Carterton School Annual Plan 2018 - Student Achievement Targets in Reading Student Achievement Targets in Writing Student Achievement ...
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Carterton School Annual Plan 2018 Student Achievement Targets in Reading Student Achievement Targets in Writing Student Achievement Targets in Mathematics Annual objectives
Annual objectives: Strategic goal 1: To focus on ensuring that all students will achieve to the best of their academic ability, as evidenced by their progress and achievement in relation to the New Zealand Curriculum. Action Responsibility / timeframe Outcomes High quality assessment tools and monitoring Class teacher, team leader, curriculum leader, Teachers know students strengths, and can strategies are used to identify needs of all school leadership team. As per school identify areas where improvement is needed. students. Assessment schedule. Regular monitoring of progress and achievement Termly across the school Reliable and comprehensive data reports takes place. Summarised termly Teachers – Teams – Leadership – BOT demonstrate progress & achievement of individuals & groups. Analysis of trends & patterns inform school future focus. Effectiveness of interventions & programmes are Curriculum committees ensure clarification of Curriculum leader & team monitored. targets and progressions in Reading, Writing & Terms 2-4 Student learning targets for the year are Maths are documented. articulated and shared. Teaching expectations are clarified and recorded. Term 3 & 4 PLD sessions Students make at least one years progress over the year. Team tracking of target students at risk in writing, Learning teams. Twice a term. Terms 1-4. Team minutes and tracking of students show using ‘faces of data’ boards, or similar visual accelerated progress of targeted (and other at representation. risk) students. Review the range, availability and use of support SENCO, Learning team leaders, teachers, Resources are differentiated and allocated to the and resources (physical & staff) available to support staff. areas of need. (Support and Extension) accelerate learning of our priority learners. Review completed end of Term 2. Students with Tier III learning needs identified and SENCO, class teacher, family. Students with Tier III learning needs identified. specific gaps assessed using appropriate RTLB, RTLit or support agencies. Specific learning needs are identified. IEP process screening tool/s. Potential appropriate From Term 1. Data gathered by end Term 2. used. IEP includes clear targets for student interventions reviewed / trialled. Interventions in achievement for the year. place. Progressions in learning areas other than core Principal / DP Teachers are able to articulate their judgements learning areas are documented. Curriculum leaders about how to best plan and implement learning. Professional Learning provided to enable staff to Aim to complete by end of 2019. Progressions in evidence in planning. use progressions effectively. 2018: Start with Digital Technologies Curriculum.
‘Next learning steps’ are clearly articulated to students, who can explain their learning journey. Identification of students requiring extension. Class teachers, SENCO, lead teachers, A variety of extension opportunities are offered to Provision of learning experiences to meet the community members. students through the year, in a range of Learning students’ needs. Areas. School procedures for G&T programmes are Term 2 project – allocated staff member (1FTMU) School procedures and strategies to meet G&T reviewed and documented. needs are documented. Teaching and learning are focused on individual Class teacher, team leader, curriculum leader, Charter (‘MOE’) start of year ‘Targets for student needs of students to achieve their potential, and school leadership team. Ongoing monitoring and achievement’ are met by the end of the year. make accelerated progress if required. support. Focus students have been identified by teachers Teacher inquiry goals are linked to student targets early in year, targets set for the end of year for and progress. these students. Regular monitoring of rate of progress, especially accelerated progress. Progress reported to BOT. Learning successes are shared in person, on All staff & community members. Ongoing Learning successes are celebrated across the team FB pages, school FB page, Carterton Crier, community. at assemblies. Principal to liaise with Senior Adviser, MoE. Principal / MoE Term 1 The ‘Carterton School Curriculum’ document is Group formed to lead development of the Action Group Term 1 easily accessible by all staff and community. document. Action plan developed. Resources Action Plan Term 1 It outlines expectations for teaching and learning collated to support development. Review current situation. Term 1 across the curriculum, including Key Draft to staff and BOT. Final document published. Describe preferred state. Term 1-2 Competences and values from NZC. Gather data on current role of curriculum leader. Draft Term 4 (Leaders & other staff). Set goal for the role of Aim to complete end of 2019 Curriculum leader role is clarified and curriculum leader. Group of curriculum leaders strengthened in relation to the Carterton School revise expectations for the role. Share with staff, curriculum. amend and publish. All teachers are supported by knowledgeable and Curriculum leaders have opportunity to undertake effective curriculum leaders. PLD related to their areas of leadership. (On line, other schools, face it face) Staff attend Kāhui Āko (KĀ) meetings as Term 1 teacher appointments. Carterton School teachers participate a range of appropriate. Term 1 T as I started. Kāhui Āko sessions. Within and Cross school roles are available to Meetings attended. ‘Teaching As Inquiry’ focus feeds into Kāhui Āko Carterton School staff. Principal attends leadership meetings Achievement Challenges. Within School teacher Teachers ‘Teaching as Inquiry’ (T as I) goals are is appointed. Within school teacher supports related to KĀ achievement challenges. NB This action will support many other teachers to achieve their T as I goals. actions in the Annual Plan Principal informs all community of development in KĀ.
