Newlands Intermediate School School Charter and Strategic Plan 2018 2021 - Principal's endorsement Board of Trustees' endorsement Submission ...
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Newlands Intermediate School School Charter and Strategic Plan 2018 – 2021 Principal’s endorsement Board of Trustees’ endorsement Submission Date to Ministry of Education
Mission To create a place of learning that meets the needs of our students and reflects the aspirations of our Statement community. Vision Newlands Intermediate is a place to stand tall – tūrangawaewae Together we build resilience and integrity; value diversity and heritage; celebrate growth and effort; show compassion and care; learn in, with and from our community; to create citizens that contribute positively to the world. Values At Newlands Intermediate School we want our students to be constantly pursuing excellence in everything they do. They will value; integrity; personal responsibility; diversity; lifelong learning; creative and innovative thinking; positive relationships; collective achievement. Māori The staff and board of Newlands Intermediate in acknowledging the Treaty of Waitangi and its unique dimensions and position in our society, strive to create a sense of partnership in our learning community. All teaching staff and students work hard to develop their understanding in Tikanga Māori (Māori culture) and Te Reo Māori Cultural (the Māori language) by learning together. diversity When developing policies and practices for Newlands Intermediate School every endeavour is made to reflect New Zealand cultural diversity and the unique position of Māori. Achievement data for Māori students is used to identify all Māori students who need support with their learning, providing them with extra help through additional programmes and resources to ensure they are given opportunities to achieve as Māori. Instruction in Tikanga Māori and Te Reo Māori is compulsory for all students. Staff are also given opportunities to develop their personal knowledge and skills in these areas at Newlands Intermediate School. Extension and leadership opportunities are provided through our school-‐wide cultural activities that are integrated within our curriculum. Marae visits are a bi-‐annual occurrence. Māori parents are consulted via normal school procedures such as parent interviews, community surveys and parent curriculum nights. Specifically a Māori parent hui is held twice a year.
School Context Students’ Learning While much of our 2017 achievement data was based on National Standards we were able to access 2017 achievement data based on stanines and curriculum levels. Overall across 3 curriculum areas our data showed: Reading Our assessment tools in 2017 were E-‐AsTTle reading, STAR, and PROBE running records and Sharp Reading as required. At the end of 2017 year 8 STAR data showed 58.5% achieved at stanine 7, 8 and 9; 38.5% at stanine 4, 5 and 6; 3% at stanines 1, 2 or 3. At the end of 2017 year 7 STAR data showed 58.7% achieved at stanine 7, 8, and 9; 36% at stanine 4, 5 and 6; 5.3% at stanines 1, 2 and 3. Year 8 students E-‐AsTTle results as at November 2017 showed 88% achieving at or above level 4P. Year 7 students E-‐AsTTle results as at November 2017 showed 90% achieving at or above level 4B. Writing We used the AsTTle writing rubric to moderate writing samples and determine curriculum levels and learning progressions. As at the end of 2017 year 8 results show that 71% achieved at or above level 4P. As at the end of 2017 year 7 results show that 66% achieved at or above level 4B. Mathematics We used maths PAT tests to assess achievement in mathematics. Individual test levels were assigned to assess each student’s capability in a measured and appropriate way. Year 8 data showed 32% at stanine 7, 8 and 9; 53% at stanine 4, 5 and 6; and 15% at stanine 1, 2 and 3. Year 7 data showed 39% at stanine 7, 8 and 9; 42% at stanine 4, 5 and 6; 19% at stanine 1, 2 and 3.
Māori and Pasifika Achievement Note – 20 year 8 Maori / 30 year 7 Maori / 10 year 8 Pasifika / 14 year 7 Pasifika Maori Literacy Star testing of our year 8 Maori students in November 2017 showed no students below stanine 4 and only 3% of year 7 Maori students below stanine 4. Pasifika Literacy Star testing of our year 8 Pasifika students in November 2017 showed 9% achieving below stanine 4 and no year 7 Pasifika students below stanine 4. Maori Maths Maths PAT testing in November 2017 showed 70% of year 8 Maori achieving above stanine 4 and 80% of year 7 Maori. Pasifika Maths Maths PAT testing in November 2017 showed 50% of year 8 Pasifika achieving above stanine 4 and 67% of year 7 Pasifika.
