Hastings Intermediate School Charter 2019-2021 - Hastings Intermediate School Charter 2019-2021
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Hastings Intermediate School Charter 2019-2021
Hastings Intermediate School Charter 2019-2021
Our Culture
Our culture recognises that students learn when their basic needs are met. We care about student wellbeing and aim to be a school where quality relationships
underpin our open and caring approach. We recognise the importance of building an understanding of life opportunities for our students and encourage them
to aim high and believe that anything is possible. We understand that emerging adolescence is a challenging time for many young people. We stand alongside
our young people in the many roles of coach, mentor, counsellor, facilitator and teacher as they live and learn.
We Care About
• valuing our students as unique, powerful, creative and capable
• helping students learn-being knowledgeable, skilful and competent
• holding high aspirations for the success of every student and being goal driven
• building an awareness of the world and of opportunity beyond the experience of students
• student welfare and wellbeing
We Are Willing To Spend Time
• provoking and testing ideas, problem solving and inquiring
• fostering curiosity
• being optimistic for each student irrespective of challenges
• ensuring we are culturally responsive
• recognising and celebrating difference
We Celebrate
• who we are and how we learn
• what we do well and where we can improve
• being future focused
• student progress in learning
We Talk About
• the quality of the relationships between us—warm, supportive, respectful and reciprocal
• things that interest us—ideas worth pursuing
• our problems, questions, ideas and potentials about the world
Hastings Intermediate School Charter 2019-2021
Our Values
Young people need to feel safe and well supported to learn. We aim to nurture the acceptance of difference and the building of positive relationships in a culture of
mutual respect and collaboration.
Above all we are committed to manaakitanga at the heart of our school—respect for self, respect for others, respect for learning and a commitment to community
and the implicit responsibility this entails.
Hastings Intermediate School Charter 2019-2021
Our Culturally Diverse Community
In 2018 52% of students identify as Maori. Hastings Intermediate School acknowledges our dual cultural heritage and the unique position of Maori as tangata
whenua. The school acknowledges the importance of success for Maori. We work to achieve this through:
• School policy and curriculum delivery
• The leadership of our Maori Strategy Team
• Our Whanau support group
• Programmes in Tikanga, Te Reo and Kapahaka
• Staff development through professional learning
Hastings Intermediate School also acknowledges the diverse cultures that form the community of Hastings and is committed to valuing the contribution of these
cultures to the school community. This is demonstrated through the implementation of our values.
Hastings Intermediate School Charter 2019-2021
Strategic Issues
Current Assessment
In 2017 Hastings Intermediate School undertook a consultation review with the school community that informed the development of this charter. We were keen to
information to assist in the re-visioning of our school.
Strengths of Hastings Intermediate School 2017/18
Goals for 2019
Learning/Curriculum
· Committed, professional staff · Continue to build pastoral support for ‘at risk’ students
· Inquiry learning · Provision of greater coordination for Students with Special Learning Needs
· Focus on deepening literacy practice in writing · Greater involvement of agencies in support of students including improved
· Acceleration of target students coordination between the school and agencies
· Broad range of opportunity · Improvement and redesign of the Technology programmes
· Move to class teaching of the whole curriculum from semi-specialist model · Improvement and redesign of the Arts programmes including Kapa Haka
· Pleasing sporting success of our regionally competitive teams · Introduction of specialist Physical Education and Health programmes
· Improved uptake of the PB4L incentives
Social · Greater diversity of play options in the playground
· Focus on engaging students · Focus on the implementation of the digital learning across all classes
· Provision of improved pastoral support including Student Counsellor, full- · Establishment of effective teaching particularly in writing and mathematics
time Special Needs Coordinator and introduction of Positive Behaviour for · Establishment of a new collaborative teaching hub and the development of
Learning (PB4L) an existing hub
· Growing culture of inclusion, warmth, and humour that reflect our · Introduction of new school uniform
manaakitanga values · Improved use of Linc-Ed to support communication and reporting
· Development of policy using SchoolDocs
Communication · Improved website
· Regular facebook communication as main means to communicate with · Improved school app
community · Improved engagement with our school community and particularly our
Community Maori whānau
· Developing partnership and dialogue with whānau/community through
community breakfasts Future Directions – Suggested Desirable Changes
Teaching Staff · Greater range of languages taught
· Hard working and dedicated staff · Development of a whānau group
· Increased emphasis on STEM (science and technology)
· Employment of a new principal · Emphasis on inquiry learning
Governance · Continued focus on digital technology and appropriate use to support
· Effective governance through growing policy development learning
· Development of a student centre
· Establishment of Board development priorities through survey and
consultation
Hastings Intermediate School Charter 2019-2021Hastings Intermediate School Charter 2019-2021
Design Principles
1. FLOW—Healthy, Connected and Supported
Hastings Intermediate School functions as a learning community made up of three key stakeholders—staff, students and parents/caregivers/whānau.