Strategic goal 2: To provide and engaging learning environment where students’ languages, cultures and identities are supported and celebrated. Action Responsibility / timeframe Outcomes 2018 focus for inquiry (Carterton School Learning Nov 2017 plan (Inquiry Team & staff) Tataiako / Ka Hikitia outcomes are reflected in our Model) is ‘Culture’ throughout the year. school. Teams share their work and student learning each Termly – Learning Team leaders & leadership Teacher Job Descriptions include Tataiako term. team. competences and revised Practicing Teacher Provide regular opportunities for students and Class teachers, team leaders, school leadership, Criteria. community members to share and celebrate their PTA, BOT, community. Students and school community members cultures at school. demonstrate confidence in their language, identity and culture. Cultures represented in our school are identified Term 1 Each team (team leader) and across Cultures represented at our school are identified and ‘acknowledged’ in central space. school (principal). in a central area eg foyer Community members have a link with our school, whichever culture they identify with. PLD session to share current knowledge & best Teachers Term 2 practice regarding ‘student agency’ Student and teacher agency guide learning. Implement at least 1 new strategy to increase Term 2 – 3 student agency in learning. Some teachers focus on enhancing student Term 2 - 4 agency as their ‘Teaching as Inquiry’ focus. Share findings. Group of student participate in Kahui Ako students Principal / students Term 1-4 inquiry. Use 2017 NZCER ‘Wellbeing @ School’ results to Term 4 Student interests and passions are known, and discuss with students. Principal. used as context for learning experiences. Teaching plans in each learning team respond to Team Kowhai and Team Kahikatea teachers. Improved % of Yr 5-8 students report they are knowledge of student interests and abilities. Share with all staff. interested and engaged with their learning Across the school plan extension opportunities programme. (related to ability and interest) Extension opportunities provided across the school in a range of learning areas. MoE funded PLD: ‘Culturally Responsive Lynette Bradnam. To Dec 2018 See MOE PLD Journal (application details and practices’ led by Lynette Bradnam. BOT outline of programme) Working with Leadership Team, BOT and Ākonga Leadership Team māori kaiako. Ākonga māori kaiako
BOT parent survey completed Term 4. Update BOT Positive tracking of responses over 3 years. questions from previous 2 years. Parents Individual areas of need are identified and Results inform 2019 focus for BOT and school become part of 2019 planning. Use of Ngāti Kahungunu Curriculum across the Lesley Standish / Jo Taia: Curriculum champions All learning teams when planning inquiry for the school to plan learning experiences. for the Kahungunu Curriculum coming term refer to Kahungunu Curriculum Team leaders document and integrate aspects into their Teachers teaching and learning. Community Key personnel develop indicators using available Lesley Standish Indicators for ‘Success as māori at Carterton resources and personnel to be able to describe Jo Taia School’ are published what Success as māori will look like in Ākonga Lynette Bradnam Māori. Draft 1 by end of 2018 PB4L and Restorative Practice continue to Wendy Taylor There are shared and clear guidelines for support school systems and policies to include all All staff behaviour across the school. Rewards and learners in our school, with success. PB4L Team consequences support appropriate relationships. Leadership (SENCO) team. Restorative Practices are Mandarin Language Assistant available one day a Principal to co ordinate. Year 7&8 students have weekly Mandarin week for 2018. All year – each Tuesday lessons. Develop L1 language proficiency. Other class have blocks of 4 lessons. Learn greetings & about lifestyle. MLA integrated into school. Digital Technologies PLD for all teachers. Term 1-2 Principal co ordinate PLD / school visits Digital Technologies curriculum development plan Curriculum for all teachers. for Carterton School is documented clearly and STEM is introduced across all year groups. Team leaders & teams introduce an aspect f coherently for 2018-2020 Teacher Only Day visit to Whakarongo School. STEM to their team. 2018 Practical, investigative experiences for all year groups are undertaken. All teachers attend PLD. The background and approach to collaborative Andrea Harvey (Sabbatical Term 4) The background and approach to collaborative teaching and learning at Carterton School Start of Term 1 2019 teaching and learning at Carterton School is documented. Key to the document is the purpose and targets for using a collaborative approach. Principal link with NZSTA, review current policies. Principal / PA All school policies and procedures are in line with Delete / update / renew as required. BOT best practice. Self review schedule updated. NZSTA Self review schedules are in place and By end of Term 1 maintained. Active Whānau Hui reintroduced to school culture. Regular Whānau Hui have informed school organisation and focus/
