TE WAOTU SCHOOL Growing active learners - 2019 CHARTER
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TE WAOTU SCHOOL Growing active learners 2019 CHARTER
INTRODUCTION “He waotu tahi na rakau.” Tall bush that stands alone. When Taupo erupted in 186 AD a hill prevented the ash cloud from destroying an area of bush and it is from this that our area got its name. Rongowhitiao Arekatera Te Wera a Te Puni, a Waotu Maori chief, wanted the children in the district to have access to education so he applied to the Inspector General of Schools to open a native school at Te Waotu. After site visits, the present location was chosen because of its centrality and also because it had the largest Maori population due to the milling of timber. In November 1886 Te Waotu Native School opened with a roll of 31 children with all but one being of Maori decent. Clara Haszard was the first teacher of the school. The house system we have recognises our past links with Rongowhitiao, Haszard, Barnett, and Simmonds. Te Waotu is a school that prides itself on it’s long history. Our school is an important part of our rural community and as such we are well supported. The surrounding area offers plenty- the local agricultural scene is complemented by natural and recreational features such as native bush, the Waikato River trails, Lake Arapuni, Waikato River and Maungatautari. We cater for students up to Year 8 and over recent years have had a school roll that lies somewhere between 120-130 students, and employing 6 teachers. Our school roll includes students of NZ European, Maori, British/Irish, Cook Island Maori, Filipino and Indian ethnicities. We have a skilled and stable Board of Trustees who take a very proactive role in the governance of our school. VISION “What we aspire to” To be a confident and resilient lifelong learner. MISSION “How will we achieve this?” • Teachers will empower students to be active learners who work in partnership with the teacher. • Teachers will ensure students know what they are learning, when they have been successful and where they are going to next. • Self and peer assessment is a routine step in the learning process. • Success criteria are most effective when great examples of work are used to show what quality looks like. • Teachers will use the learning progressions in the curriculum in order to confidently work with a diverse range of students. • The school recognises the influence of the home and will endeavour to build and nurture learning focussed partnerships with parents and whanau. VALUES “We believe in” Respect, responsibility, honesty, kindness, courage
CULTURAL DIVERSITY At Te Waotu School we acknowledge New Zealand’s cultural diversity and in doing so recognise the unique position of Maori as tangata te whenua. Our school strives to provide opportunities that supports our students in te reo and tikanga Maori. Te Waotu School has high expectations for all students and their educational progress and achievement. The achievement of Maori students is reported to the Board and we will strive to ensure Maori enjoy educational success as Maori. We will endeavour to value Maori at Te Waotu School by: • Acknowledging the history of the school and those who have gone before us. • Providing opportunities for all students to connect with Pikitu Marae and participate in cultural events. • Considering Maori protocol when meeting, welcoming or farewelling visitors to the school. • Consulting and involving whanau in strategic planning. • Developing te reo and tikanga Maori programmes across the school. • Providing professional learning for teachers. • Actively engaging and involving whanau in school and community events • Linking our appraisal process to the cultural competencies. Te Waotu School Board of Trustees will take every opportunity to acknowledge and consult with Maori through: • Possible representation on the Board of Trustees. • School reporting on Maori achievement. • Ongoing review and consultation with our Maori community. If a parent requests a higher level of te reo Maori and tikanga Maori the staff and family will explore opportunities that may include one or more of the following: • Dual enrolment with the correspondence school. • Accessing a range of Maori language resources. • Using local people who are willing to assist or who have the expertise. • Seeking support from schools that offer greater levels of Maori medium education. • Consultation with external Maori advisors for guidance and support. • On-going professional development for teachers.
