Strategic Plan Goals 2016 – 2018Annual Plan 2016 JULY REVIEW
Strategic Goal 1.1 High AchievementAnnual goals / Success indicators
(How we will know) / Strategies
(What we will do) / Resources
(What we will need) / Who is responsible / When will it be done / When progress will be reported
1.1Literacy
–Children’s writing/ reading
Yes, underway
PD, student self-asessment.
NS: Visible learning wall – 5/9 PD Visit / Student writing will show accelerated progress
Students will be motivated to write
and read
Evidence over time / Professional development with facilitator will continue
Explicit targeted teaching through use of mentor texts
Develop an increase in student interest and willingness to write through active writing wall
Teach students how to develop and self-assess against their own learning goals/next steps / Facilitator
Release – Leadership/ Lit Leader/all teachers
$1000
Video Camera / Outside facilitator, literacy leader, Principal, teachers
Teachers, students / On-going
Termly review
Whole year
Pre-post survey of students
On-going for whole year / BOT - Initial easttle data- March
BOT – post data -October
BOT – November
1.2Student Agency
Yes, underway. Student involvement in reporting/portfolios
NS: 5/9 PD Visible Learning / Student agency will be evident through increased engagement and accelerated progress
Visible learning displayed
Student led conferences on own learning pathways / Students will develop success criteria with teacher support rather than teacher-driven
Learning steps and progressions will be visible on walls and in portfolios
Students will use samples of their achievements/ work to talk about their learning and next steps/goals / Facilitator
PD - mentor texts
Materials to make resources:
$500
Meeting times
Portfolios / Outside facilitator, literacy leader, Principal, teachers / On-going
Whole year / Mid-year
End of year
Anniversary reporting
1.3Inquiry Learning
Teachers and Principal undertaking TAI. Reviewed at end of cycle – 2 to date / Systematic targeted teaching using inquiry learning will be strengthened through PD
Targeted students will show accelerated progress
Teaching will demonstrate explicit teaching / Professional development with facilitator
Identify targeted students
Reflection/inquiry into teaching and learning
Observations/ modelling/ videoing/ feedback using PAC (Professional Analysis Conversations) / Facilitator
Release time. observations
Professional Reading
TKI, MOE readings, teacher capability rubric,
Needs Analysis,
Measurable Gains Framework / Facilitator, Principal, lead teachers, teachers / On-going TAIs
Review at end of each cycle
(Termly)
TAI cycle: 3-4 during year / In monthly Principal report to BOT
To Principal – class target student achievement updates
Reports to BOT on target students mid-year, end of Term 3 and late November
1.4ICT skills
Easttle for writing; New T’s upskilled in eTap
NS: Student file refinement / Increased use by teachers and students during literacy and mathematics programmes
Teachers using easttle
Teachers using eTap for data collection, tracking, reporting / Integrate ICT into classroom programmes
Teach research skills
Develop student IT skills for saving and retrieval
Participate in PD workshops on easttle / Internet, Intranet capability,
Laptops operating,
Wireless
Internet access, webinars / Outside facilitators, lead teacher – ICT, Principal, teachers / All year
March
All year, on-going / To BOT in Principal reports
BOT staff rep to BOT
1.5Mathematics
Yes, sharing planning and monitoring at staff meetings / Improvement in student achievement levels
Increased student skill in problem solving strategies / PD workshops on a 3-weekly cycle
Target teaching based through analysis of data
Regular time for rich/ open ended questions / Lead T PD
T PD: $800
Lead T support / Lead T
All teachers / All year / BOT reports during year on numeracy
Mid-end of year
Parents/caregivers - portfolios
1.6Te Reo Maori
T3 – Teachers being upskilled at regular staff meetings
Kapa Haka numbers have increased. Performances scheduled for 2/9 and 13/9 / Progressions developed
All students will have completed Level 1. Senior students will be working in Level 2
There will be evidence of monitoring and assessment over time
Teaching
Learning
Monitoring
Kapa Haka group – school powhiri protocols / Teachers provided with TKI Curriculum Level 1, 2, 3 Unit Plans to follow
Use the plans sequentially
Provide activities for independent practice and maintenance
Student achievement over time will be recorded.
