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ANNUAL PLAN 2014
TEACHING and LEARNING PROGRAMMES
Curriculum plan
Continue to develop21stC approaches to teaching and learning – self assessment focus emphases to include visible success criteria, models of exemplars and displayed learning intentions
Literacy plan – Focus on Writing
E-Learning development plan Numeracy sustainability plan including
leaders appointed
Special needs programmes…maintain those in operation
Tataiako plan - Implement ideas from measurable gains review - Maori Language assistant for Te reo
classes
Kiwisport participation
Self Review timetable
Maths
Arts
Technology
PERSONNEL Professional Development
E-learning plan
Assessment review
Maths University paper Te reo evening class Appraisal programme
-Teaching as Inquiry -Walk through - Use of Connector for collecting evidence
Staffing
Induction for new staff
R units allocated
Advanced Teacher (ACET) applications
Leadership team
Attend quality workshops and conferences that meet individual need and goals of the school
Team appraisal
COMMUNITY ENGAGEMENT and PARTNERSHIP Communication Collaboration Events Consultation
Hapara dashboard Sports team competitions Fair Strategic/ Annual plan Website..ongoing development Parent evenings Kapa Haka group Open days Board newsletters Parent education open days Cultural celebrations Uniforms Use of social media PTA/ school welcome to new parents Tabloid sports Zone management Mural…timeline Assembly timing PTA support
SELF REVIEW/ REPORTING Monthly Board reports
Policy review NAG 4 and 6
Regular hazard checks
Share learning with parents via Hapara Y4-6, team newsletters and open days
HEALTH AND SAFETY Hygiene to combat cross infection
Revitalise WSB
Note area in Student management system to record concerns
Well being at school survey/ actions
Kia Kaha/ Cyber safety
PRIORITY AREAS FOR IMPROVING STUDENT ACHIEVEMENT
Targets
Reading … Math….. Writing
Target students….
FINANCE
Tight budget
Fundraising programme
Applications for grants
Prepare for annual audit Term 1 Wishlist
PROPERTY Capital plan
a) Complete R15/16 b) Library re-development/ ICT suite c) Arts space development d) MLE R12/13 divider Maintenance plan
a) Storage move around
b) Junior area Tigerturf court area c) Solar panels d) Security cameras
DEVONPORT SCHOOL READING TARGET for 2014
LINKS TO STRATEGIC PLANNING Maintain high quality curriculum and high achievement standards across all areas
of learning and programmes for all students.
Promote and develop curriculum programmes that best support effective learning
in Literacy and Numeracy.
2014 TARGET FOR IMPROVING STUDENT ACHIEVEMENT
By the end of 2014 , the % of Y3 students rated as above will increase by at least
50% to 40% or better above the standard for reading as Y4’s.
BASELINE INFORMATION
Cohort data
2013
level
WB B AT AB Total
students
.3% 2.4% 49.1% 48.2%
(1) (8) (165) (162) (336)
1. 97.3% (97.3 in 2012) are progressing and achieving
at or above the National Standard for Reading
2. Gender differences in achievement are apparent in Y3.
Actual Numbers of students Above At
B 5 25
G 8 10
Actions to achieve targets Timeframe: Feb-Nov
i) Continue the good practices of 2013
Term planning to specify pace and progress
Home reading more actively encouraged in senior classes
Use of advanced texts with focus on fluency and vocabulary extension
Introduction to Daily 5 and CAFÉ programmes
Continuing to develop support programmes - Reading Recovery and Rainbow Reading
Ongoing monitoring of students
Use of English Language progressions for ESOL students (English as a second Language)
Teacher inquiry projects aimed at increasing progress
ii) Focus on Y4 boys to improve their attitude toward reading
iii) Purchase books and downloads books on kindle to encourage boys to read
iv) Hold a parent evening so that new parents can more fully understand and support reading at home
v) Promote the use of the new Library
vi) Promote formative uses of tools such as Probe and Running Records
vii) Continue to develop assessment capability of students
Led by
Curriculum team
Team leaders
Principal
Budget Reading
Special needs
ESOL
Library
development
DEVONPORT SCHOOL WRITING TARGET for 2014
LINKS TO STRATEGIC PLANNING Maintain high quality curriculum and high achievement standards across all areas
of learning and programmes for all students.