Student Engagement Students at Newlands Intermediate School are enthusiastic participants in their own learning. Attendance levels are at a consistent 96% throughout the year and the truancy officer has not be called in 5 years. Students are surveyed regularly to determine engagement levels and to give them a voice in the directions teaching and learning take at our school. Our survey results consistently show that most students enjoy school and feel safe. The biggest concern students have is the way they speak to each other and few identified bullying as a concern for them at our school. Each student writes a report comment each year identifying their successes and challenges which gives us clear student voice. The student council meet 4 times each term and gives feedback on student engagement also. School Organisation and Structures Newlands Intermediate takes pride in its modern learning environment. There are open and flexible learning spaces that promote shared and collaborative teaching and learning. The school grounds include a large artificial turf, an expansive grass field and various court areas. The roll growth has placed extra demands on all facilities at the school this year. Newlands Intermediate works hard to provide a safe and healthy environment for all members of our learning community. Health education at our school includes Sunsmart, Healthy Eating, Puberty, Bullying Programmes, Attitude and Life Education, Outdoor Education and Fitness. Students are encouraged to be physically active and take risks within a safe and supervised environment. All injuries and illnesses are recorded and serious incidents are reported to the Department of Labour and the BOT. We have an OSH officer who collects information from all staff about hazards and safety around the school. These are then inspected and repaired or replaced as required. Review of Charter and Consultation The School Charter is reviewed at the start of each year by the board and the community is invited to read the charter documentation and share their views with the leadership and governance teams at the school. The charter is available on our website at all times. The board takes an active interest in the outcomes of our focus students – Māori, Pasifika, Special Needs and priority learners. Reporting to the board on the engagement and achievement levels of these groups is ongoing throughout the year with particular emphasis on the start and end of year data.
Strategic Goals Strategic Goals Core Strategies for Achieving Goals 2018 -‐ 2021 Students’ Learning Raise the achievement levels of our priority Review of “Realising Māori Potential” document across the school learners – Māori, Pasifika and Special Needs community. This document needs to be rewritten this year to students. reflect student, teacher and community voice. Continue to build a strong relationship with our local marae Ngā Hau e Wha. Development of the “Achieving Success for Pasifika”. Develop a Learning Support Centre to meet the needs of our ORS students. Accelerate the progress of students achieving Widespread understanding and commitment to the priority below expectations. Learners (Special Needs) register. Specific tracking of targeted students in literacy and mathematics. Effective use of achievement data to inform teaching and learning to accelerate progress for all students but specifically priority learners. Develop positive attitudes to science and lift Development of partnerships beyond the school –Massey engagement of all students in this area of the University, Futureintech, Newlands College, Te Papa Museum, curriculum. NIWA, Wooranna Park School Melbourne, Wellington City Council and the Sir Paul Callaghan Institute. Strengthen Project X – a group to extend students in science and mathematics through authentic learning contexts. Student Engagement and Provide safe and inclusive learning Survey students regularly about feeling safe at school. Transition environments for all students. Celebrate cultures and ethnicities with community focussed events like Cultural Celebrations and information evenings. Provide and promote leadership opportunities for all students. Continue to provide robust transition processes to and from our school. School Finance and Operate within Annual Grants. Support all staff to maintain and monitor individual curriculum and Property operating budgets.
Support a finance sub-‐committee on the BOT. Set fundraising targets each year to supplement school income. Develop and promote the school as a destination for International Students. Maintain our school buildings to a high Work with the project manager to assess and over-‐see 5YA standard using the 5YA effectively. property projects. Replace or repair parts of the building infrastructure as required. Health and Safety Develop and promote a health education Develop a school-‐wide fitness implementation strategy. curriculum centred on physical well-‐being. Promote healthy nutrition in the Food Technology Programme. Consult with outside providers to ensure all students with individual health needs are being supported. Include presentations from Life Education and Attitude to support positive peer relationships and build self-‐esteem. Provision of a school counsellor to support students and families. Personnel Develop a Professional Learning Community Use the school-‐wide data and teachers’ professional learning within the teaching staff. needs to develop and support a professional learning community within the teaching staff. Work with external agencies to lift teacher practice, especially Write that Essay as we lift writing achievement. Develop leadership expertise among senior teachers. Support new teachers with guidance and support programmes. Provide opportunities for all teachers to develop leadership skills. Community Engagement Focus, in partnership with the community, on Host information evenings to promote discussion and information specific teaching and learning areas – sharing with the community. E-‐Learning, literacy and mathematics Support and engage with the board on specific focus areas. Encourage the wider community to volunteer at school in a variety of ways.