Structured programmes will lead to higher levels of student achievement and progression over time
Regular kapa haka practices
Powhiri for Hukarere/Te Aute
Performance at Cultural Festival / Curriculum Level Plans photocopied for each teacher
Lead T support with pronunciation, resources.
Tataiako
Timetabled slot
Lead teachers
Outside adult support as needed / Principal
Lead T
Teachers
All teachers / All year
On-going
All year
June
September / To BOT - End of Term 3 – Lead T
At events
Strategic Goal 1.4 Quality Citizenship
Annual goals / Success indicators
(How we will know) / Strategies
(What we will do) / Resources
(What we will need) / Who is responsible / When will it be done / When progress will be reported
1.1Behaviour Modification
Restorative Practice has led to minimal incidents and children more willing to resolve them without adult intervention.
Playground mediators trained / Strengthen self-managing behaviour
Appropriate choices made
Restorative practicesimplemented by staff with students
Reduction in incidents and the need for teacher intervention
Friends’ programme implemented with target students / Whole staff review on Restorative Practice
Incidents recorded using Restorative Chat template
Monitor specific students
Trained Teacher implementing ‘Friends’ Programme in school - (10 weeks) / Teacher training
All teachers, models
Teachers
Funding
Release time / DP - RP trained
Lead teacher – RP
All teachers
DP/Principal to release / January 2016
Term 1
Beg Term 1
Mid-Term 1/Beg Term 2 / BOT – in monthly Principal reports
To outside agencies as requested
To BOT – at end of programme (mid-term 2)
1.2Strengthen student goal setting
Student goal setting more evident.
Visible learning PD early Term 3, visit to another school / Academic and social reflection
Student voice- students articulating their learning and self-assessing
Student-led reporting to parents/caregivers
Parents/caregivers have a clearer understanding of their children’s achievement / Implement visible learning in classrooms
Active Learning Walls
3-way meetings led by students
Student portfolios used for reporting to parents/caregivers / Teacher training
Funding for materials $500
Time for interviews, report writing / Literacy, Maths Leaders, Principal
Teachers, students
Students, teachers,
Teachers, students, parents/
caregivers / By mid-year
Mid-year. anniversary reporting
Mid-year / To parents/caregivers at meetings – March, June
Ongoing assessment through visible learning
Student self-assessment June, November
Anniversary reporting
Interim mid-year reports and meetings, early Term 4 – portfolios sent home
1.4Incorporate Key Competencies into all programmes
Values termly with a real focus on implementation within school.
Increased decision making by student leaders through Student Council, range of activities organised
NS: Playground ideas into design;
Murals completed
Principal attending Career Education Workshops / Relate to others
Participate and contribute
Manage self
Reduced conflict and resolved appropriately by students
Leadership Development
Group, class, house collaborative decision making
School environment projects completed
Career Education Plan developed / Focus on 1 value and key competency each term – prioritised
Recognise and demonstrate what each means through photos, newsletter, role plays
Student Goal Setting
Students managing own behaviour
House leaders, librarians, kapa haka, bus monitors appointed through application (not as of right)
Student Council - make decisions re: activities, organise them
Young Leaders’ Day – presentations to whole school
Develop student-led initiatives for school ‘belonging here’
Management meet and discuss
Explore various models and develop draft plan / Funding for paper, printing etc
Photos
Video camera
Children, models to adapt
Funding, release time
$300
$400
$1000 / Principal, DP, teachers, students
Students, teachers
Teachers with responsibility – student council, library, kapa haka,
Principal, students
Senior class T, all teachers / Each term
Principal, teachers, students
Focus each term, ongoing
On-going throughout year / Parents, community – assemblies
In weekly newsletters - Principal’s Awards
BOT – Principal reports
Sharing assemblies, newsletters
Term 4 - BOT
Strategic Goal 1.3 Teaching for Excellence
Annual goals / Success indicators
(How we will know) / Strategies
(What we will do) / Resources
(What we will need) / Who is responsible / When will it be done / When progress will be reported
2.1Professional Development
Focused PD, TAI underway.