Promote and develop curriculum programmes that best support effective learning
in Literacy and Numeracy.
2014 TARGET FOR IMPROVING STUDENT ACHIEVEMENT
“All students below the standard will be achieving at or above the standard in
Writing by the end of 2014”.
Writing assessment
i. Work with Evaluation Associates so that staff understand and can confidently use the e-AsTTle writing tool.
ii. Investigate the new PACT (Progress and Achievement Compatibility Tool) currently being developed by MOE.
iii. Work to improve the assessment capability of staff and students
Writing programmes
i. Lane Clark pd for some teachers who wish to further develop the structure of their programme
ii. Self and peer assessment – exemplars, use of CAFÉ ( comprehension, accuracy, fluency and expression) approach
iii. Small group work with selected students
iv. Explore boy-friendly writing
v. Review current programmes in classes……..how are teachers adapting their programmes in light of data and shared
expectations
vi. Work with parents to ensure they know how to best support their children/ Open days for parents
vii. Further explore the use of English Language progressions for ESOL students.
viii. The Board will need to continue to supplement MOE funds for special needs and ESOL support programmes.
ix. Teacher Inquiry foci on gender and issues relating to targets listed above
BASELINE INFORMATION
Cohort data
2013
level
WB B AT AB Total
students
6.8% 67.9% 25.3%
(23) (228) (85) 336
1. 93.2% (94.4% in 2012) are progressing and achieving at
or above the National Standard for Writing
2. We did not achieve the target for 2013 and so we are
repeating it in 2014.
3. Overall girls slightly outperform boys
Actions to achieve targets Timeframe: Feb-Nov
Led by
Evaluation Associates
Lead teachers
Team leaders
Principal
Budget
Assessment
Professional
development
Special needs
lop
DEVONPORT PRIMARY SCHOOL
RESOURCING
Lead teachers unit for AFoL sustainability
BASELINE INFORMATION
Cohort data
2013
level
WB B AT AB Total
students
.9% 53.3% 45.8%
3 179 154 336
2. Gender differences are apparent in “above” numbers with
boys outperforming girls at all levels
Y1 12 9 Y4 14 10
Y2 14 4 Y5 19 13
Y3 13 5 Y6 19 13
Actual numbers of students
1. 99.1% (98.5 in 2012) are progressing and achieving
at or above the National Standard for Maths
DEVONPORT SCHOOL MATHS TARGET for 2014
i) Training a teacher in ALiMs will provide support for students struggling to move ahead and professional guidance to
teachers.
ii) Numeracy pick-ups for new staff
iii) Continue: Term plans for Math that specifically identifies term goals for each group and encourages teachers to identify
where they expect their groups to be at the end of the term in order to develop a sense of pace.
iv) Continue to encourage teachers to work towards getting students onto Stage 5 and to develop a deeper understanding of
what the Numeracy project is about.
v) Encourage a growth mind-set and increase resilience in students so we reduce anxiety about “getting it wrong”
vi) Encourage vertically grouped problem solving
vii) Continue to develop assessment capability of students
LINKS TO STRATEGIC PLANNING Maintain high quality curriculum and high achievement standards across all areas
of learning and programmes for all students.
Promote and develop curriculum programmes that best support effective learning
in Literacy and Numeracy.
2014 TARGET FOR IMPROVING STUDENT ACHIEVEMENT
“By the end of 2014, the % of girls achieving above the standard will improve so that they show similar levels of achievement to boys.”
Actions to achieve targets Timeframe: Feb-Nov
Led by
MOE ALiMs contract
Lead teachers
Team leaders
Principal
Budget
Maths
Special needs
Professional
development
Analysis of “belows”
DEVONPORT SCHOOL TARGET STUDENTS for 2014
LINKS TO STRATEGIC PLANNING Maintain high quality curriculum and high achievement standards across all areas
of learning and programmes for all students.