We expect to partner together to support the school vision. To do so requires engagement—recognition of our differences, a desire to find connection and a
willingness to take responsibility for contribution. This involves regular communication and the opportunity to collaborate and build understanding through shared
effort.
We believe that students can only learn effectively when they are well. This means that we need to care for the whole child. Hastings Intermediate aims to ensure
the foundations for wellness are established in the school and is a key feature of the ongoing work of the school.
Our Goal
Students will experience the benefits of being healthy, connected and supported.
2019 Areas of Focus
Strengthening Educationally Powerful Connections and Relationships by:
1.1 Investment in staffing to support improved pastoral provision
· The continued employment of a Student Counsellor and Special Needs Coordinator
· Greater involvement of agencies in support of students including improved coordination between the school and agencies
1.2 Provision of programmes and approaches that strengthen student wellbeing
· Continued participation in Positive Behaviour for Learning (PB4L) and improved uptake of PB4L incentives
· Development of our responsive school culture through staff professional learning with a focus in Restorative Practices
· Stronger House identity through the establishment of House values and more regular House meetings to share and celebrate learning
· School Camp at the conclusion of the year to celebrate the effective relationships and further strengthen them within the composite class model
· Greater visibility of House competition through the use of tokens and House rewards
· Student engagement/wellbeing survey to be held in term 1 and 4
· Continuation of Kiwi Can programme and Whaia tie Tika programme
· The establishment and resourcing of a student centre (the junction) where our student counsellor is based
· Provision of breakfast opportunities through the Breakfast in Schools programme
Hastings Intermediate School Charter 2019-20211.3 Provision of Help Programmes
· Continuation of the STEPS to literacy programme
1.4 Development of student agency
· Continued focus on student problem solving skills in social situations including posters/murals around the school to communicate the process
· Introduction of a second Hub
· Leadership support in modern learning (collaboration) provided through the appreciative inquiry process
1.5 Treaty of Waitangi
· Development of opportunities to build relationship with our Māori whānau through proactive means and improved participation in the ongoing support,
visibility and review of our Māori student achievement targets and strengthening of our understanding of success for Māori as Māori and Te Aō Māori
1.6 Improve communication
· Continue to develop website as a high-quality resource
· Continue to build frequency of facebook communication as our primary interface with community
· Develop Linc-Ed so that it is used as a weekly source of information for the community via a push newsletter through email and activate the full range of
reporting student achievement through digitally
· Develop the complexity of information available on the school app and publicise to community
· Make available more frequent community building celebrations centred around student learning
.
Hastings Intermediate School Charter 2019-20212. REACH—Higher, Faster and Stronger
Hastings Intermediate School holds high aspirations for the success of its students. Anything is possible. We expect all students to dream their dream and we’ll work
to make it happen.
Our Goal
Students will have their learning needs met in a culture of aspiration, encouragement and opportunity.
2019 Areas of Focus
Educationally Powerful Connections and Relationships
2.1 Supported the establishment of an aspirational culture
· Careers Expo schedule for term 3
· Trophy cabinet established in the school foyer
· Student rewards system implemented consistently
Leadership of Conditions for Excellence and Equity by:
2.2 Building leadership for collaboration
· Supporting teachers to achieve this by utilising adaptive expertise (developed in practice) and investing in Professional Learning and Development (visits
to centres of excellence)
· Growing sustained effort
· Through appreciative inquiry (ongoing teaching as inquiry that is disseminated schoolwide). Staff have a focus on developing writing practice,
mathematics practice or modern learning (collaborative practice)
Enable a Responsive Curriculum by:
2.3 Developing and implementing learner dispositions to enable the establishment of a language of learning
· Continue to make available resources that support the Learning Powers
2.4 Investing in eLearning initiatives
· Professional Learning and Development in eLearning (Hapara Teacher Dashboard) and Student Portfolios (Linc-Ed)
· Encourage an increase in the number of 1:1 devices as BYOD
Hastings Intermediate School Charter 2019-20212.5 Te Reo Māori
· Provision of professional learning for staff development through continued internal leadership by the Maori Strategic Team
· Provision of improved opportunities to enable every student to participate in Te Reo
2.6 Student Achievement
· Student achievement goals focused on accelerating achievement in the area of writing and mathematics
2.7 Māori Student Achievement
· Student achievement goals focused on accelerating Māori achievement in the area of writing and mathematics
Professional Capability and Professional Capacity by:
2.8 Advanced Pedagogy
· Participation in professional learning focused on writing with Murray Gadd, mathematics through Waikato University and restorative practice through
Margaret Thorsborne
2.9 Staff Personal Professional Development
· Murray Gosling (Sabbatical)
Hastings Intermediate School Charter 2019-20213. STRETCH—Unique, Capable, Problem-Solvers
The central challenge of modern schooling is to move away from the ‘one size fits all’ model of learning. We aim to meet the needs of all students through the
provision of high quality responsive teaching and learning.
Our broad curriculum respects the diversity of learners. It celebrates their strengths and meets their needs. It is future-focused and learner-centred.
Our Goal
All students and their learning is the core work of the school.
