CHARTER - Gisborne Intermediate School

 
CHARTER - Gisborne Intermediate School
CHARTER

2020
CHARTER - Gisborne Intermediate School
THE SCHOOL CHARTER
   INTRODUCTORY SECTION
A Gisborne Intermediate student shows lifelong learning through a growth mindset which is supported by our values of
Respect, Integrity, Self-Management and Excellence. At Gisborne Intermediate we encourage all learners in our community to
strive for excellence and become great people.
Gisborne Intermediate values are all integral to growing great people who reach their full potential.

RESPECT - Whakaute
Î Respecting our language, culture, environment, ourselves, growth, and each other

INTEGRITY- Ngākau Tapatahi
Î Being honest, trustworthy, ethical, responsible and accountable for our actions.

SELF-MANAGEMENT - Nga Ture
Î Taking responsibility for being honourable within the way we choose to act and making sure we are prepared in order to
  give ourselves the best chance for success.

EXCELLENCE - Hiranga
Î To be the best you can be and to strive for excellence through perseverance.
These values are part of what make people great and we desire for all Gisborne Intermediate students to grow into great
people.
Gisborne Intermediate has enjoyed continual roll growth to the point where we now have an enrolment scheme to avoid
overcrowding. There is a genuine learning culture based around collaboration and the promotion of strong values. There exists
a determined belief that all students will meet with success and are valued for who they are and are supported to aspire to their
full potential.

RESPECT
INTEGRITY
SELF MANAGEMENT
EXCELLENCE
                                       02   |   GISBORNE INTERMEDIATE SCHOOL   |   2020 CHARTER
CHARTER - Gisborne Intermediate School
THE GISBORNE INTERMEDIATE
   TEAM
BOARD OF TRUSTEES                                                   SUPPORT STAFF
Tanya Hohepa                          Chairperson                   Debbie Ross                     Office Administrator
Tracey Clare                                                        Lynise Craill                   Office Administrator
Anna Holdsworth                                                     Susan Yuile                     Office Administrator
John Moetara                                                        Kay Bermingham               Financial Administrator
Nathan Whitley
                                                                    Kat Swann                              Teacher Aide
Glen Udall (Principal)
                                                                    Shane’h Williams                       Teacher Aide
Kaytlin Walters (Staff Rep)
                                                                    Andrew Ingoe                           Teacher Aide
                                                                    Peips Stone                            Teacher Aide
TEACHING TEAMS                                                      Fee Martin                             Teacher Aide
                                                                    Debbie Horsfall                        Teacher Aide
Tangaroa                                                            Regan Hapi                             Teacher Aide
Alicia Lasenby                               LH1
Wayne Ensor                                  LH2                    Dale Robertson                   Property Manager
Quentin MIll                                 LH2                    Chris Underdown                  Property Manager
Kaytlin Walters                         Lead/LH3
Barry Huhu                                   LH3                    STUDENTS
Rehua                                                               Total Students                                  645
Anna Devery                             Lead/LH4                    Year 7                                          323
Tracey Maynard                               LH4                    Year 8                                          322
Rapiata Ria                                  LH4                    Student Ethnicity
Puri Hauiti                                  LH4                    NZ European                                    49%
Wendy Wallace                                LH5                    Māori                                          43%
Tanemahuta                                                          Pasifika                                        3%
Emily Willock                                LH6                    Other                                           5%
Jodie Leach                             Lead/LH7
Dylan Babbington                             LH8
Paige Bennett                                LH9
Charlotte Mossman                           LH10
Nga Taumata Rau
Amber Church                           Lead/LH11
Michaela Parker                             LH11
Shawn Norris                                LH12
Jess Hughes                                 LH13
Rebecca Schultz                             LH14
Team Tech Arts
Raewyn Hunt                         Lead | Music
Bryan Notting                                  Art
Jamie Ashman                            Industrial
Tina Swann                                   Food
Conrad Smith                                STEM
Anna de Lautour                       Horticulture
Reg Namana                                Hauora
Leaders of Learning
Carrie Barclay                          Numeracy
Glenda Sambrook                           Literacy
Julie Joll            Additonal Educational Needs

                                    2020 CHARTER     |   GISBORNE INTERMEDIATE SCHOOL   |   03
CHARTER - Gisborne Intermediate School
DESCRIPTION OF THE
    SCHOOL & COMMUNITY
Gisborne Intermediate School has a roll
of 645 students.
Gisborne Intermediate School has a mix of old and
refurbished classrooms, comprising of 14 learning hubs in all.
In addition to the classrooms and administration block, there
is a Library and a Tech Arts Centre (Music, Dance/Drama,
Food Tech, Hard Materials, STEM, Horticulture, Hauora and
Art), hall and swimming pool. The school grounds are both
sealed and grassed and prove to be adequate for the needs
of the school. Comprehensive adventure playgrounds are
installed and prove to be favourite meeting places for many
of the students. The School Administration block includes              Gisborne Intermediate participates in the Poverty Bay / Bay
school offices, medical rooms, staff room, resource room,              of Plenty intermediate schools sports competitions in a wide
Principal and DP offices. The school has a comprehensive               variety of sports, where the students travel out of district to
computer network system with each classroom having TV                  compete. There are also a number of students who compete
screens. All classrooms, the library, and school offices have          in the AIMS GAMES in Tauranga or at other regional events
computers and the school has wireless internet throughout.             representing Gisborne Intermediate throughout the year.
                                                                       We have many great successes within our sporting codes
The School is organised into five                                      and the students shine when given these opportunities.
education teams:                                                       They also participate in an annual exchange with Whakatane
                                                                       Intermediate in sporting and academic fields.
Tanemahuta (Learning Hubs 1, 2, 3)
Rehua (Learning Hubs 4, 5)                                             Gisborne Intermediate is strongly represented in the
Tangaroa (Learning Hubs 6, 7, 8, 9, 10)                                performing arts with a range of school groups. Every year
Nga Taumata Rau (Learning Hubs 11, 12, 13, 14)                         we have performance groups who perform at a variety of
Team Tech Arts (Music, Arts, Food Tech,                                events.
Industri-Tech, STEM, Horticulture, Hauora)                             The school web site (www.gisint.co.nz) is a portal to what
The school has all of its classrooms digitally enhanced with           is happening at Gisborne Intermediate and we use a
TVs and chromebooks. LSH is our special needs room where               school Facebook page which offers weekly updates of
our identified students with additional needs are able to              events, sporting successes and is the preferred method of
work with their teacher’s aides. The room is also the base for         contacting promoting school events. A quick view of the
our special needs teacher of ORS students.                             term calendar highlights all that is being offered for the
Although the Principal has overall responsibility for all areas,       students from school camps to sporting events to reporting
the Deputy Principal and Lead Teachers have delegated                  timelines so parents are kept well informed of what is
responsibilities respectively. All classes are multi year groups,      coming up in a very busy year. Teachers have also created
years 7&8.                                                             hub facebook pages to keep parents up to date with what is
                                                                       happening specifically in their classrooms.
The contributing population to Gisborne Intermediate
School is multicultural; with a 43% Māori group and a small
immigrant group from a wide selection of Australia, Britain,
Asia and the Pacific Islands.
The community has quite high expectations of the
school. There is a strong indication that parents support
the education their children are receiving. The school
calendar highlights a number of events parents may wish
to become involved in. In 2020 our key Curriculum Goals
include: Teaching as Inquiry, Local Curriculum, Literacy and
Numeracy.