Strategic goal 3: For our students and our school to be at the heart of a culture of learning in Carterton that develops skills and capabilities now and in the future. (Kāhui Ako will provide strong context for this goal.) Action Responsibility / timeframe Outcomes Principal contacts REAP offers venue. Principal Term 1. School is used as a resource for a range of Principal attends Carterton Community Network Principal ongoing. community members. meetings. Host network meetings for school and other Ongoing groups. Host community groups eg dance, choir Parenting courses etc offered at our school. Principal / local providers. MOE ‘Reading Together’ courses offered. Deputy Principal / Lesley Standish Action plan for developing ‘Carterton School Principal Carterton School Student Profile finalised by end Student profile’ is developed Term 1. of 2018. Ideas and data gathered in Term 2. Leadership team / BOT / students / whānau / 2019 begin to document progressions through the Format and circulate draft Term 3. community school. Published Term 4. Principal Invite community into school for specific tasks eg All staff Community members part of school life. Barry’s Club, art specialists, sports coaches. Ongoing – at least termly Community members are around school during PTA & other family members encouraged to be and after school hours, they engage with part of school day to day life. students. Teachers involve community members in learning at least x1 per term. Students involved in community eg Pre schools, rest homes, R to R, Community Garden, citizenship ceremonies, Resilient Carterton events. New Entrant teacher maintains regular contact NE teacher Transitions between schools and within school are with pre school and ECEs. Teachers positive and smooth. Teachers contact new or previous school when SENCO Transition programme for Year 7&8 students is in children move during the year. Whanau, 4 year olds. place, linked to Kuranui College. Yr 7&8 programme documented by end Term 3 Team Kahikatea leader, principal, Kuranui College
SENCO is informed of any students possibly High needs students have a transition plan as part requiring supplementary support. of their IEP. Whanau invited to pre school visits. Staff New students & whanau report positive welcome. School powhiri to welcome new adults and BOT Pre school programme and visits are regular. students to our community. A range of cultural ‘welcomes’ options / resources Cultural norms of ‘welcome’ are investigated for are available. different groups. Informal and formal communication every term BOT BOT communication plan is in place and actioned. between BOT and community. Feedback from students, parents, whānau and Eg BOT survey, Wellbeing @ School Survey, community groups inform school next steps. coffee mornings, sports events., BBQs, info sessions, Pool Parties involve BOT members Review of school EOTC programme Principal / Team kahikatea leader Term 1 School EOTC programme provides progressive External providers engaged for programmes as challenge and experiences through the school. appropriate. Learning teams undertake termly EOTC experience. 5YPP contingency is used 2018-19. Principal / Property consultant Term 1 5YPP in place for 2019 Condition assessment of school completed. Term 2 5YPP is used to support learning and teaching. Principal / Property committee / BOT seek input into possible new projects. As part of Kahui Ako work: Liaise with other All teachers. Students and teachers are connected to the wider Carterton & South Wairarapa Schools to share Principal education community. resources, events, workshops, PLD etc Across and within school teacher roles are clarified. Within school teacher appointed. Principal Term 1 Student agency is a feature across the school. Our students are involved in collaborative student Principal Term 1, ongoing inquiries across S Wai.
