• Whānaungatanga• Aorakitaka
AnnualObjectivesandAims:• AllākongawhoarenotachievingsuccessinrelationtoNationalStandardsorNgāWhanaketangaRūmakiMāoriwillhaveachievedaccelerated(morethanoneyear)
progressovertheyear.• IncreasethenumberofākongaachievingatorabovetheexpectationforNationalStandards.
2017AnnualTargets:• Kōrero-allākongafromTeTikangaRuaReowhoarenotachievingsuccessinrelationtoNgāWhanaketangaRūmakiMāorifortheiryeargroupandlengthoftimein
immersionwillhaveachievedaccelerated(morethanoneyear)progressovertheyear.• Panui-allākongafromTeTikangaRuaReowhoarenotachievingsuccessinrelationtotheNationalStandardswillhaveachievedaccelerated(morethanoneyear)
progressovertheyear•
Cohortinformationhasnotbeenincludedinsupportofthisplan,asitcouldcompromisetheprivacyofākongaduetosmallnumbersateachyearlevel.ThoseinvolvedintargetgroupshavebeenflaggedonSTAr(StAlbanson-linereportingsystem)
19
TARGETSFORRAISINGACHIEVEMENTOFĀKONGAINKŌREROANDPĀNUI Review ResponsibilityIdentificationandTracking
• Ākongaperformingbelow(manawaāki)andwellbelow(manawataki)nationalstandardswillbeidentifiedandtrackedbythe:homebasekaiako,kaiwhakahaereandleadershipteam.
• STArwillbeusedto‘flag’thiscohortforeaseofidentificationandtracking.• Identifiedākongawillreceivesupportthrough:
o Targetedlearningsupport–teacheraidesupportwhereappropriateo ClassroombasedsupportprogrammeusingspecialistkaiakofundedthroughMLPF
Datamines3xyear
KaiakoKaiwhakahaereLeadership
AssessmentKaiakowillmonitorreadingperformanceregularlyforākongainthetargetgroups;thissitsoutsidetheregularassessmentcycle.
On-going KaiakoTutorteacher
EffectivePedagogies• Strongfocusonkōreroasafoundationforallliteracies.• Playbasedmahi(work)forlanguageexperience.• ResourceTeacherofMāorisupportingnewkaiakoinunderstandinglanguageacquisition.• ResourceTeacherofMāori,kaiakoitereoandkaiwhakahaereleadtheimplementationofthekura’sPoutamaReoprogramme.• Differentiationwithinclassroomprogramme,e.g.,learningstylesandauthenticMāoricontexts.Supportākongawithspecific
learningdisabilities,e.g.,dysgraphia/dyslexia.• Groupbasedprogrammeswillbeestablished.Ākongawillreceivedeliberate,intensivesupport4xperweekfromthekaiakoand
specialistkaiako.SystemsinplacetomotivateandencouragereadingmileageanduseofTeReoMāori.• Hubmeetings–sharingofbestpractice.Identifyingstrategiesthatareorarenotworkingforindividuals.Discussathubmeetings
andmakechanges.RecordinfowithinLAAP(learninganalysisandadvancementplan).• PurchasingreadingmaterialsthatmotivateMāorireaders,especiallyboys.• Settingclearsmartgoalswithtargetākongaandwhānauandreviewingregularly;ensuringākongaunderstandtheirreadinggoals.• Kaiakowillparticipateinprofessionaldevelopmentaspartoftheirprovisionallyregisteredteacherprogrammetobuildtheir
understandingofeffectiveteachingpractice.• ParticipationintheTLiF(teacherledinnovationfund)withotherkurafromtheMāoriMediumCluster;focusingonengagament
andachievement.
Datamines3xyearObservationsHubmeetings
RTMKaiwhakahaereKaiakoLeadership
DigitalLiteracyandTools• Supportākongawithspecificlearningdisabilities,e.g.,dyslexia(usingweb2.0tools)• IntroductionofHaparaandGAFE(GoogleAppsforEducation)forRea.• AVAILLLprogrammefortargetedākonga.• ActivelysourceandacquirequalityappsthatsupportlearningfortheiPadandothertechnologicaldevices.
Observation Kaiakoe-learningunitholder
HomeandSchoolPartnership–WhānauEngagement• Clearcommunicationwithwhānautoclarifytheimportanceofsupportfromhome.Strategiestobesharedandtheopportunityto
getsupportfromstaffthroughourparenteducationprogrammerunbykaiako,otherwhānauandexperts,e.g.leadersofPLD.LinksincludedonTeTikangaRuaReo’sblogtosupportkōreroandpānui.
Datamines2xterm
RTMKaiwhakahaereKaiako
20
GLOSSARYOFTERMSĀKONGALearner–canbebothstudentand/orteacher.PEDAGOGYThemethodandpracticeofteaching.COHORTGroupofākongawithacommonstatisticalcharacteristic,e.g.,gender.OTJ-(Overallteacherjudgement)Teacherusearangeofdatasources,observationsandevidencetoformajudgementagainstnationalstandards.NGĀWHANAKETANGARUMAKIMĀORIUsedinplaceofnationalstandardsforākongainTeTikangaRuaReo.KŌRERO,PĀNUI,TUHITUHI,ANDPĀNGARAUOrallanguage,reading,writing,mathematics.KAIWHAKAHAERELeaderofTeTikangaRuaReo.MLPF-(MāoriLanguageProgrammeFund)ThismoneyisgeneratedbyākongaworkingwithinTeTikangaRuaReoandisusedtosupporttheirTeReolanguageacquisition.MĀORIMEDIUMCLUSTERChristchurchandgreaterCanterburyschoolswhodeliverMāorilanguageprogrammes.TTRR-(TeTikangaRuaReo)Ākonga/ākongainthebilingualunit.