                                         04   |   GISBORNE INTERMEDIATE SCHOOL   |   2020 CHARTER
CHARTER - Gisborne Intermediate School
WHAT INCLUSIVENESS LOOKS LIKE AT
                            GISBORNE INTERMEDIATE
                        Gisborne Intermediate is an inclusive school where students
                        with special education needs are participating and engaged in
                        the school classrooms. The students are learning material at their
                        appropriate level and they are achieving success with the school
                        curriculum. These students feel valued as active members of their
                        classroom and they are fully integrated into the school teaching
                        and learning programme.
                        Gisborne Intermediate works very carefully on the placement of
                        students with the best possible teacher to match their individual
                        social and learning needs. Considerable thought and care is taken
                        in this process to maximise the transition into successful two years
                        at Gisborne Intermediate. The school has extensive systems and
                        processes in place to support learners with special educational
                        needs. This includes the use of quality teachers’ aides, school
                        special needs teachers, and liaison with external agencies such as;
                        RTLB, RTLiT, SE, CAMHs, etc.
                        Parents are welcomed into the school and are an integral part of
                        the learning process. We take an active role to encourage parental
                        participation in school events and the classroom programme.

2020 CHARTER   |   GISBORNE INTERMEDIATE SCHOOL   |   05
CHARTER - Gisborne Intermediate School
NATIONAL EDUCATION
   PRIORITIES
Success for all                                                       Improving Māori student outcomes
Gisborne Intermediate is committed to improving the                   Gisborne Intermediate has a Māori roll of 43% of the total roll.
educational outcomes for all of its students. We look for             We have a dedicated team of teachers who have developed
continual school improvements in how we meet the                      programmes for engaging with our Māori students. There
learning needs of all learners through delivering quality             are extension and enrichment programmes for students in
learning programmes based around the quality data that we             Te Reo Māori and Tikanga Māori. The school receives Māori
have gathered and reported to the BOT.                                Language Resource funding at Level 3 for 150 learners. The
                                                                      school continues to self-review its performance in lifting
A safe learning environment                                           Māori achievement and is developing a culturally responsive
Gisborne Intermediate provides a safe structured learning             education where Māori can succeed as Māori.
environment for all of its students. The classrooms are well
resourced and mobility access is provided to all classrooms.          Providing career guidance
Gisborne Intermediate has a SWIS worker on site who                   (Year 7 and above)
works with students and their families. The SWIS worker               Gisborne Intermediate provides career guidance for its
supports students through targeted programmes and liaises             students through the integration of careers within the
with other agencies to ensure that all students receive               classrooms major unit studies when appropriate.
appropriate assistance.
                                                                      Reporting
Improving literacy and numeracy                                       Gisborne Intermediate reports twice a year in writing to
Gisborne Intermediate is committed to improving the                   parents on their student’s progress towards curriculum
Literacy and Numeracy attainment levels for all students,             levels. These reports are written in plain English to ensure
with a value added approach (all students will make progress          that parents gain a clear understanding of where their
relative to the entry level to Gisborne Intermediate). The            students are in relation to curriculum levels. Students with
school has recently been part of MoE funded ALiM & ALL                special needs will have their progress reported against their
MST projects which are designed to (up skill) staff in their          individual IEP/IBP learning goals, this will form the basis of
delivery of high quality teaching and learning programmes.            their reports.

Better use of student achievement
information
Gisborne Intermediate reviews its data collection processes
yearly to better gain accurate information that is then cross
referenced with data from a variety of sources to ensure
that the teachers OTJ is as balanced as it can be. There is an
assessment schedule that is produced every year outlining
the formal and informal methods used to collect student
data information. These range from: PAT tests, e-asTTle,
GLOSS,IKAN and student evidence of learning. This data is
then compiled into MUSAC Edge where it can be analysed
and progress can be tracked over time.

Improving outcomes for students at risk
Gisborne Intermediate has clear procedures for identifying
students at risk. This begins before the students start at
Gisborne Intermediate, where their previous school and
teacher are consulted around the educational needs of the
student. Once identified the student is then placed with the
most qualified teacher to support them in their learning.
Through the use of outside agencies like: CAMHS, RTLB,
RTLiT, Special Education, SWIS the students are given access
to high quality learning support and programmes to best
meet their identified learning needs.

                                        06   |   GISBORNE INTERMEDIATE SCHOOL   |   2020 CHARTER
CHARTER - Gisborne Intermediate School
CULTURAL
     DIMENSIONS
Cultural Perspectives
Gisborne Intermediate School’s curriculum
recognises the unique position of Māori within
New Zealand society. It provides students with
experiences and understandings in cultural
traditions, language and local and national histories.

Tikanga Māori and Te Reo Māori
Gisborne Intermediate School takes all reasonable
steps to provide learning opportunities in tikanga
Māori and Te Reo Māori for full time students
whose parents ask for it. For parents indicating
their intention to enrol their children at Gisborne
Intermediate School, a discussion will be held to
share/inform the parents of the current level of
teaching of tikanga Māori and Te Reo Māori and
possible future developments considering financial,
human and physical resourcing. Existing parents
of Māori children attending Gisborne Intermediate
School have the opportunity to participate in
discussions on any issues, concerns or matters
of interest concerning Māori and Māori student
achievement.

Consultation with Māori
An annual survey is held. All families with a Māori                           BOARD’S
child/ren attending Gisborne Intermediate School
are invited to submit responses to a survey. Ideas                            UNDERTAKINGS
agreed on within the survey are incorporated in the
school’s Action Plan for the forthcoming year.
                                                                          Consultation
                                                                          The Gisborne Intermediate School Board consults
Consultation with Pasifika                                                annually with the Mäori community and wider
An annual survey is held in November following                            community. Processes for consultation include
the distribution of a School Questionnaire to the                         School Newsletters and Board Meetings, Parent
community. All families with Pasifika children                            Teacher Interviews, Curriculum Evenings, annual
attending Gisborne Intermediate School are invited                        hui, and kanohi ki te kanohi (face to face with
to submit responses to this survey. Ideas agreed on                       parents and family).
within the survey are incorporated in the school’s
Action Plan for the forthcoming year.
                                                                          Planning Year
                                                                          Gisborne Intermediate School’s planning year is
                                                                          January 1 to December 31. The implementation
                                                                          of the school’s plans is from the beginning of the
                                                                          new school year.

                                                                          School’s Charter
                                                                          The Gisborne Intermediate School Board sends
                                                                          a copy of the School Charter to the Ministry of
                                                                          Education annually by March 1.

                                                                          Annual Report
                                                                          The Gisborne Intermediate School Board sends
                                                                          a copy of the Annual Report to the Ministry
                                                                          of Education annually by May 31. This report
                                                                          outlines the previous year’s operations, including
                                                                          a financial report and a report on student
                                                                          achievement.

                                    2020 CHARTER   |   GISBORNE INTERMEDIATE SCHOOL   |   07
CHARTER - Gisborne Intermediate School
CORE VALUES
                                                                                          GUIDING PRINCIPLES
    & BELIEFS                                                                             Î Put students welfare and learning at

vision
                                                                                            the centre of all our decisions.
                                                                                          Î Build relationships with our school
                                                                                            whānau and community.
                                                                                          Î Prepare students with core skills and
Growing Great People | Te Whakatipu Iwi Nui                                                 values.

mission
                                                                                          Î Develop high performing teachers.
                                                                                          Î Respect our social, cultural and
                                                                                            physical environment.
                                                                                          Î Demonstrate effective governance.
Create personalised learning opportunities for our tamariki
with connections to the world around them through powerful
partnerships between students, teachers and whānau.