2019 Areas of Focus
Educationally Powerful Connections and Relationships:
3.1 Collaborative relationships for learning
· Participation in a Community of Learning (CoL)
· Development of collaborative teaching partnerships
Enable a Responsive Curriculum by:
3.2 Expanding the breadth of Curriculum
· Provision of gifted and talented (extension) opportunities in mathematics and literacy
· Provision of enrichment opportunities in Sport, the Arts, Science, Technology and Culture
· Provision of greater outdoor education opportunities through the school camp and community based learning opportunities
· Implementation of the Digital-Technologies curriculum within the technology cycle or programmes
· Introduction of specialist physical education and health programme and a Director of Sport to coordinate sport
3.3 Future Focused
· Continued development of a conceptual inquiry based curriculum
· Classes to have a spread of digital devices (BYOD and school owned) to enable all teachers and students to engage in digital learning
Hastings Intermediate School Charter 2019-20214. REST—Our Tūrangawaewae – A Secure Present and Sustainable Future
We expect those learning and working at Hasting Intermediate School to do so in a safe, modern, well resourced environment. We expect our vision for the school to
impact on the school property. In addition, we aim to ensure the fiscal health of the school and mitigate risk to build a sustainable future.
Our Goal
Students will benefit from the successful provision of programs, planning and infrastructure for a healthy, safe, modern and sustainable school.
2018 Areas of Focus
Stewardship
4.1 Property investment to upgrade, modernise and align plant and resources to pedagogy (collaborative practice)
· Carpet Rooms 10, 11, 12, 13
· New heating and cooling in Rooms 10, 11, 12, 13 and former Library
· Improvements to classrooms designated ‘Hubs’ to better support collaborative practice
· Provision of improved playground facilities – 3-way basketball hoops and a play structure or court surface
· Implementation of cyclical maintenance – painting of Block D
· Upgrade library to enable modern resources and software and environment
· Reduce the cost of technology resourcing to the school by driving more effective communication about BYOD uptake and seeking to win trusts and grant
donations for the provision of school owned technology.
· New school uniform
· Softening of the school environment through the provision of planting, shade, gardens, murals, sculpture and artwork—driven through student ownership
Board of Trustees
· Revised triennial work programme for the Board
· Strengthening of Board governance through the implementation of goals generated by the 2018 Board self-review
· Continuation of partnership with the Ministry of Education in support of the Board with regard to finance (financial advisor)
· Improved communication between Board and staff
Evaluation, Inquiry and Knowledge Building for Improvements and Innovation
· Inquiry into student wellbeing and engagement through a survey in term 1 and 4 (pre and post)
· Visible vision and mission statements around the school
Hastings Intermediate School Charter 2019-20212018 Student Achievement Data Analysis
Key
Reduction in achievement rate
Steady achievement rate
Improving achievement rate
Reading
% At/Ab from ‘16 to ‘17 = + 5.7%
% At/Ab from ‘17 to ‘18 = - 8.7%
WT ‘16 WT ‘17 WT ‘18 AT ‘16 AT ‘17 AT ‘18 AB ‘16 AB ‘17 AB ‘18
All 53.6% 47.8% 56.4 34.6% 39.3% 31% 11.9% 12.9% 12.5%
Male 59.6% 52.7% 66% 33.6% 40.3% 25.4% 6.9% 7% 8.4%
Female 47% 43.8% 46.7% 35.7% 38.6% 36.5% 17.3% 17.6% 16.6%
Maori 60.1% 56.8% 62.6% 30.2% 35.9% 28.4% 9.6% 7.3% 8.8%
The achievement pattern is similar to the achievement pattern in 2016. However the major point of difference is the increased percentage of boys ‘working towards’
expectations. The percentage achieving ‘at’ expectation has reduced markedly as a result of greater underachievement and it is most prounouned for boys and
Māori boys.
The percentage of students achieving ‘above’ expectations is simalr to the metrics in 2016 and 2017.
Possible Explanation
• Changing socio-economic make-up of our community
• Differences in the concrete application of achievement standards between National Standards OTJs and Linc-Ed Currciulum progressions
• Very low level of reading enjoyment in the student body—need to build a love of literature
• Need for more regular explicit reading teaching particular for students still ‘learning to read’ rather than independently ‘reading to learn’ – this requires high
level of teacher capability
• More explicit links to be made between reading and writing— to experience literacy as a connected whole
Hastings Intermediate School Charter 2019-2021Key
Reduction in achievement rate
Steady achievement rate
Improving achievement rate
Writing
%At/Ab from‘16to‘17= +9.1%
%At/Ab from‘17to‘18= +3.2%
WT ‘16 WT ‘17 WT ‘18 AT ‘16 AT ‘17 AT ‘18 AB ‘16 AB ‘17 AB ‘18
All 63.7% 54.6% 51.2 30.9% 37.9% 34.5% 5.4% 7.5% 14.1%
Male 68.9% 62.5% 66.1% 27.3% 32.6% 25.3% 1.8% 4.9% 8.4%
Female 56.1% 48.1% 46.7% 34.7% 42.2% 36.5% 9.2% 9.7% 16.6
Maori 70.2% 62.8% 56.8% 26.3% 33.5% 34.2% 3.5% 3.6% 8.8%
The achievement rate has improved over all cohorts except for boys where mixed results see a positive increase in the percentage achieving ‘above’ expectation
(8.4%) and an increase in the precentage of students ‘working towards’ expectations (66.1%). Pleasing increases in achievement rates are noted across the whole
cohort with a gain of 3.2% on the achievement rates in 2017. This improvement appears to have been driven by girls and Māori.