Shared planning and assessment leading to improved teacher practice.
Moderation at staff meetings – writing
Teacher Only Day – 5/9 – Visit for Visible Learning / Improvement in teaching and learning shown through accelerated progress of target students
Increased levels of engagement in class
Visible Learning, Active Learning Walls in all classrooms
Curriculum leaders taking on leadership roles leading to best practice, consistency
Consistency in OTJ/moderation / Revisit NZ Curriculum
Use outside facilitators – literacy, ICT
Teaching as Inquiry, reflection
Visible learning in all classrooms
Curriculum Leader PD in leadership
Teachers regularly moderate at after school meetings
Teacher Only Days / NZ Curriculum
Funding – ALL for release, workshops
Materials: $500
Funding, release
$500
Planned, collaborative staff workshops, PD
TOD / Principal, Lead teachers
Outside facilitators, teachers
All teachers
Curriculum Leaders, Principal
Lead T, all teachers / On-going – whole year
April, July, September
Course Date
Ongoing – all year
27-28 January / In regular monthly Principal reports to BOT
Student achievement reports to BOT as per 2016 annual cycle
Appraisal cycle
Principal reports to BOT
2.2Student/Teacher Interaction
Student agency increasing but stlll needs strengthening
NS Increase student confidence in parent/caregiver meetings / Student agency - Students will be able to articulate their learning goals and show evidence of these
Student led reporting to their parents/caregivers with increasing ownership / Teacher modelling and student voice in planning, success criteria and assessment
Visible learning
Active learning Walls in classrooms
Portfolios used to illustrate student progress and achievement
Strengthen three-way student-led conferences for reporting / Outside facilitator
PD
Funding: $500
Training in analysis and consistency in use of assessment data / Facilitator, Lead T’s – literacy, maths
Principal, all teachers
Students, teachers / On-going, whole year
Mid-year, early Term 4 / During year to parents, caregivers when reporting
Anniversary reporting,
Mid-year, early Term 4
2.3 Appraisal System
TAI based on target students with regular review of interventions and impact.
PAC used to focus on explicit teaching
Observations taking place
Videoing of practice for critical analysis underway
Portfolio ownership by teachers underway
Tataiako PD – whole staff – Term 1 2016
NS Refinement of evidence collation / Teachers will have identified target students based on data analysis
Target students’ progress will be directly related to explicit teaching
TAI will be used as on-going reflective practice
Teachers will use explicit teaching through PAC
Regular informal and scheduled observation feedback will lead to improvement in identified areas
Teachers will be able to critique their performance through use of video recording for improvement
Professional Standards, RTC/Tataiako criteria will be used / Key performance areas will focus on annual targets - literacy – using TAI (Teaching as Inquiry)
Teacher capability rubrics will be reviewed
Portfolios as evidence will be introduced with ongoing reflection and evaluation
Observations will focus on explicit teaching -
PAC – Professional Analysis Conversations will be used to strengthen explicit teaching for target student groups
Feedforward, feedback takes place
Schedule meetings and discussions
Use documentation/ records
e-portfolios introduced as evidence / Professional reading, PD
Collaborative staff workshops
Outside facilitators
Release
Funding for release
Observations – feedback and feed forward
Release, time, funding, PD / Principal
Teachers, Principal
Principal, DP, Lead Teachers
Outside facilitator, lead T – literacy
Teachers
Lead T,s DP, Principal, teachers
Principal, Principal appraiser / Start of year – interview, attestation signed off for 2015, KPA’s for 2016, Job Descriptions
Regular observations – formal, informal
feedback, feed forward
Final Principal appraisal signed off at start of Term 1. New cycle commences Term 2 / March 2016
In Principal monthly BOT reports
General - At end of each TAI completion
Principal report to BOT, Teachers – as each stage is completed
At end of appraisal cycle – Principal – summary to BOT
Strategic Goal 3 1.4 Strong Community Engagement
Annual goals / Success indicators
(How we will know) / Strategies
(What we will do) / Resources
(What we will need) / Who is responsible / When will it be done / When progress will be reported
3.1 Effective Communication
Newsletters with increased class content and curriculum e.g. Te Reo Term 3
Portfolios contain ongoing samples of student work
Website updated as needed