values

Our beliefs mean we employ and develop                               Our beliefs mean we aspire to create learners
teachers who:                                                        who are:
Î Meet individual student needs with consideration of a              Î Well rounded people who fulfill their potential.
  futures perspective.                                               Î Aware of their next learning steps and set challenging but
Î Live the school values and are prepared to be learners               achievable academic goals.
  themselves.                                                        Î Curious innovators who take responsibility for themselves
Î Are prepared to be accountable and have challenging                  and demonstrate a sound work ethic.
  conversations around evidence of learning.                         Î IT savvy and globally connected contributors who are
Î Have high expectations of themselves and their students              future focused.
  but have some fun in the quest for success.                        Î Empathetic team players with good manners and show
Î Have an expectation that everyone reaches their full                 appreciation.
  potential by supporting cultural aspirations.                      Î Brave and resilient in the face of challenge and
Î Are highly professional in working with all stakeholders to          disappointments.
  achieve maximum impact.
                                       08   |   GISBORNE INTERMEDIATE SCHOOL   |   2020 CHARTER
CHARTER - Gisborne Intermediate School
IN ACCORDANCE WITH OUR
SCHOOL CHARTER & STRATEGIC PLAN

      OUR VISION/                                      OUR                                         OUR
       MISSION                                        VALUES                                     TEACHING
      GROWING GREAT                                  EXCELLENCE IN                                BELIEFS
        PEOPLE BY:                                   TEACHING AND
                                                    LEARNING WHICH                           Î Every child is an individual
  Creating personalised learning
                                                       PROMOTES:                             Î Children will work at their
   opportunities for our tamariki                                                              own level of learning
                                            Î High levels of
   with connections to the world              achievement for all                            Î A child’s strengths and
  around them through powerful                                                                 interests will be identified
                                            Î Individual strengths and
  partnerships between students,              potential                                        and nurtured
       teachers and whanau.                 Î Commitment to a                                Î Children will work in
 Our focus is always on pedagogy,             partnership between                              a stimulating caring
                                              school and community                             environment
 methodology and best practice for
                                            Î Staff as our most valuable                     Î Children will be provided
    the emerging adolescent.
                                              resource                                         with robust appropriate
                                                                                               teaching programmes
                                            Î A safe, healthy, secure
                                              and inclusive learning                         Î Each child will be
                                              environment for all staff                        encouraged to reach their
                                              and students                                     potential
                                                                                             Î Pedagogy and methodology
                                                                                               suited for the emerging
                                                                                               adolescent

OUR CURRICULUM APPROACH IS NURTURED BY
CONSIDERING THESE 3 AREAS:

            WHO                                           HOW                                          WHY
  Î   Students                              Î Te Wiki o Te Reo Māori                         Î Whanaungatanga – Relating
  Î   Whanau/family                         Î Local significant historical                     to each other, kinship, family
                                              sites - Turanganui a Kiwa                        connections
  Î   Teachers
                                              Heritage Trails                                Î Manaakitanga – how we
  Î   Guest Speakers                                                                           treat each other
      - Local & Global                      Î Tairawhiti Museum Lessons
      - Expert areas                        Î Legends                                        Î Kaitiakitanga – showing
                                                                                               care and respect for all
  Î   Te Runanga o Turanganui               Î Culture / Tikanga                                things around us
      a Kiwa                                Î Karakia                                        Î Poutama – steps to
  Î   Turanga Health                        Î Marae stay                                       excellence
  Î   Local Agencies                        Î Kapa haka – from this area                     Î Greater student
  Î   RTLB, SE                              Î Powhiri                                          engagement
  Î   Support services, STAND,              Î Hauora – who we are and                        Î Celebrate the unique
      Strengthening Families,                 where we come from                               culture of the area
      CYFS, etc                                                                              Î 58% of students are of
                                            Î Ka Hikitia
                                            Î Culturally responsive                            Māori descent
                                              teaching – Tataiako                            Î Empowering the students
                                            Î E-Learning – Mind Lab                            by having successful Māori
                                                                                               role models
                                            Î Matariki
                                                                                             Î Students can make a
                                            Î Kaimoana / Hunting                               connection between their
                                            Î Te Reo Māori                                     local community and the
                                            Î Clear Māori component to                         wider worlds
                                              the physical aspect of the                     Î Sense of belonging/
                                              school environment                               achievement
                                            Î Waiata - local

                                 2020 CHARTER   |    GISBORNE INTERMEDIATE SCHOOL   |   09
CHARTER - Gisborne Intermediate School
2020-2022
STRATEGIC GOALS

         GOAL 1
    STUDENT
   LEARNING
           Better
     Achievement
                      To raise student achievement in Numeracy & Literacy
                      whereby each learner exceeds a years progress annually
                      with a particular focus on Māori learners.                 01
         GOAL 2
   POWERFUL
  PARTNERSHIP
           Better
      Connections
                      The school will increase levels of collaboration with
                      parents, iwi, other schools and community organisations
                      to develop well rounded students who demonstrate our
                      RISE values
                                                                                 02
         GOAL 3
  PERSONNEL
DEVELOPMENT
            Better
             Skills
                      To enhance the skill sets of all employees within the
                      school to grow a highly effective organisation and
                      create valuable partnerships which meet each learner’s
                      personalised educational needs.
                                                                                 03
         GOAL 4
   STUDENT
  WELLBEING
     Better Hauora
                      To attend to the health and wellbeing of all students
                      through the implementation of robust systems and
                      support mechanisms to monitor and improve their
                      hauora.
                                                                                 04

                      10   |   GISBORNE INTERMEDIATE SCHOOL   |   2020 CHARTER
2020-2022
ANNUAL GOALS

         GOAL 1
    STUDENT
   LEARNING
           Better
     Achievement
                      A school wide focus on assessment will provide
                      improved reliability in identifying current student
                      achievement and identify next learning steps in order to
                      create personalised learning.
                                                                                  01
         GOAL 2
   POWERFUL
  PARTNERSHIP
           Better
      Connections
                      The school will develop expectations around the amount
                      of home contact required to inform parents on progress
                      at school and engage whānau in student learning.            02
         GOAL 3
  PERSONNEL
DEVELOPMENT
            Better
             Skills
                      Systems to support inquiries into the impact of
                      teaching and learning approaches will be developed
                      across the school.                                          03
         GOAL 4
   STUDENT
  WELLBEING
     Better Hauora
                      Systems for gathering student voice will be refined to
                      track trends and identify concerns that may emerge.
                                                                                  04

                       2020 CHARTER   |   GISBORNE INTERMEDIATE SCHOOL   |   11
2020-2022
    STRATEGIC PLAN OVERVIEW
 GOALS
 PRIORITY AREAS                       2020                                 2021                                 2022
 Raising student achievement          Assessment focus                     Numeracy focus                       Literacy focus

 Developing powerfulpartnerships      Developing relationships with        Engagement in the regional communities of learning
                                      whānau

 Building staff capabilities          Consolidate the use of               Develop comprehensive digital        Building on bank of quality
                                      professional dialogue systems        professional learning journals       evidence indicators of teaching
                                                                                                                and learning

 Attending to student hauora          Using effective PB4L strategies      Responding to wellbeing surveys      Exposing learners to healthy
                                                                                                                eating options through a school
                                                                                                                garden

    2020 ANNUAL GOALS
    SELF REVIEW SCHEDULE

 GOAL                          TERM 1                        TERM 2                       TERM 3                       TERM 4
 Raising student               Term reports on target        Term reports on target       Term reports on target       Term reports on target
 achievement                   students & priority           students & priority          students & priority          students & priority
                               learners                      learners                     learners                     learners
                                                             Report to BOT                                             Report to BOT

 Developing powerful           Parent surveys at 3 Way       Random parent surveys        School wide parent           Random parent surveys
 partnerships with whānau      Conferences                                                surveys
 and the wider community

 Building staff capabilities   Lead team review of           Staff review of              Review of professional       Formation of an Action
                               professional dialogue         professional dialogue        dialogue system              Plan around professional
                               system                        system                       conducted by principal       dialogue systems for 2020
                                                                                          and external facilitator

 Improving student             Analysing hub behaviour management strategies and exploring best practice
 wellbeing

PROFESSIONAL LEARNING AT GISBORNE INTERMEDIATE IS:
Î targeted to teacher needs.
Î driven by strategic and annual goals.
Î collaborative where staff share what they have learned through PD opportunities.
Î about encouraging all staff to lead learning and share their expertise.
Î a reflective process which requires teachers to inquire into their practice.
Î a process that never stops.
Î within allocated budgets set for the year.