Variance on 2018 Student Acheivement Target
Goal 1: To improve the % of students achieving and exceeding expectations from 45.4% in 2017 to 63% in 2018. This percentage is the average of 10 x (decile 3)
Intermediate schools nationally. This is a +17.6% gain on 2017. Students achieving below expectations that can reasonably be expected to make the shift to ‘at’
expectation will be targeted.
Progress
Achievement improved by 3.2% from 45.4% in 2017 to 48.6% ‘at’ or ‘above’ expectations. This is not the 17.6% increase we were striving for however it continues a
trend in the right direction. Boys’ achievement appears to have been the factor who stopped significant progress. Māori students and girls have made good progress
with a particular emphasis on an increase in students achieving ‘above’ expectation.
Goal 2: To improve the achievement of Māori boys so that it reflects the 2017 average for the whole school from 37.1% achieving and exceeding expectations to
45.4%.
Hastings Intermediate School Charter 2019-2021Progress
This goal has almost been achieved with an improvement in achievement of 5.1%. The Māori cohort achieved 43% ‘at’ or ‘above’ expectation. This is a few
percentage points short of our goal.
Possible Explanation
1. Targeting of Māori boys in particular within target students and accelerated programmes
2. The impact of professional learning focussed on the teaching of writing including peer to peer observations through term 3 and 4 in conjunction with our
Centrally Funded PLD providers
3. 2018 has been the third year of focused professional learning in writing including the second year of ALL (Accelerated Literacy Learning)
4. Suggest continued focus on the teaching of writing by working with a different literacy provider in Murray Gadd. While still centrally funded the focus should
not only be on effective teaching of writing but also in the links between reading and writing.
Hastings Intermediate School Charter 2019-2021Key
Reduction in achievement rate
Steady achievement rate
Improving achievement rate
Mathematics
% At/Ab from ‘16 to ‘17 = - 14.7%
% At/Ab from ‘17 to ‘18 = - 4.6%
WT ‘16 WT ‘17 WT ‘18 AT ‘16 AT ‘17 AT ‘18 AB ‘16 AB ‘17 AB ‘18
All 44.4% 60% 63.5% 41.1% 32% 21% 14.5% 8.9% 15.3%
Male 48.9% 52.7% 65.1% 38.7 37% 18.8% 12.4% 10.3% 15.8%
Female 39.3% 64% 61.9% 43.6% 28% 23% 16.8% 8% 14.8%
Maori 48.9% 66.8% 66.2% 40.6% 28.1 22.3% 10.4% 5% 11.2%
While the overall achievement rate has slipped by 4.6%, there are positive indicators in the achievement of girls and Māori. Boys continue to be the challenge
although many more are achieving ‘above’ expectation than in 2017 (15.8%). It is concerning that boys’ underachievement has increased from 52.7% in 2017 to
65.1% in 2018.
Mathematics needs to be a key area for whole school targeted Professional Learning in 2019 to address teacher capability and mathematical knowledge. We need
to be determined to positively change this data.
Variance on 2018 Student Acheivement Target
Goal 3: To improve the % of students achieving and exceeding expectations from 40.9% in 2017 to 67% in 2018. This percentage is the average of 10 (decile 3)
Intermediate schools nationally. This is a +26.1% gain on 2017.
Progress
Results are disappointing with an increase in the under-achievement rate of 4.6% over the 2017 rate. This has seen a slip from 40.9% to 36.3% ‘at’ or ‘above’
expectations in 2018. There is, however, a significant increase in the percentage of students achieving ‘above’ expectations for all cohorts.
Hastings Intermediate School Charter 2019-2021Possible Explanation
1. Changing socio-economic make-up of our community
2. Differences in the concrete application of achievement standards between National Standards OTJs and Linc-Ed Currciulum progressions
3. Need to improve teacher curriculum knowledge and strategies particularly in the statistics strand of mathematics. Achievement rates in statistics were poor
and out of the ordinary when compared with other strands indicating that many curriculum goals were either not taught or not acheived. This mathematics
strand needs substantial support in 2019 as does the provision of high quality professional learning right across the mathematics curriculum.
4. Declining achievement rates in mathematics must be arrested. It is proposed that mathematics is the major curriculum focus in 2019 through a programme
of centrally funded PLD in partnership with Waikato University.