SPECIAL NEEDS At Te Waotu School we believe every child has the right to learn and to reach their potential. We aim to improve learning outcomes for all students including students with special education needs. Effective partnerships between the School, external agencies and parents and whanau will provide a strong platform for meeting the special education needs of all students enrolled at Te Waotu School. As a Board and School we see our role is to: • Develop a culture that values learning and being challenged. • Plan programmes that meet the needs of our students. Ensure learning programmes identify and extend students, no matter their ability. • Build learning focussed relationships that will allow us to engage with parents, students and external expertise to improve outcomes for all students. • Promote opportunities for stakeholders in the development and review of learning programmes and teaching strategies related to their child. • Provide professional learning opportunities for staff that target areas of need. Te Waotu School supports students with special needs in a number of ways: • Identification of students through the analysis of formal and informal data, maintaining a register of students with identified needs, and regular monitoring of data and teaching programmes. • Using external agencies (Resource Teacher of Learning and Behaviour, Resource Teacher of Literacy, Ruakawa, PLD providers) to help enhance learning opportunities for all students. • Employing teacher aides to work alongside identified students in collaboration with the classroom teacher and external agencies. • Trialling ways of engaging and supporting students who struggle with their learning (this is Teaching as Inquiry). • Working with parents and whanau and outside agencies to develop Individual Education Plans for students with high needs. • Provision of a management unit for SENCo responsibilities.
GRADUATE PROFILE A Te Waotu School learner… • Shows pride in Te Waotu School and our community. • Is happy at school and has a positive outlook. • Shows a passion for learning and participates enthusiastically within all education opportunities inside and outside the classroom. • Models our school values of kindness, respect, honesty, responsibility and courage. • Meets or exceeds expectations for reading, writing and maths. • Is an active learner. This means: they know what they are learning, why they are learning it, when they have been successful, what their next steps are, and how to problem solve in learning situations. • Is a self-regulated learner. This means: they can manage their time, communicate ideas, are intrinsically motivated, understand their strengths and areas to work on, behave respectfully in different social and cultural contexts. • Is inclusive. This means: they respect the customs and traditions of other cultures, uphold the bicultural heritage of New Zealand and is accepting of all learners. • Is environmentally aware and a guardian for our environment. • Is curious. This means: they ask questions, explore situations and locate information, organise their thinking and ideas, and take action. • Knows how to keep themselves safe, stand up for themselves, and resolve conflict. • Is a skilled and responsible user of information technology. • Contributes effectively as part of a team or group in learning, social or sporting contexts. • Celebrates their successes and also the achievements of others. • Strives to achieve goals, and is willing to take risks and be challenged with their learning. REVIEW OF CHARTER AND CONSULTATION Say when and how you consulted on this and ensure you review and update this every year.
STRATEGIC GOALS FOR 2019-2021 We aspire to build an active learning community where our values of honesty, respect, responsibility, kindness, and courage; and our Te Waotu School teaching beliefs will accelerate learning capability. We strive towards being a school where teachers believe all learners will thrive and are able to contribute productively, and where teachers are gently relentless in the pursuit of our vision and in modelling our values. Goal 1: Inclusiveness We have created a sense of belonging for all learners Performance indicators: Bringing learner identity, language and culture to life in teaching and learning. Adapting learning environments and teaching approaches for those that need it. Goal 2: Educationally powerful connections We have created an environment that has learning as the focus for all stakeholders Performance indicators: Developing parent, family and whanau capability to support learning. Developing powerful, reciprocal partnerships that raise expectations and lift achievement. Goal 3: Instructional capability We use teaching approaches that reflect best practice Performance indicators: Having school wide systems that support our Assessment for Learning philosophy. Enacting our teaching beliefs. Goal 4: Evaluative capability We use evidence to make decisions that ensure acceleration and achievement Performance indicators: Undertaking self-review for improvement. Interrogating evidence and engaging in dialogue around it. Goal 5: Organisational capability We have systems and procedures that allow us to function effectively Performance indicators: Creating a learner focussed vision with beliefs. Having policies and procedures that reflect good practice. Maintaining property and grounds that value and support learning.