                                             12   |   GISBORNE INTERMEDIATE SCHOOL    |   2020 CHARTER
2020
SCHOOL OPERATIONS, GOVERNANCE & MANAGEMENT
                 Key school documents that inform the Gisborne Intermediate School
                 Charter relating to curriculum include:

                                                                                    01
         NAG 1   Î New Zealand Curriculum Framework
    STUDENT      Î Teaching as Inquiry

ACHIEVEMENT      Î School Curriculum; intentions to meet requirements of the NEG’s, NAG’ and
                   National Education Priorities.
                 Î Curriculum Achievement Action Plans
                 Î Student Assessment schedule
                 Î Student Individual learning journals
                 Î Associated Policies
                 Î Gisborne Intermediate School Annual Plans

                 Key school documents that inform the School Charter relating to self-
                 review include:

                                                                                02
         NAG 2   Î    Strategic goals based on strategic, regular and emergent self reviews
         SELF    Î    Job Descriptions

       REVIEW    Î
                 Î
                      Performance Agreements
                      Staff appraisals & attestation
                 Î    Education Council Practising Teacher Criteria
                 Î    Professional dialogue sessions
                 Î    Teaching as Inquiry
                 Î    Accidents & Medical register
                 Î    Gisborne Intermediate School Annual Plans

                 Key school documents that inform the School Charter relating to
                 personnel include:

                                                                                03
         NAG 3   Î    Job Descriptions
 PERSONNEL       Î
                 Î
                      Performance Agreements
                      Staff Appraisals
                 Î    Education Council Practicing Teacher Criteria
                 Î    Staff Handbook
                 Î    School Prospectus
                 Î    Staff Professional development Programme
                 Î    Roles & Responsibilities Schedule
                 Î    Accidents & Medical Register
                 Î    Personnel & Curriculum Policies
                 Î    Gisborne Intermediate School Annual Plans

                     2020 CHARTER   |   GISBORNE INTERMEDIATE SCHOOL   |   13
2020
SCHOOL OPERATIONS, GOVERNANCE & MANAGEMENT
               Key school documents that inform the Gisborne Intermediate School
               Charter relating to finances include:

                                                                              04
       NAG 4   Î    Annual Budget
   FINANCE/    Î    10 Year Property Plan

  PROPERTY     Î
               Î
                    5 Year Property Schedule
                    SUE Reports
               Î    Assets Register
               Î    Auditors Reports
               Î    Maintenance Schedule
               Î    Hazard’s Register
               Î    Health and Safety Procedures
               Î    School Lockdown & Evacuation Procedures
               Î    Plant & Machinery Practices & Procedures
               Î    Insurance
               Î    Associated Policies & Procedures
               Î    Gisborne Intermediate School Annual Plans

               Key school documents that inform the Gisborne Intermediate School
               Charter relating to health and safety include:

                                                                              05
       NAG 5   Î    Strategic Plan
   HEALTH &    Î    Operational Plan

     SAFETY    Î
               Î
                    Hazard’s Register
                    Maintenance Schedule
               Î    Emergency Plan / Pandemic Plan / Evacuations Procedures/ School Lockdown
                    Procedures
               Î    Student Support Programmes and Procedures
               Î    School Health & Safety Management System
               Î    Vulnerable Children’s Act
               Î    Associated Policies
               Î    Gisborne Intermediate School Annual Plans

                   14   |   GISBORNE INTERMEDIATE SCHOOL   |   2020 CHARTER
2020
   DISTRIBUTED LEADERSHIP ROLES
Gisborne intermediate leaders are expected to operate in a collaborative environment where distributed leadership impacts on
student outcomes. We are committed to growing the leadership capabilities of staff who are accountable for effective teaching
and learning throughout the school.
We try not to rely on a hierarchal model which is top down, but utilise considerable skill sets that exist across the school. A clear
leadership profile has been designed to support leaders to provide clarity around their role as a leader in our school.
We are committed to delivering equity and excellence within a philosophy of success for all. This requires outstanding
leadership through high level leadership capabilities.

                                            CoL WSTs                           SENCO
                                           Kaytlin, Barry,                       Julie
                                                Puri
                CURRICULUM                                                                            LEADERS OF
                  LEADERS                                                                              LEARNING
             Ana, Conrad, Carrie,                                                                         Glenda, Carrie
               Glenda, Raewyn

      CULTURAL                                                                                                       MENTORS
      LEADERS                                                                                                        TO PCTs
     Rapiata, Puri                                      IMPACTING                                                  Glenda, Carrie,
                                                                                                                    Dylan, Barry
                                                         STUDENT
                                                        OUTCOMES
                                                        rough equity
      MANAIAKALANI                                       & exceence                                             PRINCIPAL
         LEADER                                                                                                      Glen
              Barry

                                 TEAM
                               LEADERS                                                     DP / ACTING
                             Ana, Jodie,
                            Amber, Kaytlin,                   BOARD                         PRINCIPAL
                              Raewyn                         MEMBERS                                TBC
                                                            John, Nathan,
                                                             Tanya, Anna,
                                                                Tracey

                                         2020 CHARTER   |   GISBORNE INTERMEDIATE SCHOOL   |   15
ASSESSMENT SCHEDULE 2020
Refer to the Assessment Tools handbook for the administration guidelines.

 WK TERM 1                                 TERM 2                              TERM 3                           TERM 4
  1    Long Term Plan due to LEAD          Long Term Plan due to LEAD          Long Term Plan due to LEAD       Long Term Plan due to LEAD
       24 Jan                              27 April                            20 July                          12 Oct
                                           TECH reports due on MUSAC for TECH reports due on MUSAC for TECH reports doe on MUSAC for
                                           cycle 1&2                     cycle 3&4                     cycle 5&6
  2    PR1ME Placement Assessment         IKAN Test 2 ( optional) to be      IKAN Test 3 ( optional) to be   IKAN Test 4 ( optional) to be
       (Year 7s)                           administered. Loaded into           administered. Loaded into        administered. Loaded into
                                           MUSAC for your tracking             MUSAC for your tracking          MUSAC for your tracking
       IKAN Test 1 ( optional) to be      PROBE (one year or more             PROBE (one year or more
       administered. Loaded into           below – start administering)        below – start administering)
       MUSAC for your tracking
  3    WRITING SAMPLEadministered WRITING SAMPLE administered                                                 WRITING SAMPLE administered
       (weeks 3-5) genre = explanation (teacher choice of genre)                                                (weeks 3-5) genre = explanation
  4    PROBE (one year or more                                                                                  PROBE (one year or more
       below – start administering)                                                                             below – start administering)
  5    PAT - READING / PAT MATH                                                                                 GLOSS Interview 2 ASSESSMENT
       (administered weeks 5-7)                                                                                 to be administered for all
       Maths PAT timetable                                                                                      students
       Reading PAT timetable
  6                                                                                                             PAT - READING / PAT MATH
                                                                                                                (administered weeks 5-7)
                                                                                                                GLOSS data due on MUSAC
                                                                                                                Friday 27 Nov
  7                                        WRITING data due on MUSAC                                           WRITING data entered E-asttle
                                           15 June                                                              27 Nov
                                                                                                                GLOSS data due on MUSAC 27
                                                                                                                Nov
                                                                                                                PAT Reading and Maths data
                                                                                                                loaded onto NZCER 27 Nov
                                                                                                                Term 4 Achievement Wall data
                                                                                                                due 27 Nov
                                                                                                                PROBE data due 27 Nov
  8    PAT Maths and Reading data                                                                               TECH reports due on MUSAC for
       loaded on NZCER 23 March                                                                                cycle 7 (start of week 8)
       WRITING d
                ata due on E-asttle                                                                            EOY reports to lead teacher
       by 23 March                                                                                              (end of week 8)
  9    PROBE Data due 23 March.                                                Term 3 Achievement Wall data
       Loaded onto MUSAC                                                       due 16 Sept
       GLOSS (Interview 1)                                                     Term 3 data d
                                                                                            ue on MUSAC 16
       ASSESSMENT to be                                                       Sept
        administered for Year 7 students
 10 Term 1 Progress Report goes           Term 2 Achievement Wall data        Action Week                      EOY Reports go home 14
       home Thursday 6 April               due 29 June                                                          December
                                           Term 2 Mid Year 2020 data on
                                           MUSAC 29 June
 11 GLOSS loaded on MUSAC due
       9 April
       Term 1 Achievement Wall data
       due 9 April
       Term 1 2020 data on MUSAC 9
       April