Parent/caregiver help is needs-based for specific projects e.g. In- class, discovery time
Local community heavily involved in winter sports teams
Minimal parent/caregiver concerns and feedback provided
Reading Together Term 1
Feedback from Community Meeting 9 May / Feedback from parents/caregivers is constructive
Student portfolios provide a clear picture of on-going student progress across a range of curricula and show where they are in relation to their expected achievement level and National Standard
School website will be kept up to date
Communication to parents will be user friendly and timely
There will be an increase in parent/caregiver involvement in school activities
Increased local community involvement in curricula
Parents/caregivers will feel comfortable talking to the Principal or teachers re: concerns
Parents/caregivers will feel more confident about supporting their children’s learning in reading
Maori Community will provide input and feedback to school
Consultation will involve most Maori whanau / Student/teacher contribution in newsletters includes class page showing student work
Newsletters contain information on student achievement trends, foci
Student portfolios refined for reporting on student progress and achievement
ICT lead teacher will regularly update
Written communication will be sent out ahead of activities
Update feedback from parents/caregivers on how they might be able to help with school activities. List to teachers
Sharing assemblies will reflect student learning
Invite local community to support school-based activities/projects.
Involve students in local community events/activities
Parents will be listened to, concerns addressed and feedback provided in a positive, professional manner
Introduce the ‘Reading Together’ programme for home support
Consultation takes place in a meaningful context
Feedback is used to strengthen partnership and improve Maori student achievement / Funding, cameras
Materials, folders
Time
Set times, requests notified ahead
List compiled – Principal
Set time
Time, funding
Time, positive attitude
Teacher trained
MOE funding
Release time
Time, Space
Supportive environment / Principal, teachers
Principal
Principal, teachers, students
ICT lead T
Principal, teachers
Principal
Teachers, Principal
Principal, teachers
Principal, teachers
Lead T
Principal
Lead T, Principal, BOT / Start Term 1
Ongoing
On-going
On-going all year
On-going all year
On-going, all year
Term 1
On-going, all year
Ongoing
Ongoing
Blocks of time
Starts February
Term 2
Ongoing / In weekly newsletter
All year
June, Term 4
As needed
As needed to BOT, community
Principal reports to BOT
As needed
BOT – March
Community through newsletter
BOT meetings, community face to face, reporting interviews, newsletter
3.2 Shared, clear expectations of teaching and learning
Older students sharing portfolios
Ideas for home support provided mid-year
Activities shared for parents/ caregivers to attend
Term 1 evening with information sharing / Parents have a clearer understanding of their children’s achievement through the use of portfolios for reporting
Three-way conferences engage whanau with their children’s learning
Parent/teacher liaison is constructive.
Increased attendance at goal setting and mid-year conferences
Student progress reported - newsletters, updates on curriculum
Parents/caregivers know what their children are learning and their successes through sharing assemblies, weekly newsletters and other days
e.g. Pet Day, Speech Finals
Curriculum afternoon/evenings held to share the school’s mathematics programme, writing programme / Use portfolios, review matrices for reading, writing and mathematics
Students lead conferences by sharing their portfolios
Increase interview days and times to enable all parents/caregivers to attend
Share information in user friendly language with photos, examples of student work, performance
Parents invited to school activities
Parent/caregiver roles with some activities
Organise time/s, date/s that work for most families
Students will show their parents/caregivers how they learn and practise
Teachers will be available for discussion / Materials
Data analysis
Templates for use
Time
Time
Time, parent/caregiver help
Timely communication
Materials, refreshments,
activities / Teachers, students
Teachers, students
Teachers, students
Principal, teachers
Lead Teacher – maths
Principal
Teachers
Lead teacher – literacy, teachers, Principal / On-going all year
March, mid-year
March, mid-year
Whole year
At least 3 during the year / Mid-year, October
March, Mid-year
Mid-year
All year - newsletters, Principal reports to BOT
Ongoing whole year
At curriculum afternoons/ evenings
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