School finance & property NAG 4 Resources Action Responsibility / timeframe Outcomes Follow school internal finance procedures and Finance & Operations Executive All internal finance management is according to policies. Office manager the Internal Control Policy. Principal & staff BOT Budget set to build surplus. Monthly. The school operates within annual grants. Surplus Regular monitoring of all ledgers. Principal. Finance & Operations Executive, BOT funds are to be built up if possible. Regular finance committee meetings to monitor sub committee profit / loss. Review and update school condition assessment. Term 1 Principal & Property manager The BOT will continue to work with project manager to support the development of all 5 and Plan for use of 5YPP contingency 2018-19 Term 1 Principal, Property manager, property sub 10 year property matters. committee 2019-23 5YPP drafted Term 1/3 Principal, Property manager, property sub committee, BOT 10 YPP projects are completed within budget School external paint completed. Contractors. A well ordered physical environment is Regular review of school condition Principal & caretaker maintained. 3Rs relate to all school community members Caretaker School ‘tidy areas’ for each class. Staff & students Review mowing contract – purchase mower?
Health & Safety NAG 5 Health & Safety Action Responsibility / timeframe Outcomes Weekly admin meeting agenda item ‘Health and Principal / teachers Risks, hazards & potential hazards to staff and safety’. All staff students are regularly reviewed and minimised. H&S notifications reported to BOT each meeting. Principal Caretaker H&S rep St John First Aid training for max of 20 staff Principal - Term 1 Adequate number of First Aid trained staff at school and on EOTC events. Review and document police vetting procedures. Principal, BoT Carterton School Health & Safety documentation Medication in school procedures reviewed and Term 1 reflects current best practice regarding Police documented. Vetting and medical systems. All new staff read & sign school H&S Principal School H & S documentation read and agreed to documentation. by all staff. PB4L Tier I, II and III systems and strategies Deputy Principal & PB4L teams School takes account of student wellbeing, across the school focus on wellbeing for all Termly meetings and feed back to staff. physical and emotional safety. students. Implement Restorative Practices across Student voice involved each term. the school. Termly meetings. Complete Wellbeing @ School survey at end of Term 3 / start of Term 4. Compare to previous results. Respond to findings. Involve parents / whānau early if any issues.
Personnel NAG 3 Employer responsibility Action Responsibility / timeframe Outcomes New staff are provided with a structured induction Teacher, team leader, DP New staff are quickly integrated into the life of the programme by team leader and / or DP, with school and are make a positive contribution to support from Principal. teaching and learning at Carterton School. Regular meetings to review progress and clarify expectations. New Practicing Teacher Criteria are integrated Term 1 Performance management procedures are into teacher job descriptions. implemented against Education Council Practicing School appraisal and attestation procedures are Term 1-4 Teacher Criteria and teacher job descriptions. completed and documented. Principal Teachers Kāhui Ako within school teacher (WST) appointed. Term 1 Principal Within School teacher appointed and active in WST attends Kāhui Ako training and meetings. Term 1-4 school and within Kāhui Ako. Other teachers are Role of WST developed, clarified and Term 2-3 supported in their inquiries. documented. WST supports teacher inquiries. Term 2-4 All teachers undertake ‘Teaching as Inquiry’ Term 1-4 Teachers are up to date and able to adapt new cycles through the year, with a focus on learning to their teaching. accelerating student achievement. Some teachers participate in cross-Kāhui Ako Term 2-4 inquiries. Teachers participate in whole school Teacher January, April, July, October. Only Day sessions. Teachers have opportunity to attend PLD related As available and resourcing allows. to their areas of inquiry.
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