Promote and develop curriculum programmes that best support effective learning
in Literacy and Numeracy.
2014 TARGET FOR IMPROVING STUDENT ACHIEVEMENT
To identify and raise the progress for all students deemed at risk of not achieving and
meet the needs of these learners as early and effectively as possible in Literacy and
Numeracy.
Identifying target students is a very worthwhile exercise as it keeps these students more fully in the consciousness of teachers and
the Special needs team both of who to include needs to be monitored by senior staff to ensure we do not miss students who should be
included e.g. ESOL students.
To continue the good practices that are enabling students to move to “at” NS.
Training a teacher in ALiMs will provide support for students struggling to move ahead and professional guidance to teachers.
Consolidation for Reading Recovery teacher
Utilise staff for small group work in Writing
Continue Rainbow Reading
Review meetings…Senior staff to meet with teachers to review target students each term
A focus on writing target students by developing a specific support programme. Teacher aide programme for ESOL students- Investigate other programme options e.g. HHP
BASELINE INFORMATION
2013 Reading: Half of y4-6 target students
showed more than 1 year’s improvement and all
showed gains within their level. 6 out of 7 y1s-
showed more than 1 year’s improvement and are
now working at the required level.
Led by
Team Leaders
SENCO
Principal
Budget
Special needs
ESOL
Actions to achieve targets Timeframe: Feb-Nov
Writing: The 3 students identified showed no
change of achievement in standard level.
Maths: More than half the students in Y4-6
showed more than a 1 year gain and 6 out of 7 in
Y1-3 showed this gain.
ANNUAL GOALS 2014 Curriculum development 1. Build on our very positive ERO report 2. Continue to develop 21stC approaches to teaching and learning 3. Develop our school staff as a self- sustaining professional learning community 4. Ensure staff confidently use curriculum mapping as a tool to fully implement the New Zealand Curriculum
GOAL HOW WHEN / WHO COSTS
1. Develop a curriculum team
Opportunities for staff to develop their understanding of curriculum mapping and the use of Atlas. Kay
2. Sustain and develop ourselves as a professional learning community
Co-construct a shared understandings of us as professionals
Review and co-construct the philosophy and core beliefs underpinning curriculum delivery “How we teach reflects what we believe about learning”
Strength based decision making
Time …decide how to manage meetings to maximise time
Revisit core beliefs
Use Devonport Learner throughout all school learning documents
Helix? Interlead? Mark Treadwell
3. Develop full use of Atlas as a tool for curriculum mapping
Seek to develop the Atlas dashboard as a more user friendly area relevant to NZ context
All staff encouraged to enter plans and diary on line ( instead of using paper) as well as update their maps in real time
Curriculum team
4. Sustain and grow student agency
Student involvement in planning
Development of transfer task for each concept
All staff
5. Professional development
Just in time learning - mix of individual/ school wide in sync with major areas of curriculum focus term by term
21stC tool box
Helix – Understanding curriculum mapping as a tool to implement NZC
QLC groups to share best practice
Staff BEL? Helix
$750
6. Homework Consistent approach using competency challenges as well as “basics” Staff/ Lesley
5. Involve parents more fully in learning conversations
Use of class blog in all classes
E-portfolios Y4-6
Use of Hapara...to be rolled out over the course of the year
BEL team
ANNUAL GOALS 2014 Assessment Specific learning outcomes for students and measurable targets: 1. Develop assessment capability of staff and students in order to improve teaching and learning 2. Review timing and type of data being collected for formative/ summative purposes 3. Report student progress and achievement in reading, writing and mathematics against National Standards to parents twice a year in writing 4. Collect high quality data and samples of work in order to moderate “best fit” assessment of a student’s progress 5. All staff using Hapara to communicate student’s current learning
WHAT HOW WHEN/ WHO COSTS SYSTEMS and PROFESSIONAL KNOWLEDGE Professional conversations about the purposes of data collection Staff understanding of the purposes of assessment Staff adapt and take action as a result of assessment information