Goal 1: Inclusiveness We have created a sense of belonging for all learners Bringing learner identity, language and culture to life in teaching and learning Possible indicators: • Appreciation and implementation of the cultural competencies • Increased presence of te reo and tikanga Maori within our school • Connections with Pikitu Marae • Whanau consultation Adapting learning environments and teaching approaches for those that need it Possible indicators: • Case management of learners with education needs • Teaching as inquiry • Appraisal as evidence of decision making Goal 2: Educationally powerful connections We have created an environment that has learning as the focus for all stakeholders Developing parent, family and whanau capability to support learning Possible indicators: • Information evenings for parents • Cycle of reporting to parents • Information available to parents from a variety of sources Develop powerful, reciprocal partnerships that raise expectations and lift achievement Possible indicators: • Implementation of student led conferences • Liaison with external support agencies (RTLit, RTLB, Raukawa, Kahui Ako)
Goal 3: Instructional capability We use teaching approaches that reflects best practice Having school wide systems that support our Assessment for Learning philosophy Possible indicators: • Learning progressions for reading, writing and maths are visually aligned • Planning, marking/feedback, learning books, and student book expectations are defined • Self and peer assessment processes are consistent Enacting our teaching beliefs Possible indicators: • Assessment for Learning PLD • Self-reflection using the teaching and learning capabilities • Teaching as inquiry • Observations and practise analysis conversations • Classroom walk-throughs • Annual goals have an AfL component • Appraisal is connected to our school beliefs • Implementation of student led conferences Goal 4: Evaluative capability We use evidence to make decisions that ensure acceleration and achievement Undertaking self-review for improvement Possible indicators: • Reading, writing and maths implementation plans • Review of thematic planning • Development of a localised curriculum • Health and PE curriculum review Interrogating evidence and engaging in dialogue around it Possible indicators: • Teachers will lead appraisal • Moderation of planning and data to ensure consistency • Teachers and leaders monitoring achievement and taking action • Engaging in dialogue with support agencies
Goal 5: Organisational capability We have systems and procedures that allow us to function effectively Creating a learner focussed vision with beliefs Possible indicators: • Update our school vision Having policies and procedures that reflect good practice Possible indicators: • School policies are updated according the review schedule • Procedures underpin policies Maintaining property and grounds that value and support learning Possible indicators: • 10YPP projects are completed • Signage and branding reflects our Assessment for Learning beliefs Curriculum and learning focus for 2019 Performance indicators: Possible actions to achieve this: Review: Assessment for Learning: • Our teaching beliefs are visible and enacted by teachers • To embed an assessment for learning philosophy and students within all rooms. across the school. • Review and update reading, writing and mathematics implementation plans. • Review the use of additional writing time (work with priority students) and action recommendations. • Teacher aides used to provide targeted support. • Teachers are familiar with school and class data, and are acutely aware of the progress that students are making. • Teachers are actively involved in observations and practice analysis conversations. • Teachers assess their teaching practice using the student and teacher capability matrix. • Techers set inquiry goals linked to student needs and the teaching and learning capabilities. • Leaders use the leadership dimension matrix to strengthen their leadership practice. • Staff meetings with content that supports our Assessment for Learning philosophy, e.g., case management meetings. • Parent learning opportunities. • Appraisal linked to the implementation of assessment for learning strategies. • Ongoing classroom visits by the Principal with evidence used to inform practice analysis conversations, to
determine school progress at implementing assessment for learning strategies, and for appraisal purposes. • Update our PLD implementation plan for 2019 and beyond. This may involve seeking an increase in the allocation of hours through another PLD application. Writing: • Our teaching beliefs are visible and enacted by teachers • All students working below or well below the standard and students within all rooms. will make accelerated progress. • Review and update reading, writing and mathematics Accelerated progress is defined as “when a child makes implementation plans. more than one year’s progress over the year, on a • Review the use of additional writing time (work with trajectory that will indicate they are on a pathway to priority students) and action recommendations. achieve at or above the National Standard by the end of • Teacher aides used to provide targeted support. Year 8”. • Teachers are familiar with school and class data, and This equates to: are acutely aware of the progress that students are 26 students making. 19 male, 7 female • Teachers are actively involved in observations and After 2 years-2 practice analysis conversations. After 3 years-4 • Teachers assess their teaching practice using the Year 4-6 student and teacher capability matrix. Year 5-6 Year 6-2 • Techers set inquiry goals linked to student needs and Year 8-6 the teaching and learning capabilities. • Leaders use the leadership dimension matrix to strengthen their leadership practice. • Staff meetings with content that supports our Assessment for Learning philosophy, e.g., case management meetings. • Parent learning opportunities. • Appraisal linked to the implementation of assessment for learning strategies. • Ongoing classroom visits by the Principal with evidence used to inform practice analysis conversations, to determine school progress at implementing assessment for learning strategies, and for appraisal purposes. • Update our PLD implementation plan for 2019 and beyond. This may involve seeking an increase in the allocation of hours through another PLD application.