Please Note:
A review of the range of summative data tools used by staff to establish norm-referenced assessment of student achievement will occur. The core areas of learning
would benefit from a broader range of summative tools that would assist teachers in making clearer judgements about student achievement.
In addition, thought needs to be given to when assessments occur during the year and a change of emphasis from aggregating achievement only to identifying
progress. Intermediate schools have little control over the level of achievement students present with. Lower levels of achievement at Hastings Intermediate
invariably reflects a low student base at graduation from our contributing schools. While we intend to work within our Kāhui Ako to change this, it is important that we
adequately assess students at the outset of Year 7 in order to effectively aggregate achievement at the start of Year 7. This would allow us to drive for accelerated
progress over the two years of Intermediate schooling. We would then be able to establish a norm for expected progress and identify students congruent with this
norm or making slower or quicker progress than otherwise expected. This would then be reported in milestone reports within staff and to the Board. This would
enable us to have a clear sense of how we are making a difference rather than simply comparing achievement rates year to year, a fairly flawed process given that
each cohort has unique achievement patterns that influences the comparability of the data. I am keen to see this approach to assessment and reporting developed
and in place from the outset of 2019. Such an approach will allow us to better judge the effectiveness of our teaching.
Perry Rush
Principal
Hastings Intermediate School Charter 2019-20212019 Student Achievement Targets
Domain Strategic Goal Target Strategy
Student Achievement To accelerate progress and Writing Achievement Goal Writing
achievement Goal 1: To improve the % of students achieving Schoolwide PLD focus on Writing
and exceeding expectations from 48.6% in 2018 in partnership with Murray Gadd
to 63% in 2019. This percentage is the average (Centrally Funded PLD)
of 10 x (decile 3) Intermediate schools
nationally. This is a +14.4% gain on 2018. ALL- Accelerated Literacy
Students achieving below expectations that can Learning programme participation
reasonably be expected to make the shift to ‘at’ (Year 2).
expectation will be targeted. We expect no
ethnicity or gender to have a deficit in their
achievement pattern.
Writing Progress Goal
Goal 1a: To ensure that all students maintain or
accelerate their rate of progress through the
curriculum indicated by their achievement level
at the start of the 2019 school year. We aim to
accelerate progress for a minimum of 50% of
students.
Mathematics Mathematics
Goal 2: To improve the % of students achieving Schoolwide PLD focus on
and exceeding expectations from 36.3% in 2017 mathematics in partnership with
to 67% in 2018. This percentage is the average Waikato University (Centrally
of 10 (decile 3) Intermediate schools nationally. Funded PLD)
This is a +30.7% gain on 2018. We expect no
ethnicity or gender to have a deficit in their
achievement pattern. Introduction of MathsBuddy
software for all students
Mathematics Progress Goal
Goal 2a: To ensure that all students maintain or
accelerate their rate of progress through the
Hastings Intermediate School Charter 2019-2021curriculum indicated by their achievement level
at the start of the 2019 school year. We aim to
accelerate progress for a minimum of 50% of
students.
Student Achievement To ensure that students are Wellbeing
well—healthy, connected 1. To improve the wellbeing of our Use of the NZCER’s
and supported (Charter students through establishment of Wellbeing@School Survey to
Design Principle) baseline data and an action plan that establish baseline data.
responds to the information generated. Development of an action plan to
As no baseline data yet exists, no improve student wellbeing. This
specific target is set. This will occur will be shared with the Board and
once baseline data is established. the survey run annually.
Hastings Intermediate School Charter 2019-2021Professional Development Plan 2019
Curriculum Foci Those Involved Duration Programme of Work
Writing All teaching staff 2019 Expert: Murray Gadd (Centrally Funded PLD)
Programme of mentorship through whole staff seminar, in-
class visits to model writing and observe teaching
Linked to student achievement goals
Mathematics All teaching staff 2019 Expert: Waikato University (Centrally Funded PLD)
Initial scoping undertaken in March/April. Programme to
work to be advised.
Linked to student achievement goals
Maker Education Technology staff Sept-Dec 2019 Expert: Harvard University course: Thinking and Learning in
a Maker-Centered Classroom
Special and Identified Needs Selected staff (5) and SENCO March 2019 Neurodiversity Mind over Manners Workshop
Appreciative Inquiry All staff 2019 All staff are participating in one of 3 Professional Learning
Groups (PLGs).
1. Literacy
2. Mathematics
3. Collaborative Practice
These are led by key staff with expertise in the area of focus.
Staff engage in pursuing a research question through a process
of inquiry and reflection on action.
Hub Based Collaborative Practice Kahungunu and Turanga Ako Hubs 2019 Visits to best practice models.
Kahungunu hub attending Project-Based Learning workshop
April 1&2 at Hobsonville Point Primary.