School Improvement Plan -‐ Domain: Learning Strategic Goals: Raise the achievement levels of our priority learners – Māori, Pasifika and Special Needs students. Accelerate the progress of students achieving below expectations. Annual Goal: Annual Target: Accelerate the progress of students achieving below All students will show accelerated progress in writing, particularly Pasifika expectations in writing students. Writing data-‐ Summary of 2017 We used the AsTTle writing rubric to moderate writing samples and determine curriculum levels and learning progressions. • As at the end of 2017 year 8 results show that 71% achieved at or above level 4P. • As at the end of 2017 year 7 results show that 66% achieved at or above level 4B. • Of these students 48.6% of year 8 Maori were below 4Pand no year 7 Maori students were below 4B. • Our Year 8 Pasifika students testing showed 53.8% are achieving at or below 4P and 50% of year 7 Pasifika students are achieving at or below 4B. • Our boys’ data showed across the school 38.5% are 4B or below. Some of the interventions we tried in 2017 were successful, specifically the PLD with Write that Essay, and we would like to continue to build our teaching and learning practice in 2018. Key Improvement Strategies When What Who Indicators of Progress Start of year Identify students with special learning All teachers with support from Movement on the literacy progressions. Term 1 needs and confirm Special needs SENCO and Literacy leader register. Clearer understanding of needs of Māori and Pasifika students in class and school. Analyse and moderate writing samples All staff, particularly new Develop more effective use of literacy teachers Teachers showing more confidence and progressions. A matrix, writing journal or consistency in moderation and using the use of exemplars considered. Literacy Progressions. Writing moderation to identify school-‐ All teachers with support from wide and individual learning needs and SENCO and Literacy leader
teacher PD needs. Sharing of resources and ideas to engage and Teachers who want to improve writing across the school. Working with WTE, establish a writing improve personal practice in support team to work across the school. writing. Provide authentic learning contexts to Teachers and students are able to articulate encourage students to write from what they can do and identify their next experience. All teachers with the support steps. Develop skills and strategies for from school leaders. integrating writing throughout the curriculum. Support student’ achievement with Writing support team and writing progressions. SENCO Writing for an audience beyond school Effective use of digital tools like Write through Write that Essay and Seesaw will that Essay and Seesaw to show evidence provide evidence of progress and increased of learning progressions. engagement. Individual syndicates A school-‐wide shared understanding and Staff workshops to create shared vision support network. for writing. Sharing of strategies to support home – Whānau hui to support home learning. school partnership with WTE.
Term 2 Continued writing PLD with specific Literacy Leader with Student engagement and achievement in emphasis on raising engagement and appropriate outside provider if writing showing improvement by mid-‐year achievement levels of Māori and Pasifika required. assessment tasks. students. Emphasis on writing in and for authentic contexts. Students able to articulate their ideas clearly Focus on students’ ability to articulate before writing. their ideas and use oral language to support their written literacy. Curriculum leaders in Improve participation in Newlands Newlands Cluster Consistency in moderation and teaching cluster-‐wide writing moderation. practices in the learning community. Term 3 School-‐wide analysis of mid -‐year Writing support team and Shared practice and new innovations among learning progressions for both students SENCO teaching staff. and teachers. Review goals and learning progressions. Students able to articulate next steps. Term 4 School-‐wide assessment task to All teachers with support from More accurate assessment and consistent OTJ maintain consistency. SENCO and Literacy leader used to determine progress against the Support staff with moderation process Learning Progressions. and peer reviews Monitoring: Write that Essay PLD providers to give ongoing support for both staff and students. Feedback from the providers and school participants to determine success and direction. Student outcomes monitored twice a term with informal assessments and OTJ. Students’ attitudes to writing surveyed to hear student voice. Individual teachers supported with in-‐class mentoring and guidance from lead teachers as identified or required. Writing workshops developed for and by teachers and writing support team as needed. Writing support team to share initiatives and feedback with principal. Evidence of authentic learning experiences across the curriculum with a focus on written and oral literacy.
Resourcing: Continued PLD funding. Staff meetings need to be part of school-‐wide timetable. Specific tasks to be undertaken during CRT including observations, learning conversations. School Improvement Plan -‐ Domain: Learning Strategic Goals: Raise the achievement levels of our priority learners – Māori, Pasifika and Special Needs students. Accelerate the progress of students achieving below expectations. Annual Goal: Annual Target: Develop positive attitudes to science and lift engagement of all All students will show positive attitudes to science and improved students in a Science-‐focused curriculum. achievement outcomes 2017 In 2015 we made a conscious decision to shift our curriculum focus to project-‐based learning in authentic contexts to lift engagement and develop science and technology dispositions. Feedback from Newlands College indicated that few of our students showed interest or curiosity in science at year 9. We have invested in a wide range of environmental science initiatives but did not see connections made between these and in-‐class teaching and learning or achievement in events like NIWA Science Fair. In 2016 we entered into a contract for PLD with Waikato University. We need to continue to build on this. In 2017 we introduced Science Curiosity Clubs to build on teacher practice, inspire student creativity and use authentic contexts for learning. Maintaining a focus on the Science Capabilities was not consistent so we decided to continue with our science focus, include authentic learning contexts to our science teaching and learning to specifically raise engagement of our Maori and Pasifika students. Key Improvement Strategies When What Who Indicators of Progress Term 1 School-‐wide Science All teaching staff and Accurate, effective data available to Engagement assessments to leadership team. determine school and individual needs and give initial data. All teachers strengths. Exploration of Science Teachers able to identify personal learning Capabilities. steps and the next steps for all students.