ANALYSIS OF VARIANCE FOR WRITING Progress against targets set for 2018 Target: Writing: All students working below or well below the standard will make accelerated progress. Accelerated progress is defined as “when a child makes more than one year’s progress over the year, on a trajectory that will indicate they are on a pathway to achieve at or above the National Standard by the end of Year 8”. This equates to: • 34 students • 21 male, 13 female • After 1 year-1, After 2 years-3, After 3 years-3, Year 4-11, Year 5-4, Year 6-2, Year 7-3, Year 8-4 Baseline data: 2018 end of year data. Actions Outcomes Evaluation What did we do? What happened? Where to next? • Achievement of priority students was monitored within • Continue professional learning with Evaluation a data wall. Achievement Number Percentage Associates and the archway of teaching and learning • Teachers regularly met for the case management of capabilities. wella 8 6% learners with education needs. • Support teachers to understand the impact they are ab 17 13% having on student achievement in writing through • Teacher aides were used to provide support in writing at 71 56% across all areas of the school. monitoring data and observations. bel 22 17% • Ensure staff actively use the writing walls to support • Additional writing time for students not meeting expectations. wellb 9 7% teaching and learning. Grand Total 127 100% • Review our writing implementation plan and monitor to • Ongoing implementation across the school of ensure it is being effectively implemented. Assessment for Learning practices. Teachers were actively involved in classroom observations and • Ensure there is teacher aid support invested in those areas of the school with the highest needs. practice analysis conversations to improve their teaching practice. Teacher inquiry goals were linked to • Continue to use e-asTTle so we have reliable and valid the teaching and learning capabilities. wella data to use to measure achievement and progress. • Use of the data walls to allow us to track the progress • Moderation of writing samples three times during the ab of priority students. Continue to team this up with case year. at management meetings to explore approaches that • Parent education to help develop understanding could be used to lift the achievement of individuals. bel around our educational mission and beliefs. • Book review meetings to ensure students have work • Appraisal process linked to the progress and wellb that shows they are meeting expectations. achievement of students. • Examples of good writing shared and discussed at school assembly. • 75% of students were at or above expectations compared to 69% of students at or above the standard in 2017. • We have reduced the number of total students working below expectations although there was a noticeable
change in the male/female ratio. Our 2018 results show we had 7 girls not meeting expectations, and 24 males not meeting expectations. • Children working above the standard exist at all levels of the school (ranging from 2-5 students) • Across the school we have 6 females below expectations, and 1 female well below expectations; 16 males well below expectations, 8 males well below expectations. High numbers of children working below the standard exist in Years 2, 3, 4, 7 and 8. Half of the boys not meeting expectations were Year 8 students (who will not be with us in 2019). • 3/7 Maori are at or above expectations for writing. • Our focus on Assessment for Learning has brought about a shift in teaching practice. Learning outcomes, exemplars, success criteria, and self and peer assessment are routine parts of lessons. These, along with other school wide initiatives would have impacted positively upon our results.