Restorative Practice Principal/DP/AP House Deans May 2019 2 Day Restorative Practice PLD with Margaret Thorsborne at
Hastings Girls’ High
All staff July-December 2 days Restorative Practice training with Margaret Thorsborne
at Hastings Intermediate
Other Mike & Te Ariki March 2019 Boys Writing Workshop
Hastings Intermediate School Charter 2019-20211. HASTINGS INTERMEDIATE SCHOOL: ACTION PLAN FOR 2019
ADDRESS: 611 Hastings Street South, Hastings 4122
DECILE: 3
ROLL: 436 students
MANAGEMENT TEAM: Principal: Perry Rush
Deputy Principal: Lesley Smith
Assistant Principal: Emma Crawford
Literacy Leader: Emma Crawford
SENCO: Wendy Jablonski
TEACHERS: 15 classroom teachers. This includes 2 provisionally registered teachers.
1 SENCO who oversee ESOL students.
5 teacher aides
FACILITATOR: Murray Gadd
OTHER NOTES: Notes on 2018 student achievement in relation to School expectations for writing: 14.1% of students were in the ‘above’
achievement band; 34.5% were in the ‘at’ band; 51.2% were working towards expectations. The achievement gap between boys
and girls was 19.4%.
2019 Strategic Plan targets in writing: To improve the progress of all students by accelerating their improvement at a rate faster than
each individual student’s progress in the primary school.
School’s ethnic composition: approximately 35% NZ European; 52% Maori; 6% Pasifika; 5% Asian; 3% Other.
ESOL students = 1% (approx.).
PD focus: Written language will be a major PD focus for 2019. Other PD focus will be mathematics.
Recent literacy PD that the school has undertaken: 3 years Centrally Funded PLD on writing through Waikato University
Tools used to monitor/measure students’ progress in writing: e-asTTle, PACT, LLPs
Hastings Intermediate School Charter 2019-2021PROJECT GOAL
To raise student engagement in writing and lift student achievement in writing through enhanced teacher knowledge and instructional practices.
PROJECT AIMS
The aims of the project are to ensure that:
• Teachers develop a passion for writing and a passion for teaching writing. This means ‘igniting the fire’ of literacy teaching and learning. They need to
see themselves as part of a writing community, within their classroom and across classrooms. This means being open to sharing and receiving ideas from other
teachers.
• Teachers develop a shared knowledge and understanding of what students are expected to achieve as developing writers. This would need to be linked
to both national expectations (NZC, Literacy Learning Progressions, English Language Learning Progressions) and local expectations (as expressed in the
school’s curriculum).
This would also mean all teachers having a shared understanding of ‘what constitutes quality writing’.
• Teachers develop a clear and shared knowledge and understanding of
- how language works (especially words and sentences)
- what writers do
- the writing processes and strategies
- links between writing, reading and oral language
- the main approaches to the teaching of writing (language experience/shared writing/guided writing/independent writing)
- the text forms/types/genres that students should be mastering
• Teachers become effective teachers of writing of both deeper and surface features of writing, supported by effective planning and assessment practices.
Being an effective teacher of writing means knowing about and implementing:
- regular time for writing. This means providing instructional and independent opportunities for students to write;
- what needs to be in the writing programme (topics/tasks);
- ways of motivating and engaging students as writers, especially struggling and/or reluctant writers. This particularly means accelerating boys as
writers. It also means extending able writers;
- what instructional practices/strategies to use to build students as writers, especially goal setting, questioning, prompting and
demonstrating/modelling;
Hastings Intermediate School Charter 2019-2021- how to foster and hold effective teacher-student and student-student conversations about writing. This includes giving feedback and feed-forward
to students;
- how to organise and manage the programme/classroom so that differentiated learning needs can be met according to students’ changing needs.
This includes grouping for writing;
- how to use data (formal and informal) effectively for planning and teaching. This particularly means being able to analyse standardised test
results and students’ draft and/or independent writing, ascertain students’ writing strengths/needs in a way that is manageable for teachers, and
use this this information for teaching and learning purposes;
- a text-rich writing classroom.
An aim is to have consistency of expectations and practice across the school.
• Participating students improve their achievement in writing and become independent/self-regulated writers. This means improving their attitude to writing
(becoming more excited about writing) and raising their writing proficiency levels (deeper and surface features).
Students need to be able to communicate confidently, proficiently, and with impact according to the purpose for writing and the intended audience. They
need to be able to plan, craft, re-craft and present texts efficiently. They also need to be able to self and peer-assess their progress as writers.
They need to be able to make reading-writing links, use a range of electronic devices to write more effectively, and be enthusiastic about sharing their
writing with others.
They must also be able to write proficiently across learning areas by being able to transfer the skills they have acquired in instructional writing to other
learning areas. In particular, teachers of middle/senior students need to know that the emphasis needs to be on ‘writing to learn’ whereas the emphasis for junior
students needs to be on ‘learning to write’.
To be successful as teachers of writing, teachers need to recognise that merely ‘doing more of the same’ will not necessarily accelerate student
achievement, especially for students who have a history of under-achievement. New learning needs to be taken on both openly and positively by
teachers.