Reformat timetable through comparison of various assessment tools
Collegial discussions and moderation of data
Staff demonstrate how they have modified their programmes as a result of assessment data
Understand that the key is what teachers do with informations
True learning manifests itself in performance…a test is not always reliable
Staff Team leaders
MONITORING Team leaders to track and check on students in their care
Regular checks on ESOL, Special needs and other target students
Regular checks on overall progress
Teacher inquiry feedback
Team leaders
CURRICULUM E-AsTTle writing focus
Evaluation associates ...e-AsTTle rubrics
Investigate PACT Tool for writing
Evaluation Associates 2250
OTJS Weighing up a range of information from multiple sources Opportunities for moderation across local schools in writing and maths
Moderation across teams to improve consistency of OTJs
QLCs and team meetings
Use of exemplars
Set up opportunities with Peninsula schools and/ or others interested in moderation
Staff
REPORTING Students and parents are clear about progress and achievement and are empowered to ask questions about how to support next learning steps Develop student led conferences in y4-6 and ensure students are able to talk about their learning
Develop e-portfolios using Hapara 3-6 to include parents more fully in learning conversations
Hapara training Term 1...Y1-3 optional until 2015 all school
Develop student capability and an understanding of quality through the use of exemplars and criteria on display for students to self and peer assess against
BEL School release
TÃTAIAKO 2014 Cultural Self-Review Continuing New
COMPONENTS Strategy Partnership Participation Environment
Whanaunatanga Respectful relationships
Meet the whanau as an
annual event to update
plan
School welcome
Bot Tangata Whenuatanga
How to know more about each
child?
Mihi
Manaakitanga Respect for beliefs,
language and culture
Continue Kapa Haka
Te reo classes with
assistant Y1-3 T1, Y4-6
T2
Continue to build bank of
people with expertise
Greetings
Correct pronunciation.
Teachers to join in learning
with students and assistant
Unitec course available
Visit local Navy marae
Ako Own learning and that of
students
School philosophy of
reciprocal teaching
Charter ako tiako…one
who causes learning to
happen
Resource cull and sort
Student progress reported
Buddy classes
Co-constructing knowledge
Recognising prior knowledge
Links to other schools
Best practice promoted
Using the local area for learning
experience
Takarunga
Tainui Memorial
Wananga Communication/ problem
solving
Review new Ka Hikitia
publication for ideas to
add
School song to develop
Community…support with
speaking, reading books
Reporting on student progress Welcoming classroom signs/
numbers and words
Greetings
Tangata Whenuatanga Place based cultural
awareness and knowledge
Identifying places of
significance
Local history project
Community elders
Blessing for new building Signs for birds, trees relevant to
the area
Mural identifying the local history
capturing the timeline
ANNUAL GOAL 2014 BLENDED E-LEARNING E-learning statement: 2014 Successful 21st Century learners require students and teachers to be digital citizens; proficient with the digital fluencies so that students become critical and
creative thinkers, collaborators, and problem solvers. 21st Century learning is facilitated through appropriate and smart use of tools, resources and learning
strategies with a blend of face to face and virtual approaches with the aim of improving student learning and enabling students to seamlessly collaborate with
their virtual and physical peers as well as becoming life-long learners.
FRAMEWORK GOA L AREA ACTIONS/ NEXT STEPS WHO WHEN PROFESSIONAL
LEARNING
Build our professional learning community by increasing staff knowledge and confidence in using ICT to support their own and student’s learning
Vision
Continue to teach and
support each other
Continue to develop
robust Teacher
Inquiry
Help staff to unpack the why? how? and what? of e-learning for DPS
Identify gaps in teacher expertise and e-learning values/beliefs
Sharing times/ Tech brekkies/ attend ULearn conference
Workshops – staff run on apps, blogging and others
Outside 1-1 support to meet needs not met through Bel L pd
Ensure staff continue to meet regularly to share and celebrate e-learning successes in the
classroom. Discuss ‘issues’ and how we have overcome them.