ANALYSIS OF VARIANCE FOR ASSESSMENT FOR LEARNING Progress against targets set for 2018 Target: To embed an assessment for learning philosophy across the school Baseline data: Te Waotu School effect size data Actions Outcomes Evaluation What did we do? What happened? Where to next? • Surfaced teacher beliefs and identified non-negotiable • Refer to ‘effect size and STL matrix • Continue professional learning with Evaluation components of Assessment for Learning within our evaluations 2018’. Associates and the archway of teaching and learning school. capabilities. • Developed PLD implementation plan for 2018/2019 • Support teachers to understand the impact they are based on our needs. having on student achievement in writing through • Increased the allocation of hours through a PLD top-up monitoring data and observations. application. • Implement school wide systems (marking, setting out, • Teachers self-evaluating their performance using the learning walls) to improve alignment and sustainability. student and teacher capability matrix and setting • Review our implementation plans to ensure these teacher inquiries from their findings. reflect our new understanding. • Staff meetings with content that supports our • Continue to use e-asTTle so we have reliable and valid data to use to measure achievement and progress. Assessment for Learning approach towards teaching. • Modify our data walls to capture all students not • Presentation to parents about our vision and beliefs for meeting expectations in writing and maths. Ensure learning. these are presented in a way that easily conveys • Appraisal linked to the implementation of assessment achievement and progress. for learning strategies. • Continue to use case management meetings to explore • Ongoing classroom visits by the Principal with evidence approaches that could be used to lift the achievement used to inform practice analysis conversations, of individuals. progress at implementing assessment for learning strategies, and for appraisal purposes. NAG2A(B) REPORTING Analysis of 2018 results Areas of strength: Improvement in writing Our writing results have substantially improved over the last three years-from 59%, to 69%, to 75%. Our focus on developing teacher capability through the adoption of Assessment for Learning practices is likely to be a major contributor towards this. Assessment for learning practices We have developed school beliefs connected to Assessment for Learning, and have staff who are prepared to implement these beliefs and practices. Over the last two years staff have accepted the process of observations, student interviews, and practice analysis conversations; as a means for improvement and implementing aspects of the teaching and learning capabilities. We still have work to do around aligning our systems and procedures to fully support the implementation of Assessment for Learning at Te Waotu School, and in making our beliefs visible to all stakeholders. Areas for improvement: Boys writing We need to understand the root causes for our boys who are underachieving. Once this has been done we will able to put plans in place to improve outcomes for them.
Achievement of Maori students We need to ensure that teachers are making deliberate efforts to ensure the achievement of Maori students are equal to that of other ethnicities. Developing a greater understanding of the cultural competencies would be a natural first step in this process. Monitoring data After trialling a different assessment schedule we need to refine it to ensure we have information at crucial time points, e.g., prior to reporting or at the start of the academic year. Teachers also need to have systems in place to ensure they are acutely aware of the progress students are making. This is especially important for reading, writing and maths; but also necessary for other curriculum areas. We need to ensure that all assessments are shared with students and that findings are translated into the development of needs based programmes. Students working above the standard We are now noticing more students working above expectations. We need to challenge teachers expectations about their role in teaching these students and start improving the way we deliver the curriculum to support their strengths. Embedding Assessment for Learning We need to document management procedures that underpin Assessment for Learning practices. Basis for identifying areas for improvement: The evidence used to identify areas for improvement include 2018 end of year data and Assessment for Learning review findings. Planned actions for lifting achievement: • School wide professional learning focus on the archway of teaching and learning capabilities. • Professional inquiry and appraisal linked to the interventions and progress of priority students. • School curriculum development so that all teachers are clear about what is to be learnt. This includes reviewing our vision, and reviewing implementation or curriculum plans for different subject areas. • Ensure teachers know the progress and achievement levels of all students within their room and that they have a plan for those not meeting expectations. There will be an expectation that teachers will develop interventions to support their most vulnerable students and these should be able to evidenced in their professional inquiries. • Grow parent capability through helping them understand why we are changing the way we teach, and providing them with knowledge and skills to help them support their child’s learning. • Refine our assessment schedule so that it collects timely data and allows us to track progress and use information to promote further learning. Progress statement: Statement from 2018 Analysis of Variance: It would be my vision that any visitor to our school could walk into any room and be immersed in an environment where the learning is visible; where students are comfortable being challenged in their learning; where students are able to articulate their learning and know when they have been successful; where students self-assess their work; where assessments are shared with students and there is an eagerness to determine next steps and progress made. Alongside this, teachers would feel comfortable trialling new ideas and taking time to determine the impact they are having collectively and individually on student performance. The transition toward a school where Assessment for Learning is a way of being is definitely underway. All of the practices mentioned above exist. They may not be in their final or polished form but are certainly present and gradually improving but challenged as we cope with demands on our time and personnel changes. It is my personal belief that a focus on developing and documenting the management procedures that we have that support Assessment for Learning is vital for 2019, alongside our continued focus on improving the way we teach through Assessment for Learning.
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