Hastings Intermediate School Charter 2019-2021ACTION PLAN
ACTION RESPONSIBILITY DATE/S
Introductory workshop for all staff – the focus of this workshop will be MG to lead. Friday 25 January 9.00am-3.00pm
on developing consistency of understanding about:
- what we will try and achieve in 2019;
- what writers do and what quality writing is;
- what should be in the writing programme;
- how to organise, manage and teach the writing programme and
classroom;
- beginning the school literacy year.
Modelling of instructional writing at the whole class level in a range of MG to model. Monday 18 February 9.00am-
classrooms across the school. Purpose of modelled lessons will be to School leaders to organise each 3.00pm.
describe/recount, generally around personal experiences. day’s timetable and teacher Tuesday 19 February 9.00am-
All teachers to be released to observe (and reflect on) at least one release. 3.00pm.
modelled lesson.
Facilitator will model 3 instructional lessons during the day:
9.00-10.30am
11.00am-12.30pm
1.30-3.00pm
Within each block, teachers will be released to:
be briefed by the facilitator for approx. 10 minutes
observe MG teaching for approx. 30-40 minutes
de-brief with the facilitator for approx. 30-40 minutes
Hastings Intermediate School Charter 2019-2021After school workshop for all teachers. Topic to be decided. MG to lead. Monday 18 February 3.15-4.45pm.
MG to meet with the literacy leadership team to: MG to lead. Tuesday 19 February 3.15-4.45pm.
- ascertain progress noted during the visit;
- set directions for the next visit;
- establish what the team will do before the next visit
Teacher inquiry into impact of instructional practices on target MG to guide. Process to be established by end
students’ progress to be established by all teachers. Literacy leadership team to of February.
This will involve teachers: oversee. Notes to be made/discussions to
- identifying 3-4 target students and setting learning goals for be held at least once a term.
them;
- identifying aspects of practice that the teacher wants to get
better at;
- keeping ongoing records of students’ progress in relation to
changes made to teacher practice;
- discussing regularly aspects of progress/change with other
teachers (at the team level?)
Hastings Intermediate School Charter 2019-2021Modelling of small group workshops through analysis of students’ MG to lead. Monday 24 June 9.00am-3.00pm.
writing/data workshops. Facilitator will work with teams of teachers Literacy leadership team to Tuesday 25 June 9.00am-3.00pm.
at analysing a sample of writing from each of a group of similarly- decide on and organise who
levelled students, looking for strengths/needs/ goals for each student attends each session + what
and for the group. Facilitator will then work with students (as a small student texts will be analysed.
group) at identified needs.
Facilitator will work with two teacher groups during the day:
- 9.00am-11.30am
- 11.45am-3.00pm
After school workshop for all teachers. Topic to be decided. MG to lead. Monday 24 June 3.15-4.45pm.
MG to meet with the literacy leadership team to: MG to lead. Tuesday 25 June 3.15-4.45pm.
- ascertain progress noted during the visit;
- set directions for the next visit;
- establish what the team will do before the next visit
Hastings Intermediate School Charter 2019-2021Selected teachers to receive feedback (through close observation) MG to lead. Monday 02 September 9.00am-
on self-selected aspects of their writing instructional practices by School leaders will decide who 3.00pm.
facilitator. Preference would be for teacher to undertake instruction facilitator will work with and will Tuesday 03 September 9.00am-
with a small group only. arrange timetable and release. 3.00pm.
Wednesday 04 September
Maximum of three observation/feedback sessions during the day: 9.00- 9.00am-3.00pm.
10.30am, 11.00am-12.30pm, 1.30-3.00pm.
After school workshop for all teachers. Topic to be decided. MG to lead. Monday 02 September 3.15-
4.45pm.
Parent/community evening on how we teach children to write/what MG to lead Monday 02 September 7.00-
parents can do to help children become writers. 8.30pm.
MG to meet with the literacy leadership team to: MG to lead. Wednesday 04 September 3.15-
- ascertain progress noted during the visit; 4.45pm.
- set directions for the next visit;
- establish what the team will do before the next visit.
Hastings Intermediate School Charter 2019-2021A further set of selected teachers to receive feedback (through close MG to lead. Monday 18 November 9.00am-
observation) on self-selected aspects of their writing instructional School leaders will decide who 3.00pm.
practices by facilitator. Preference would be for teacher to undertake facilitator will work with and will Tuesday 19 November 9.00am-
instruction with a small group only. arrange timetable and release. 3.00pm.
Wednesday 20 November 9.00am-
Maximum of three observation/feedback sessions during the day: 9.00- 3.00pm.
10.30am, 11.00am-12.30pm, 1.30-3.00pm.
Summarising after school workshop for all teachers. MG to lead. Monday 18 November 3.15pm-
4.45pm.
MG to meet with the literacy leadership team to: MG to lead. Wednesday 20 November 3.15pm-
- ascertain progress noted during the visit; 4.45pm.
- set directions for the next visit;
- establish what the team will do before the next visit.
Meet with literacy leadership team to analyse writing data (particularly MG to lead. Monday 09 December.
student and teacher progress made during the year) and help the All day.
school set targets/goals/directions for 2020.