Use Appraisal connector to store evidence...each staff member to invite appraiser and 1 other
to share
Link Google drive inquiry conversation to connector
Principal
Facilitator
E-learning
unit holder
to
organise
David
Kinane
Appraiser/
appraisees
Across
year
Across
year
Timetable
TEACHING AND
LEARNING
Embed e-learning in student learning programmes
Full use of Atlas for
planning and
integrating e-learning
into term concept
plans
Assessment
Digital citizenship
code fully developed
and implemented and
displayed
Teachers use the SAMR model as a guide, to enhance the use of e-technology as a learning resource
and to extend critical and creative thinking skills
Integrate BeL approaches within Atlas as part of planning work
Teachers equip students with transferable skills and understandings that will enable them to be
successful, active e-learners now and in the future through a BeL approach
Coaching for teams...term by term to include e-learning at a deeper level
Use of Edge
Generate shared language so all understand cyber safety and model digital citizenship
Workshop how to use authentic contexts for introducing / explaining the elements of Digital
Citizenship within teaching & learning programmes
Staff
Outside
facilitator
Staff
team
Across
year
TECHNOLOGY AND
INFRASTRUCTURE
Ensure systems, infrastructure and hardware facilitate e-learning goals
Continue to fund a
stable environment
Develop systems to
facilitate these goals
Future purchase
direction
Library development
TTS cloud service and technical support
Maintenance, laptop process, re-setting passwords
Audit and replace office computers ( if necessary)
Tutorials for low level needs...increase staff independence
Apps...management...increase number of Meraki administrators
Hapara roll out Y4-6 Term 1-2 y1-3 optional in 2014
Repair ipads and increase total in classrooms
Seek emerging technologies to enhance innovation
Upgrade suite
Seek grant to purchase touch screen for Library
Unit
Unit
Unit
Across
year
Term 1
BEYOND THE
CLASSROOM
Engage the school community in a seamless Learning environment as positive partners
Blogs and e-portfolios
open to parents and
then to wider
community
Cyber Safety
Homework based on
Key competencies/
dispositions
DC in place, staff know how to manage comments, procedures for photos and videos agreed..... in
order to open blogs more fully.
All classes using a class blog
Parent education in regard to feedback to students – “feeding” growth mind set
Promote sharing of e-learning opportunities at home with families through suggested resources and
activities (mylgp, netsafe websites)- tie into the open day
Provide contact to invite ‘NetSafe’ Representative to talk to staff / parents
School community supports all students to participate in their culture and promotes/models good
digital citizenship practices
Celebration days to replace Open days
Continue to share BeL and Digital Citizenship plans with parents through info evenings and on
school website
Teachers
Teachers
Across
year
GOVERNANCE
Continue to share and develop the vision for eLearning with staff and community
Self-review
Charter
Review Blended e-learning progress
Gain Community input, info evenings and open days ............Parents aware new approach and
philosophy
Update Charter for 2015
Share and publish the BeL statement in appropriate docs and embed BeL goals
Facilitator
Principal
Teachers
Board
ANNUAL GOALS 2014 SPECIAL NEEDS Presence To complete a school-wide self-review of inclusive policies and practices towards ensuring we operate as a fully inclusive school. Improve knowledge, skills and awareness of inclusive schools among school board members. Engagement Increase the engagement of learners with special education needs in school programmes and activities and increase community engagement. Achievement Increase the progress and achievement of learners with identified special education needs who are currently not achieving as expected
GOAL HOW WHEN / WHO
COSTS
1. Classroom practice Teachers will adapt teaching and learning to meet the needs of learners Teachers will participate in professional learning to meet student needs
Op grant
2. Maths recovery MOE funding to train a staff member in math recovery ALiMs (Accelerated Learning in Maths) Heather Reliever 6 days
3. Reading Recovery
Consolidate year for Debbie using Op funds and staffing for balance Debbie .15 MOE .25 school
4. Self-review
Continue to develop community understanding of inclusion April
5. Teacher aides Hire aides to cater for needs PD for aides and staff as required
SEG MOE
6. Continue good practice Identify students for targeted assistance and develop plans for progress and achievement Small group programmes..Rainbow Reading, Listening For high needs students…..Register, regular discussion and planning IEPs/ Consultation with parents and agencies
On-going
7. Funding Seek MOE/ RTLB support to supplement SEG
2014 SEG : $13,007 One teacher aide full time for one year ( 6 hours a day)… $18.50 ph x 30( hpw) x50 (40 wks plus 10 HP) =$27,750
On-going
8. Safety plans/ Environment modifications
Review with MOE as needs arise Feb $1000
Op grant 5YAE
ANNUAL GOAL 2014 Literacy Action Plan
GOAL HOW WHEN / WHO COSTS
Planning and Assessment
Team leaders to drive discussions about
data.
