SSTRATEGIC PLAN 2017 TRATEGIC PLAN 2017 -- 20192019...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

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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.


Setappropriatestudentachievementtargets.StrategicGoals1,2&4

Monitoringandgatheringofrelevantdatarelatingtothestudentachievementtargetinmathematicsandwritingwillresultinongoinginterventionandsupportofākonganotmakingexpectedprogress.Datawillbegatheredinordertoinformprogrammesofworkandtotrackprogresstoensureprogrammesraisestudentachievement.


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.


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




targetreviewanddrafttargetsfor2019




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.


UsingarangeofevidenceinrelationtotheNZCurriculumandtheNationalStandardstoreportprogressandachievement,withaparticularfocusonthoseatriskofnotmeetingtheexpectations.StrategicGoal2

DatareportstotheBoardwillreportprogressandachievementhighlightinggrouptrends&individualneeds.Teachers,teamleaderandleadershipwilltrackindividualsnotmeetingexpectationsandwillreportonwhatisbeingdonedifferentlytoimproveoutcomesfortheseākonga.Dataminesfortargetgroups,ReadingRecovery,ESOLandākongainvolvedinsupportprogrammes.


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

12

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

13

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

14

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

15

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.


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

16

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

17

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.


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.

Documents

SSTRATEGIC PLAN 2017 TRATEGIC PLAN 2017 -- 20192019...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