Hastings Intermediate School Charter 2019-20212. DEVELOPING BEST PRACTICE PROFESSIONAL LEARNING
Leading Learning Team: Perry Rush, Lesley Smith, Emma Crawford, Jude Anderson, Sarah Gillanders, Sandra Startup
Rationale
• To build on the collaborative observation and collective feedback model begun in 2018 (Coaching and Mentoring)
• To embed and progress the strategic goals - Agency; Building Learning Power; Culturally Responsive Practice; Differentiated Practice; Engage, Excite,
Inspire across the curriculum
• To share expert practice and pedagogy
• To facilitate accountability by committing staff to demonstrating high quality practice
• To raise self-awareness and support changing practice
• Mentoring is a model for learning which benefits everyone involved (ako)
How
• PLGs - Literacy / Maths / Modern Learning (collaborative teaching and learning)
• Each PLG to be lead by a designated expert teacher/s - classroom teachers will be in either Literacy or Maths @ Perry’s discretion.
o (Sarah and Emma = Literacy; Jude = Maths; Sandra = Modern Learning, Lesley and Perry will be involved across all PLGs)
• Regular timetabled sharing of goals, progress and next steps (staff meetings) 2-3 per term
• Regular, scheduled video (self-reflection) and conversation of good practice using the collaborative model 2-3 per term
• Feedback 2-3 per term
• Next steps identified and monitored
When
• Week 2 - heads up for upcoming conversations / reflect on practice / impact it is having on student progress - start thinking about strengths / goals…
beginning to engage in your Appreciative Inquiry
• Week 3/4 initial group conversations to identify first goal
• Video observation / conversation wk 7 and wk 11
Documenting and Reporting
• Goals (linked to 5 strategic goals: Agency; Building Learning Power; Culturally Responsive Practice; Differentiated Practice; Engage, Excite, Inspire across
the curriculum) to be shared on a google doc
• Teaching as Inquiry - individually documented in LINC-ed
• STP evidence in LINC-ed
• Reflect on impact on student progress.
Hastings Intermediate School Charter 2019-2021Big Ideas
• Enterprise and Innovation
• Science Think
• Environmental Awareness and Sustainable Thinking
• Well-being
• Perspective and Opinion
• Expression
• Research
• Culture and Community
PLG membership
Literacy: Sarah G., Emma, Jonathan, Alana, Reina, Te Ariki, Katrina, Kelly
Maths: Jude, Fiona, Tim D., Tim B., Mike, Kerri, Murray, Wendy
Modern Learning: Sandra, Joy, Emma, Louise, Grant, Manda, Sarah H.
TBA: Dene, Pam, Anthony
Hastings Intermediate School Charter 2019-20213. THINKING AND LEARNING IN A MAKER CENTRED CLASSROOM
Overview
Over the past decade, maker-centred learning has become increasingly popular, providing students and their teachers with new opportunities to build, hack,
redesign, and tinker with a variety of materials in a variety of ways. Maker-centred learning offers opportunities to learn about new tools and technologies, but more
than that, it fosters important thinking skills—such as adaptability, collaborative thinking, risk-taking, and multiple-perspective taking—that are critical to thriving in a
complex world.
Drawing on research from Project Zero’s Agency by Design (AbD) project, Thinking and Learning in the Maker-Centred Classroom offers classroom teachers, maker
educators, administrators, and parents an opportunity to explore maker-centred learning practices and the opportunities they afford. Through hands-on, collaborative
activities, participants will discover tools to support maker-centred learning in their settings while examining the benefits to both young people and facilitators.
Course Details
The online course, developed by Project Zero’s Jennifer Ryan & Edward Clapp, begins with a one-week orientation, during which you will explore the online platform
and get to know fellow members of the learning community. Six two-week content sessions follow, with an average time commitment of about 3-4 hours per week. In
each session you will:
• Learn new ideas
• Review and reflect on key ideas from the previous session
• Plan for trying and/or fully implementing course ideas in the classroom
• Work on a project or curriculum unit
• Reflect and share feedback with a coach and peers
Enrolment is by team, which promotes a deeper and richer learning experience and will help you sustain your use of core ideas after the course concludes. Team
members will collaborate on most of the assignments, including the development of a project. Teams meet face-to-face every two weeks.
Although the sessions are structured and coach-facilitated, all the online interactions in the course are asynchronous. You and your team can decide when to work
on the course materials as long as you submit the assignment(s) on or before the due dates.
This online course is not linked to a degree program. Academic credit is not available. You will be eligible for a digital certificate representing 45 professional
development hours upon successful completion.
Objectives
• Develop an understanding of the concept of maker-centred learning, its contemporary origins, and its implications for education
• Become familiar with an instructional framework that supports maker-centred learning
• Learn to thoughtfully develop maker-centred learning experiences to meet the goals of your learning environment
Staff Involved
All technology staff: Joy Wooley, Emma Crawford, Louise Maunsell, Grant Wilson
Hastings Intermediate School Charter 2019-2021You can also read