CWSN-(ĀkongawithSpecialNeeds)ĀkongawithspecificlearningneedswhoarenotfundedorpartiallyfundedbyMOE,e.g.,ākongawithdyslexia,autismspectrumdisorder,dyspraxia,specificlearningdelay,globallearningdelayetc.Allhaveformaldiagnosesandrequireamodifiedcurriculumandadditionalsupport.ESOL-(EnglishforSpeakersofOtherLanguages)SupportfortheseākongaispartiallyfundedforashorttimebytheMinistryofEducation.Theyreceiveextraassistancefromatrainedteacherand/orteacheraide.ELLP-(EnglishLanguageLearningProgressions)Ākongareceivingfundingforlanguagesupportcanhavetheirprogressmeasuredagainsttheseprogressionsandthenationalstandards.TLC-(TargetedLearningCentre)Teachersandteacheraideswhosupportākongawithspecificlearningneeds.SENCO-(SpecialEducationNeedsCo-ordinator)Teacherinchargeofcoordinatingprogrammesandmultiagencysupportforākongawithspecialneeds.TAs-(TeacherAides)Personneltrainedtosupportākongawithspecialneeds.G&T/GATE-(GiftedandTalented)Ākongawhorequireamodifiedcurriculum,extensionorenrichment.ORS-(OngoingResourcingScheme)Providessupporttoākongawithhighspecialeducationneeds.Therearestrictcriteriainwhichtoapplyforthis.Ākongarequireasignificantlymodifiedcurriculumprogrammeandadditionalsupport.
21
OT-(OccupationalTherapist)Occupationaltherapists(OTs)helppeopleimprovetheirabilitytoperformtasksintheirdailylivingandworkingenvironments.Theyworkwithindividualswhohaveconditionsthatarementally,physically,developmentally,oremotionallydisabling.TaI-(TeachingasInquiry)Personalprofessionaldevelopmentstafffacilitatestoimprovestudentoutcomes.Thisislinkedtotheirperformancemanagementdocumentation.SMS-(StudentManagementSystem)LegislatedbytheMoE.Usedforrollreturnsandelectronicattendanceregisters.RTLB-(ResourceTeacherofLearning&Behaviour)Provideadviceandguidancetoteachersofākongawhoareatriskoflowachievementduetolearningand/orbehaviourdifficulties.Thismayincludedirectteaching,demonstratingpractice,andprovidingteachingstrategiessothatākongareceiveappropriatelearningprogrammesandbehaviourmanagement.GSE-(GroupSpecialEducation)SpecialistEducationServices(SES)andtheMinistryofEducation'sspecialeducationareacombinedtoformanewgroupintheMinistryfocusedonprovidingservicestoākongaandyoungpeoplewithspecialeducationneeds,andtheirfamiliesandwhānau,schools,andearlychildhoodeducationcentres.IEP-(IndividualEducationPlan/ProgrammeforĀkongawithSpecialNeeds)Outlinesthestudent'sgoals,andtheteachingstrategies,resources,monitoring,support,andtheevaluationneededtoenablethestudenttomeetthosegoals.ALP-(AdvancedLearningPlan/ProgrammeforĀkongawithSpecialAbilities)Outlinesthestudent'sextension/enrichmentgoals,andtheteachingstrategies,resources,monitoring,support,andtheevaluationneededtoenablethestudenttomeetthosegoals.SLT–(Speech&LanguageTherapist)Speechandlanguagetherapistssupporttheteachingindevelopingandimplementingprogrammesthatsupportākonga’languageacquisition.
LLI-(Literacy&LanguageInitiative)Ledbyspeechlanguagetherapistsforākongaacceptedontotheirrole.READINGRECOVERYReadingRecoveryisaneffectiveearlyliteracyinterventiondesignedtosignificantlyreducethenumberofākongawithliteracydifficultiesinschools.ReadingRecoveryprovidesdailyonetooneteachingwithaspeciallytrainedteacherforākongamakingtheslowestprogressinliteracylearningafterayearatschool.Itissupplementarytoclassroominstruction.ReadingRecoveryissupportedandsignificantlyfundedbytheNewZealandMinistryofEducationaspartoftheLiteracyandNumeracyStrategy.SEG-(SpecialEducationGrant)Agrantprovidedtoallschoolstoassistākongawithmoderatespecialeducationneeds.Theamountisbasedontheschool'sdecilerankingandrollsize.ItDOESNOTreflectthenumberofCWSNyouhaveintheschool.GAFEGoogleAppsforEducationGOOGLECLASSROOMandHAPARAAninterfacetomanagetheuseofGoogleAppsforEducation.COLLABORATIONANDCO-TEACHINGTeachersandotherpersonnelworkingtogethertobestmeettheneedsoflearners. TLiF(teacherledinnovationfund)ApplicationmadetotheMoEandifsuccessfulatargetedinnovationwillbefunded.Thisismonitoredviamilestonereporting.KĀHUIAKO/COMMUNITYOFLEARNINGFormedbyprimary,intermediateandsecondaryschoolsworkingtogetheronMoEapprovedachievementchallenges.10YPP-10YEARPROPERTYPLANMainplanningtoolformanagingschoolproperty.