Developing relationship with Classroom teachers Students’ learning can be mapped and new sir Paul Callaghan Institute. goals set. Teaching staff to participate in PLD with SPC Institute. Sharing of resources and ideas to engage and improve science teaching across the Use of Victoria University school. Outreach programme focussing on science and Student voice to determine next steps for technology. teachers and students. All students and teachers. Students able to showcase their learning for Development of authentic their peers and parents. learning contexts within the term’s Big idea. Curiosity Clubs across the school to provide active learning opportunities in science and technology. Term 2 School-‐wide Science teaching Lead teachers STEAM and and learning term. syndicate leaders Design Thinking Workshops for teachers and students NIWA Science Fair Classroom teachers Students able to articulate learning. Project-‐based learning initiatives Feedback both formal and informal indicates Classroom teachers with high levels of engagement and success. support from lead teacher Term 3 Information Evening for Leadership team Parents able to support learning at school parents on Science and and home. Technology teaching. Increased awareness and support for the direction we are taking. Ongoing Professional development All teachers ongoing Students aware of next steps and goals Shared practice and new innovations among
STEM projects ongoing teaching staff. Technology Team symposium on STEAM education for NZAIMS. Term 4 Monitoring and modifying Classroom teachers and lead Able to report successfully on an integrated achievement data teacher curriculum and project-‐based learning. End of year Attitudinal Science curriculum on teacher practice and Assessment student outcomes. Ongoing Monitoring: Pre and post assessments and surveys PLD tasks to be completed and shared with providers and teaching staff. Ongoing assessment tasks for teachers and students throughout the year. Observations of teaching practice with feedback and support as needed. Ongoing data reviewed by leadership team. Resourcing: Sir Paul Callaghan Institute PLD providers Release for teachers to research, observe and record new initiatives throughout the year. Release for syndicate leaders and DPs to support teaching and learning in their syndicates.
2017 Key Improvement Strategies to achieve Strategic Vision Property Report Finance Report • Replace east facing This did not occur as the • Increase number of There has been a marked wooden windows school cladding has asbestos. International Students increase in International • Repair carpet in The cost needs to be met with • Manage Banking students. classrooms more ministry help. Staffing effectively to There has not been a need to • Continue with 5YA The carpet in all rooms has support 1 teacher from have a BF teacher for most of projects been replaced. B.G.as necessary. the year. There are still 3 5YA projects • Use Run for Us money The RfU money was used for to complete. to provide more EOTC EOTC events and to purchase opportunities sport and cultural resources. Personnel Report Community Engagement Report • Use senior leadership The SLT led PLD whenever • Provide blended All but 20 families are team for PLD. appropriate. communication to accessing the newsletter on • Invest in leadership PD meet the needs of all in online. We have invested in for leadership team – Mark Sweeney provided the school community the website and have a staff Mark Sweeney terms 1 leadership PLD for the • Hold information member to manage it. + 2 for coaching and leadership team. evenings to discuss key Information evenings were not mentoring curriculum areas – always well attended so we • Opportunities for all E-‐learning, English, have to think creatively. staff to lead learning Science, Maths through PLD initiatives Staff led PLD was very • Begin zone discussions The enrolment scheme has successful and a model for the been approved and will be in future. place 01/03/2018.
2018 Key Improvement Strategies to achieve Strategic Vision Property Report Finance Report • Replace asbestos and • Increase number of doors and windows International Students east and south facing. • Manage relievers and • Build a garage for the teacher aide budget school vehicle. effectively. • Develop the Learning • Use Run for Us money Support Centre to provide more EOTC structures. and digital • Continue with 5YA opportunities projects Personnel Report Community Engagement Report • Invest in leadership PD • Hold information for leadership team – evenings to discuss key Mark Sweeney terms 1 curriculum areas – + 2 for coaching and E-‐learning, Writing, mentoring Science, Maths. • Support new teachers • Continue to build by releasing an extra ongoing relationships senior teacher. with outside agencies • Provide ongoing PLD to like Massey, Victoria all staff to meet the Universities. needs of our diverse • Encourage volunteers learners. to be part of the teaching, learning, mentoring programmes in school.
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