Team leaders to observe DATs in
planning and practice in classrooms and
learning intentions in planning.
All staff can confidently assess writing
and identify and plan for next steps
QLC’s to moderate data
Support students to develop their self-
awareness of the quality of their work
Enter data onto EDGE as relevant. Analyze and compare results with former year
results, “ like us” schools and check Maori achievement
READING
STAR, Running records for Year 0 – 3 < L21, L22 + Probe Y2,3 and any student Y4-
6 below CA, Six Year net data, E-AsTTle
WRITING
E-AsTTle....Evaluation Associates to work through rubric
PD on writing assessment.....consistency, mining the data Editing and proof reading as part of self-management
Regular discussions with colleagues re students learning and opening up across
syndicates
1-2 staff meetings “ What does student capability look like in literacy at each level?”
Staff meeting to discuss what and how
All classes to set up systems so students have exemplars on display for self-assessment
Team leaders
Team leaders
At risk All students needs addressed
Identify at risk students and track progress of target students
Reading Recovery Rainbow reading
Team leaders
Extension for able students
Explore opportunities for writing
Extend more able students both through class programmes and where possible through
extension groups
Team leaders
Other
All students will make progress. Data will highlight Maori and Pacifica students to ensure this cohort are achieving in line
with other students
Pr
Resources Staff know about and use the NZLiteracy web site and staff share resources
Move resources in Term 1
Lead teachers to cull/ purchase resources
Higher ability readers – novels and comprehension materials
Staff use the website and resources
Team leaders
ANNUAL GOAL 2014 NUMERACY Develop and implement teaching and learning programmes which provide all students opportunities for success in all essential learning and skill areas of the New Zealand
curriculum
Though a range of assessment practices, monitor the progress and achievement of students
GOAL HOW WHO/ WHEN
COSTS
Planning and Assessment
Staff use assessment information for planning and assessing progress Learning intentions are understood by students and success criteria are co-constructed Students to be able to self-assess against shared success criteria and know their next learning step
Emphasis on formative assessment Use of NS illustrations for moderation discussions Focus on formative assessments...which ones to use when and why...JAM/ Gloss Team leaders to drive discussions about evidence..what it might mean for planning at class level , what it might mean for teacher practice and what it might indicate at school systems level. On-going moderation conversations
At risk
On the basis of good quality information, identify
students and groups of students who are not
achieving or who have special needs
Students who are not meeting the standard from 2013 are identified as target Students, their needs analysed and appropriate programmes put into action. ALiMs programme Data will highlight Maori and Pacifica students to ensure this cohort are achieving in line with other students Develop systems to monitor these students better term by term…..Maths wall
Pr
On-going monitoring
Extension
Extend more able students both through class programmes and extension groups
Professional development
New staff will be fully up to date Best practice will be evident and shared
Lead teacher to attend meetings for latest information and keep others informed through regular slot at staff meetings. PD coaching programme and staff meeting sharing sessions established by an analysis of staff requests and needs.