                                               16   |   GISBORNE INTERMEDIATE SCHOOL   |   2020 CHARTER
GOAL 1 | STUDENT LEARNING
   MATHS
STRATEGIC GOAL                                                        BASELINE DATA:
To raise student achievement in Numeracy & Literacy                   At the end of the 2019 academic year 251 students (Year 7
whereby each learner exceeds a years progress annually with           and Year 8’s) were below or well below expected levels in
a particular focus on Maori learners.                                 maths. This included 136 Maori and 14 Pasifika students.

ANNUAL GOAL                                                           YEAR 8 STUDENTS BEGINNING 2020
A school wide focus on assessment will provide improved               Î Total below: 108 (Maori 55, Pasifika 5, NZ European 48)
reliability in identifying current student achievement and              Total well below: 19 (Maori 10, Pasifika 1, NZ European 8)
identify next learning steps in order to create personalised          YEAR 7 STUDENTS BEGINNING 2020
learning.                                                             Î Total below: 71 (Maori 35, Pasifika 6, NZ European 25,
                                                                        Other 5)
ANNUAL AIM                                                            Î Total well below: 47 (Maori 34, Pasifika 1, NZ European
Students will be engaged in their learning to enable them               11, Other 1)
to be at or above the curriculum expectations in Maths.               ACADEMIC TARGETS FOR OUR
Classroom programmes will provide students with relevant              PRIORITY LEARNERS 2020
strategies to identify their next learning steps in order to          Î The 108 Year 8 students who are below expectation in
create personalised learning. In the case of students with              maths, will make accelerated progress and be working
special educational needs, actions which are specific to their          at level 4 of the curriculum by the end of the academic
needs will be identified through IEPs and or IBPs.                      year. Progress will be monitored to ensure that there is no
                                                                        disparity between Maori and non-Maori students.
ANNUAL INITIATIVES                                                    Î The 19 Year 8 students who are working at well below
                                                                        expectation in maths will make more than a year’s
Î Assessment: To focus on assessment practices by                       progress and be approaching upper level 3 by the end of
  using data to change practice and improve student                     the academic year.
  achievement.                                                        Î The 71 Year 7 students who are below expectation in
Î Target groups: To identify students just below                        maths, will make accelerated progress and be working at
  curriculum expectations and require teachers to                       Early level 4 of the curriculum by the end of the academic
  collaborate with colleagues around getting these groups               year. Progress will be monitored to ensure that there is no
  of students to the expected curriculum level.                         disparity between Maori and non-Maori students.
Î Evidence of Learning: to have teachers and students                 Î The 47 Year 7 students who are working at well below
  keep evidence of learning needs and progress being                    expectation in maths will make more than a year’s
  made.                                                                 progress and be approaching early level 3 by the end of
INITIATIVE MEASURES                                                     the academic year.
Î Assessment: Improvement in school-wide student                      Î All students with special learning needs and those who
  achievement in literacy and numeracy.                                 require learning support will make accelerated progress.
Î Target groups: Shifts in teacher practice identified
  through capability assessments.
LINKS TO STRATEGIC PLAN -
BETTER ACHIEVEMENT FOR
STUDENT LEARNING
Raise student achievement in literacy and numeracy
whereby each learner exceeds a year's progress annually
with a particular focus on Maori learners.

                                        2020 CHARTER   |   GISBORNE INTERMEDIATE SCHOOL   |   17
GOAL 1 | STUDENT LEARNING
   READING

STRATEGIC GOAL                                                        YEAR 8 STUDENTS BEGINNING 2020
To raise student achievement in Numeracy & Literacy                   Î Total below: 52 (Maori 28, Pasifika 2, NZ European 22)
whereby each learner exceeds a years progress annually with           Î Total well below: 40 (Maori 22, Pasifika 5, NZ European
                                                                        12, Other 1)
a particular focus on Maori learners.
                                                                      YEAR 7 STUDENTS BEGINNING 2020
ANNUAL GOAL                                                           Î Total below: 37 (Maori 17, Pasifika 2, NZ European 18)
A school wide focus on assessment will provide improved               Î Total well below: 41 (Maori 22, Pasifika 1, NZ European
reliability in identifying current student achievement and              16, Other 3)
identify next learning steps in order to create personalised          ACADEMIC TARGETS 2020
learning.                                                             Î The 52 Year 8 students who are below expectation in
                                                                        reading, will make accelerated progress and be working
ANNUAL AIM                                                              at level 4 of the curriculum by the end of the academic
Students will be engaged in their learning to enable them               year. Progress will be monitored to ensure that there is no
to be at or above the curriculum expectations in Reading.               disparity between Maori and non-Maori students.
                                                                      Î The 40 Year 8 students who are working at well below
Classroom programmes will provide students with relevant                expectation in reading will make more than a year’s
strategies to identify their next learning steps in order to            progress and be approaching upper level 3 by the end of
create personalised learning. In the case of students with              the academic year. Progress will be monitored to ensure
special educational needs, actions which are specific to their          that there is no disparity between Maori and non-Maori
needs will be identified through IEPs and or IBPs.                      students.
                                                                      Î The 37 Year 7 students who are working at below
ANNUAL INITIATIVES                                                      expectation in reading, will make accelerated progress
                                                                        and be working at early level 4 of the curriculum by the
Î Assessment: To focus on assessment practices by                       end of the academic year. Progress will be monitored to
  using data to change practice and improve student                     ensure that there is no disparity between Maori and Non
  achievement.                                                          Maori students.
Î Target groups: To identify students just below                      Î The 41 Year 7 students who are working at well below
  curriculum expectations and require teachers to                       expectation in reading, will make more than a year’s
  collaborate with colleagues around getting these groups               progress and be approaching upper level 3 by the end of
  of students to the expected curriculum level.                         the academic year. Progress will be monitored to ensure
Î Evidence of Learning: to have teachers and students                   that there is no disparity between Maori and Non Maori
  keep evidence of learning needs and progress being                    students.
  made.                                                               Î All students with special learning needs and those who
INITIATIVE MEASURES                                                     require learning support will make accelerated progress.
Î Assessment: Improvement in school-wide student
  achievement in literacy and numeracy.
Î Target groups: Shifts in teacher practice identified
  through capability assessments.
BASELINE DATA:
At the end of the 2019 academic year 179 students (Year 7
and Year 8’s) were below or well below expected levels in
reading. This included 99 Maori and 14 Pasifika students.