Up to date information and resources Staff know about and use the NZMaths web site and staff share resources Develop collection of websites/ games for staff sharing
Peter Hughes course set up for 2014 for teachers who wish to pursue this option. Staff to share and explore best practice ideas in math teaching/ learning resources etc Numeracy pick ups Attend Math Symposium Staff use the website and resources
Resources Each class to have access to relevant materials
LT to check each class has sufficient resources to teach hands on programme. Develop list of requirements and submit an order to principal for approval.
Review Are we allowing sufficient time for Maths each week? Strand coverage check in Long Term Planning
ANNUAL GOALS 2014 Kiwisport 1. Ensure all students are physically active and exploring a range of sports activities to develop sports skills and experience sports as a positive choice 2. Ensure current sports teams continue to operate and expand to include more students wanting to take part 3. Plan to ameliorate barriers and enable all students to try a variety of sports
BG: Kiwisport $4425 GOAL HOW WHO
WHEN COSTS
1. Encourage students to play sports
2. Identify barriers
Students and parents aware of what is on offer through the school and local community Budget consideration to address barriers… e.g. fee help, uniform
Term 1 $400
3. New opportunities for team sports are developed
Term 1 First tee Y4-6 Term 2 Hockey Y1-3 Term 3 Soccer Y4-6 Term 4 Tennis or Frisbee Y1-3
$5 activity fee $750 $750 x 3
4. Ensure team sports played outside of school continue and grow in strength
Pay co-ordinator 2-3 hours per week during season to ensure teams are registered, have coaches, refs, managers, parent transport, uniforms and fees paid. Netball, miniball Look for novel sports experiences...golf, handball, aquacise, badminton, crocquet, petanque, orienteering, skateboarding etc. for syndicate participation.
Gillian Skids or other providers
$ 2800
5. Develop sportsmanship
Meet the teacher tabloids Fair Play awards Lunchtime sports duty? Big Buddies
MOE Activity fee
School budget PE
$4425 $1800
TOTAL $6225 $6200
PROFESSIONAL LEARNING COMMUNITY 2014
WHAT WHO WHY Approx COST (
includes reliever
costs at $300 per
day)
HOW
AFoL
sustainability
School leaders
Continue to embed AFoL
pedagogy
Building of Professional
Learning Community
Seek to transfer principles
Separate plan
Focus on self-assessment
QLCs to cater for different teacher needs
Leaning conversations and walk throughs
into other aspects of work
e.g. appraisal, homework
Appraisal and
Teacher Inquiry
Jill Lunn
Interlead
$3500
$1500
Team leaders appraisal and development of their role
Inquiries through Google docs
Connector fully used
Assessment Staff
Evaluation
Associates
Review staff book
Review purposes
Review timetable
(See Literacy below) Shared understanding of what, why, when, how
Assessment used for formative means
Student involvement in their own assessment
Self-assessment promoted
E-learning
(ICT)
All teaching
staff
D Kinane
JIT $9750
$8000
e-plan T1 BEL contract T1-4 Private contractor
DC integrated into school programmes
Ulearn conference
Health and
Safety
In house staff
update
PHN
Water safety
Swimbus TO Day
Fire safety
Allergies
Diabetes
Special needs
Teaching skills and ideas
Curriculum
delivery
Lead teacher To continue to develop
curriculum delivery systems
PD on inquiry learning and other
related matters
Lane Clark
$2000
$1600
Separate plan under development
Literacy
All staff
Lead Teachers
Evaluation
Associates
Annual Plan
Targets
Writing focus
$2025 Staff meetings to address needs
Coaching programme through lead teachers
e-AsTTle writing
Numeracy
All staff
Lead teacher
Cognition
Annual Plan
Targets
Peter Hughes paper (self-
selected)
AliMs
$1875
Lead teacher days
Symposium
Numeracy pick ups
In class coaching through lead teachers
Math recovery – share learning with others
Tataiako All staff/
Board
Ka Hikitia and MGF
Language course- Te Reo
Language assistant
Marae visit
$6000
Plan enacted
Night classes
In-class programme
Concept programme
Individual needs
ESOL
To meet appraisal/ attestation
goals.