                                        18   |   GISBORNE INTERMEDIATE SCHOOL   |   2020 CHARTER
GOAL 1 | STUDENT LEARNING
   WRITING
STRATEGIC GOAL                                                        YEAR 8 STUDENTS BEGINNING 2020
To raise student achievement in Numeracy & Literacy                   Î Total below: 61 (Maori 19, Pasifika 1, NZ European 39,
whereby each learner exceeds a years progress annually with             Other 2)
                                                                      Î Total well below: 72 (Maori 37, Pasifika 7, NZ European
a particular focus on Maori learners.                                   25, Other 3)
ANNUAL GOAL                                                           YEAR 7 STUDENTS BEGINNING 2020
A school wide focus on assessment will provide improved               Î Total below: 64 (Maori 29, Pasifika 3, NZ European 30,
reliability in identifying current student achievement and              Other 2)
                                                                      Î Total well below: 74 (Maori 36, Pasifika 3, NZ European
identify next learning steps in order to create personalised
                                                                        31, Other 4)
learning.
                                                                      ACADEMIC TARGETS 2020
ANNUAL AIM                                                            Î The 61 Year 8 students who are below expectation in
Students will be engaged in their learning to enable them               writing, will make accelerated progress and be working
to be at or above the curriculum expectations in Writing.               at level 4 of the curriculum by the end of the academic
                                                                        year. Progress will be monitored to ensure that there is no
Classroom programmes will provide students with relevant                disparity between Maori and non-Maori students.
strategies to identify their next learning steps in order to          Î The 72 Year 8 students who are working at well below
create personalised learning. In the case of students with              expectation in writing will make more than a year’s
special educational needs, actions which are specific to their          progress and be approaching upper level 3 by the end of
needs will be identified through IEPs and or IBPs.                      the academic year
                                                                      Î The 64 Year 7 students who are below expectation in
ANNUAL INITIATIVES                                                      writing, will make accelerated progress and be working at
                                                                        early level 4 of the curriculum by the end of the academic
Î Assessment: To focus on assessment practices by                       year. Progress will be monitored to ensure that there is no
  using data to change practice and improve student                     disparity between Maori and Non Maori students.
  achievement.                                                        Î The 74 Year 7 students who are working at well below
Î Target groups: To identify students just below                        expectation in writing, will make more than a year’s
  curriculum expectations and require teachers to                       progress and be approaching upper level 3 by the end of
  collaborate with colleagues around getting these groups               the academic year. Progress will be monitored to ensure
  of students to the expected curriculum level.                         that there is no disparity between Maori and Non Maori
Î Evidence of Learning: to have teachers and students                   students.
  keep evidence of learning needs and progress being                  Î All students with special learning needs and those who
  made.                                                                 require learning support will make accelerated progress.
INITIATIVE MEASURES
Î Assessment: Improvement in school-wide student
  achievement in literacy and numeracy.
Î Target groups: Shifts in teacher practice identified
  through capability assessments.
BASELINE DATA:
At the end of the 2019 academic year 262 students (Year 7
and Year 8’s) were below or well below expected curriculum
levels in writing. This included 123 Maori and 14 Pasifika
students.

                                        2020 CHARTER   |   GISBORNE INTERMEDIATE SCHOOL   |   19
GOAL 1 | STUDENT LEARNING
   SPECIAL EDUCATION NEEDS
STRATEGIC GOAL                                                        RESULTS IN IEP OR IBP LEARNING
To raise student achievement in Numeracy & Literacy                   NEEDS
whereby each learner exceeds a years progress annually with           100% students with special educational needs achieved 90%
a particular focus on Maori learners.                                 of their learning outcomes for their IEP or IBP.

ANNUAL GOAL                                                           2020 TARGETS
A school wide focus on assessment will provide improved               In 2020 we have 6 children receiving ICS support, 8 students
reliability in identifying current student achievement and            receiving ORS support and 1 students receiving HCN
identify next learning steps in order to create personalised          support.
learning.
                                                                      Specific targets:
ANNUAL AIM                                                            Î 100% students with special educational needs will
Students will be engaged in their learning to enable them               achieve 90% of their learning outcomes for their IEP or IBP.
to be at or above the curriculum expectations in Maths.
Classroom programmes will provide students with relevant
strategies to identify their next learning steps in order to
create personalised learning. In the case of students with
special educational needs, actions which are specific to their
needs will be identified through IEPs and or IBPs.

ANNUAL INITIATIVES
Î Assessment: To focus on assessment practices by
  using data to change practice and improve student
  achievement.
Î Target groups: To identify students just below
  curriculum expectations and require teachers to
  collaborate with colleagues around getting these groups
  of students to the standards.
Î Evidence of Learning: to have teachers and students
  keep evidence of learning needs and progress being
  made.
BASELINE DATA
2019 we had 7 students receiving ICS support, 6 students
receiving ORS support, 13 students receiving RTLB/SE/CYF/
CAMHS support.

                                        20   |   GISBORNE INTERMEDIATE SCHOOL   |   2020 CHARTER
GOAL 1
  ANNUAL PLAN

 WE WILL DELIVER ON...                                BECAUSE WE WILL...                                          SO THAT...
 STUDENT                                              Focus professional learning on assessment
                                                      practices.                                                  Student
 LEARNING                                                                                                         achievement
 Better Achievement                                   Develop teacher coaching to target                          outcomes are
 Raising student achievement in                       students below the expected curriculum                      enhanced through
 literacy & numeracy whereby each                     level.                                                      transformed
 learner exceeds a years progress                                                                                 practices.
 annually with a particular focus                     Enable fully engaged digital citizenship
 on Māori learners.                                   which makes learning visible through
                                                      LEARN, CREATE, SHARE.

2020 INITIATIVES        ACTIONS                           WHO                 TERM   SUCCESS INDICATORS           RESOURCING
Provide focused         Unpack assessment schedule        Assessment            1    • Consistency of             • Staffing
professional learning   with staff                        team                         assessment data              » Fully released
on assessment                                                                        • Accurate OTJs                  leaders of learning -
practices               Schedule team meeting             Lead teachers        1-4
                        time to discuss assessment                                     referenced with                Numeracy
                        practices                                                      evidence                     » Fully released leaders
                                                                                     • Learners identifying           of learning - Literacy
                        Build assessment practice         Leaders of          1&4
                                                                                       where they are at in         » Fully released SENCO
                        dialogue into scheduled           learning,
                                                                                       their learning and what    • CoL Funding
                        professional learning             mentors
                                                                                       their next steps are
                        conversations and teaching                                                                  » 3 Within School
                        as Inquiry                                                   • Culturally responsive          Teachers
                                                                                       assessment practices
                        In-school literacy leader to      Glenda              1&4      formulated                 • Curriculum Budget
                        work with teachers around
                        e-asTTle writing assessment

                        Schedule team and staff           Team teachers        1-4
                        meetings around overall           & assessment
                        teacher judgments                 team

                        Nga Manu a Rehua will             Nga Manu             1-4
                        explore assessment practices      a Rehua, Ka
                        which are culturally response     Hikitia team
                        for Maori learners.
Teacher coaching        Tracking progress of              PLC team             1-4   • Evidence teachers          • Staffing
to target students      individual students in PLCs                                    are tracking target          » 1.5 FTTE (tech
below the expected      and team meetings                                              students and have              teachers) to allow
curriculum level                                                                       used deliberate acts of        1.5 hours release per
                        Scheduled professional            Leaders of           1-4     teaching in an effort to
                        learning sessions with            learning                                                    week per teacher to
                                                                                       accelerate progress            facilitate coaching
                        leaders of learning using
                        GROWTH coaching and TAI                                      • Achievement data               and follow up
                        approaches                                                     identifies improved            sessions
                                                                                       movement trends
                        Observations and modelling        Leaders of           1-4
                        with in-school literacy and       learning
                        numeracy leaders
                        Discussions around target         Lead, mentor,       1-4
                        templates at team meetings,       leaders of
                        staff meetings, PLCs and PRT      learning,
                        meetings                          Brendon
                        Educate teachers around           Puri, Rapiata, Ka    1-4
                        approaches to engage Māori        Hikitia team
                        learners
Leverage off            Engage 10 classroom               Pilot                1-4   • Staff take on additional   • Regular release time for
Manaiakalani            teachers to receive               teachers and                 learning opportunites        school leader
Outreach programme      facilitation as pilot teachers    Manaiakalani                 to learn about the         • Release time for pilot
to explore visible      in the Manaiakalani Outreach      personnel                    LEARN CREATE SHARE           teachers to attend the
learning through the    Programme delivery                                             approach to teaching         PLD opportunities
LEARN CREATE SHARE                                                                     and learning
approach to teaching    Create opportunities for          Emily                1-4
                        programme leaders, pilot                                     • Visible learning
and learning                                                                           approaches more
                        teachers and school leader to
                        inform and educate teachers                                    prominent in
                        around ways to make                                            classrooms across the
                        learning visible                                               school

                                          2020 CHARTER     |   GISBORNE INTERMEDIATE SCHOOL   |   21
GOAL 2
   POWERFUL PARTNERSHIPS
STRATEGIC GOAL                                                        BASELINE DATA
To build powerful relationships with whanau and the wider             Anecdotal feedback from parents indicated that too many
community to maximise opportunities for learners to reach             whanau did not feel well informed around the academic or
their full potential.                                                 social progress of their child. A survey was held in 2018 to
                                                                      generate data around parental satisfaction in relation to the
ANNUAL GOAL                                                           quality of education being delivered to their child with a
The school will increase levels of collaboration with parents,        specific focus on feedback given by teachers.
iwi, other schools and community organisations to develop
well rounded students who reach their full potential.                 2020 TARGET
                                                                      90% of parents who return a survey are satisfied with
ANNUAL AIM                                                            the quality of education being delivered by Gisborne
Strong partnerships with whanau, iwi, other schools and               Intermediate School and the level of communication
community organisations will be fostered throughout the               received around their child’s academic and social progress.
year.

ANNUAL INITIATIVES
Î Home contact: to build relationships with whanau
  through regular contact and provide opportunities for
  them to contribute to their child’s education.
Î Community of Learning: to an active member of the
  regional community of learning which clusters a pipeline
  of educational institutions from early childhood through
  to secondary schooling.
Î Local Iwi: to consult with iwi on their aspirations for local
  Māori students.
INITIATIVE MEASURES
Î Home contact: Improvement in regularity of home
  contact from teachers.
Î Community of Learning: Increased engagement
  with primary and secondary schools around learning
  pathways.
Î Local Iwi: Improvement in student achievement data as
  a result of Runanga support.

                                        22   |   GISBORNE INTERMEDIATE SCHOOL   |   2020 CHARTER
GOAL 2
  ANNUAL PLAN

 WE WILL DELIVER ON...                              BECAUSE WE WILL...                                                SO THAT...
 POWERFUL                                           Build relationships with whanau through
                                                                                                                      Stakeholders work
 PARTNERSHIPS                                       regular contact with home.
                                                                                                                      in partnership with
 Better Connections                                                                                                   a shared sense of
 Increasing the level of collaboration              Have activite membership in the regional
                                                    community of learning (Kahui Ako).                                purpose
 with parents, iwi, other schools
 and community organisations to                     Engage with local iwi around a culturally
 develop well rounded students who                  responsive local curriculum and pedagogies.
 demonstrate our RISE values.

2020 INITIATIVES        ACTIONS                                 WHO             TERM   SUCCESS INDICATORS             RESOURCING
Regular home            Survey families for preferred           Teachers         1     • Parent satisfaction with     • Budget for food at
contact with whanau     methods of home contact                                          levels of home contact         whanau evenings -
around learning                                                                        • Attendance rates at            Manaakitanga
                        Set up class Facebook pages to          Teachers         1
                        post updates around what is                                      information sessions
                        happening in each learning hub                                 • Teachers having more
                                                                                         than 6 contacts per year
                        Hold parent information                 Teachers        2&3
                                                                                         with whanau around
                        sessions around learning
                                                                                         learning for each
                        Digitally track home contact of         Lead            1-4      student
                        teachers                                teachers
                        Hold staff meetings to explore          Nga Manu        1-4
                        the importance of authentic             a Rehua,
                        whanau engagement to                    Kahikitia
                        support Māori learners                  team
Active membership       GisInt Principal to lead Kahui          Glen            1-4    • Collaboration with           • WST release to attend
of regional             Ako as one of three regional                                     other schools is               PLD opportunities
Communities of          lead principals                                                  initiated                    • PLD Budget
Learning (Kahui Ako)                                                                   • Participation in CoL PLD
                        GisInt Within School Teachers           Kaytlin,        Jan
                        to attend regional professional         Emily, Julie           • GisInt teachers seek
                        learning and look for                                            appointment to Across
                        networking opportunities with                                    School Teacher roles
                        other schools in the region                                      once advertised
                        Board informed of decisions             Glen            1-4    • Within School Teachers
                        and progress                                                     share learning from
                                                                                         their inquiries with staff
                        Seek engagement with Across             Glen Kaytlin,   1-4
                        School and Within School                Emily, Julie
                        Teachers to understand
                        collective inquiries to target
                        accelerated achievement
                        Send staff to Kahui Aki PLD             Glen,           1-4
                        coordinated by lead principals          Brendon
Seek feedback           Partner with Te Runanga o               Glen            1-4    • High level of active         • Māori Language
from Te Runanga o       Turanganui a Kiwa to review                                      engagement from                Resourcing fund
Turanganui a Kiwa       the Kahui Ako strategic plan                                     whanau around
and Māori whanau        and explore clear links with                                     offering feedback on an
around delivering an    this document and the GisInt                                     education which meets
education that meets    strategic plan which will deliver                                their aspirations
their aspirations for   aspirations for Māori learners                                 • Assessments for
Māori learners                                                                           measuring student
                        Survey parents for their                Glen            1-4
                        perspectives                                                     wellbeing and
                                                                                         achievement provides
                        Invite iwi and parents to               Nga Manu        1-4      evident of happy and
                        larticipate in educating Māori          a Rehua,                 engaged learners who
                        learners at GisInt                      Kahikitia                experience academic
                                                                                         improvement
                        Use Māori Language Resource             Nga Manu a      1-4
                        funding drive culturally                Rehua
                        responsive practices for Māori
                        learners

                                          2020 CHARTER      |    GISBORNE INTERMEDIATE SCHOOL   |   23
GOAL 3
   PERSONNEL DEVELOPMENT
STRATEGIC GOAL                                                        BASELINE DATA
To enhance the skill sets of all employees within the school          PLCs identified that not all personal goals were being
and parents to grow a highly effective organisation and               achieved.
create valuable partnerships which meet each learner’s
personalised educational needs.                                       2020 TARGET
                                                                      90% of teachers achieve their personal goals set out within
ANNUAL GOAL                                                           performance management processes.
Systems to improve communication with employees around
their professional learning and in educating parents will be
developed across the school.

ANNUAL AIM
To increase levels of communication with parents around
emerging adolescence and to better support staff to inquire
into their professional practice in order to improve outcomes
and student achievement.

ANNUAL INITIATIVES
Î Leadership PLD: to invest in leaders by encouraging
  their involvement to grow their leadership capabilities.
Î Teachers: to support teachers to inquire into their
  pedagogy through regular dialogue to improve
  educational outcomes for students.
Î Support Staff: to encourage support staff to take up
  professional learning opportunities.
INITIATIVE MEASURES
Î Leadership PLD: Improvement in leadership capabilities
  which impact on student achievement.
Î Teachers: Shift in teacher practice as a result of
  scheduled Professional Learning Conversations (PLCs).
Î Support Staff: Shifts in practice as a result of professional
  learning.

                                        24   |   GISBORNE INTERMEDIATE SCHOOL   |   2020 CHARTER
GOAL 3
  ANNUAL PLAN

 WE WILL DELIVER ON...                                BECAUSE WE WILL...                                          SO THAT...
 PERSONNEL                                            Increase leadership capabilities of the
                                                                                                                  Every member
 DEVELOPMENT                                          school leadership team
                                                                                                                  of our learning
 Better Skills                                                                                                    community is
 Enhancing the skillset of staff                      Support teachers to inquire into their
                                                      practice through regular dialogue                           enthused, engaged
 through effective coaching which                                                                                 and passionate
 results in professional growth and                   Appraise support staff and facilitate                       about learning
 improvement in performance.                          professional learning opportunities

2020 INITIATIVES        ACTIONS                         WHO                  TERM    SUCCESS INDICATORS           RESOURCING
Develop leadership      Send remaining                  Brendon                1     • PLCs identify growing      • Principal's budget for
team as coaches         management personnel to                                        capabilities of coaching     leadership breakfasts
                        “Introduction to Leadership                                    skills of leaders
                        Coaching Workshop”                                           • Leadership breakfasts
                        Implement ideas from            Brendon               2-4      result in greater
                        Growth Coaching                                                understanding of
                        framework                                                      educational leadership
                                                                                       capabilities
                        Hold termly leadership          Brendon               1-4
                                                                                     • Coaching observations
                        breakfasts
                                                                                       result in opportunities
                        Schedule observation            Brendon               1-4      for reflection and
                        sessions of leaders in a                                       growth
                        coaching scenario                                            • Teacher voice data
                        Leaders goal-setting for        Leadership team        1       identifies positive
                        development of coaching                                        feedback around
                        skills                                                         leadership capabilities
                                                                                       of those in leadership
                        Schedule Leadership PLCs        Brendon               1-4      roles
Professional Learning   Continue to schedule            Brendon               1-4    • PLC meetings result in     • Staffing
Conversations (PLCs)    termly PLCs                                                    actions with outcomes        » 1.5 FTTE (tech
                        Embed inquiry model             Brendon, leaders      1-4    • Teaching As Inquiry            teachers) to allow
                        approach to support             of learning                    model used by staff            1.5 hours release per
                        teachers inquiring into                                      • Target group templates         week per teacher to
                        their practice                                                 used by all teachers           facilitate coaching
                                                                                                                      and follow up
                        Track student data              Brendon, leaders      1-4    • Accelerated progress           sessions
                        information of target           of learning                    achieved with learners
                        groups through Teaching                                        previously below
                        As Inquiry                                                     expected curriculum
                                                                                       levels in literacy and
                        Build conversations around      Brendon, leaders      1-4      numeracy (particularly
                        culturally responsive           of learning                    priority learners)
                        pedagogies into PLCs
Support staff           Engage support staff in a       Glen, Brendon,        1-4    • Teacher aide training      • School PLD Budget
appraisals              process to reflect on their     Julie, board                   available on a needs
                        performance                     representative                 basis
                        Require support staff to                              1-4
                        identify opportunities for
                        growth and improvement
                        in their role
                        Facilitate support staff                              1-4
                        engaging in professional
                        learning

                                          2020 CHARTER     |   GISBORNE INTERMEDIATE SCHOOL   |   25
GOAL 4
   STUDENT WELLBEING
STRATEGIC GOAL                                                       BASELINE DATA
To improve the health, safety and well being of all students         Data gathering mechanisms do not currently exist for
through the implementation of robust systems and                     student well being which is why this features as part of the
procedures, and the creation of a variety of data gathering          goals and outcomes. Behaviour data from 2018 identifies
mechanisms.                                                          that 907 incident reports were filed to flag behaviours of
                                                                     concern. Through coordinated actions addressing the health
ANNUAL GOAL                                                          and wellbeing of students we plan to monitor the rates of
A thorough review of Health & Safety practices will be               incident reports that are filed in 2020.
undertaken with recommendations to align with best
practice implemented and a child protection policy/                  2020 TARGET
procedures created.                                                  To reduce the number of incident reports filed by staff by
                                                                     20%.
ANNUAL AIM
Data around student health and wellbeing will be tracked
and reported on with analysis of contributing factors
identified.

ANNUAL INITIATIVES
Î PB4L: Use effective strategies to manage behaviour
  of students and which promote positive behaviour for
  learning.
Î Wellbeing Surveys: Conduct surveys on student
  wellbeing and take recommendations from students,
  parents and staff in ways the school can improve student
  wellbeing.
Î Community Garden: Promote sustainable and healthy
  eating options.
INITIATIVE MEASURES
Î PB4L: Decrease in the number of incident reports, stand
  downs and exclusions.
Î Wellbeing Surveys: Improved data outcomes in
  wellbeing survey.
Î Community Garden: More learners exposed to growing
  and eating healthy food options.

                                       26   |   GISBORNE INTERMEDIATE SCHOOL   |   2020 CHARTER
GOAL 4
  ANNUAL PLAN

 WE WILL DELIVER ON...                                BECAUSE WE WILL...                                           SO THAT...
 STUDENT                                              Promote positive behaviours for learning to
                                                                                                                   Learners are safe,
 WELLBEING                                            support our RISE values.
                                                                                                                   happy, healthy,
 Better Hauora                                                                                                     confident and
 Attending to the health and well                     Improve students well being by responding
                                                      to student voice.                                            successful
 being of all students through the
 implementation of robust systems                     Develop healthier eating options at school.
 and support mechanisms to monitor
 and improve their hauora.

2020 INITIATIVES        ACTIONS                         WHO                 TERM    SUCCESS INDICATORS             RESOURCING
Implement Positive      PB4L lesson plans created       School                1-4    • Consistency of PB4L         • Curriculum Budget
Behaviour For           and taught                      leadership team                lessons explicitly taught
Learning (PB4L) PLD                                                                  • Reward systems
                        Whole staff PLD                                       1-4
                                                                                       reviewed and updated
                        Reward systems reviewed                              2-3
                                                                                     • Fewer major incidents
                        and tweaked
                                                                                       attributed to rewards
                                                                                       for positive behaviour
                                                                                       which are attractive to
                                                                                       learners
Continue to gather      Brendon and leaders of          Brendon, leaders      1-4    • Student voice interview     • Staffing
student voice           learning gather student         of learning                    data                          » 1.5 FTTE (tech
                        voice to inform scheduled                                    • Survey data impact              teachers) to allow
                        PLC's                                                          analysis shared                 1.5 hours release per
                        Conduct student wellbeing       Brendon, Carrie       4      • School wellbeing values         week per teacher to
                        surveys across the school                                      actioned                        facilitate coaching
                                                                                                                       and follow up
                        Investigate wellbeing           Glen/Brendon          1-4    • Assessment tool                 sessions
                        values as part of Health                                       designed to measure
                        Promoting Schools                                              wellbeing of students
                        (HPS) indicators (Ako                                        • Pasifika voice being
                        Tahi) Whanaungatanga,                                          heard
                        Manaakitanga, Mahi Tahi)
                        Develop an assessment           Nga Manu a            1-4
                        tool to evaluate wellbeing      Rehua
                        of Māori learners
                        Develop approaches to           Pasifika team         1-4
                        capture well being data of
                        Pasifika learners
Promote healthy         Facilitate student driven       Anna, Tina            1-4    • Healthy food options        • Curriculum Budgets
living and eating       impact projects with a                                         produced and prepared         » Food Tech
choices through Food    focus on healthy living and                                    at school through the
                                                                                                                     » Horticulture
Tech and Horticulture   eating choices                                                 community garden
specialists subjects                                                                   project                       » Extension

                                          2020 CHARTER     |   GISBORNE INTERMEDIATE SCHOOL   |   27
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