PRT training
Cross cultural training and
awareness of Code
$1000
$595
In-house
Supervision and coaching programme on case by case basis
Management APPA Conference
NZPF Conference
ADT Conference
This plan will involve a mix of whole staff meetings, opt in-groups to cater for differing needs and a range of more individualised options.
Teachers can request other individualised aspects. These will be related to identified appraisal and student need through inquiry and will
need to demonstrate a direct benefit to student learning
Self Review Plan Year/
Term
2013
Achievement
Reports
Professional
Development
Curriculum
Reviews
NAG 1 Curriculum
NAG 2 Operations
Self-Review
NAG 3 Personnel
NAG 4 Finance
Property
NAG 5 Health and
Safety
NAG 6 Administration
Legislative
Term
1
Target data
Plan
deve
lope
d f
rom
app
rais
al, deve
lopm
ent
pla
ns, ta
rgets
, st
rate
gic
plan
, C
har
ter
and
schoo
l re
view
e-learning
Spelling
Soc St
Library skills
Reading
Curriculum
delivery
School Image
CORE staff
ICT framework
Registration
Recruitment
Police vets
Grants
Furniture plan
First aid
Hazard ID
Copyright
STAR
Term
2
Basic Facts/ Gloss
Special needs
Bullying
National
standards
Maori
community
consultation
Induction
Appraisal
procedures
Asset register
Budgeting
Insurance
Bullying
Review zone
Attendance
Internet safety
Hazard ID AsTTle/ Reading /
Maths
Term
3
Curr reports
Concept
programme
School Image
CORE
Community
ERO
Complaints
against Staff
E.O.T.C safety
Management
10 year property plan
Accidents Compliance with
key legislation Hazard ID
Term
4
Basic Facts/ Gloss
AsTTle/ Reading/
Maths
Physical activity
Kiwisports
Policy review
Annual Goals
2014
EEO
Workplace
stress
Cleaning
Policy review
Fee paying students
Nutrition
Open for
instruction
Parents book Achievement against
targets
Smoke free
National Standards Hazard ID
2014
Term
1
Target data
Writing
Science
The Arts
Health
Curriculum
Delivery
Kia Kaha
Election review
Team building
Vet checks
Security
Vandalism
Well-being at
school
Policy review
STAR Civil Defence
Hazard ID
Term
2
Gloss strategy
e-learning
Board training
needs
EEO
Pool
Child Abuse Closure of
School AsTTle/ Reading/
Maths
Hazard ID
Term
3
Curr reports
Assessment
Policy review
Community
consultation
Job desc 5YA plan 2015-2020
Review donations and
activity fee
Animal Code of
Ethics
After school
care and
programmes STAR
Hazard ID
Term
4
Gloss strategy
AsTTle/ Reading/
Math
GATE
Enrichment
Development/
Annual plan
Annual Goals
2015
Performance
Management/
Appraisal
LT maintenance and
development plans
Budget 2015
Fire Safety
Evacuation
Stand Downs
Suspensions
Review zone Achievement against
targets
Hazard ID
National Standards
Technology
Policies are written in Blue
Year/
Term
2015
Achievement
Reports
Profes
sional
Develo
pment
Curriculum
Reviews
KC and
Skills
NAG 1 Curriculum
NAG 2 Operations
Self-Review
NAG 3 Personnel
NAG 4 Finance
Property
NAG 5 Health and
Safety
NAG 6 Administrati
on
Legislative
Term
1
Target data
As
per
sepa
rate
pla
n
Concept skill/foci
Plus
Maths
Reading
Kiwisport
Maori
Information
skills
Self-Review Professional
development
plan
ICT plan
Audited accounts
Policy review
Hazard ID
AsTTle/ Star
Term
2
Gloss Health
curriculum
consultation
Maori
Community
consultation
Police vets Budgeting Attendance
Reading Registration Hazard ID
Term
3 AsTTle/ Star
Curriculum reports
Enviro schools Charter
Strategic Plan
Policy review
Appraisal
Fundraising
Grants
Travelwise
Zoning
Hazard ID
Term
4 Reading/ Gloss
Special
needs/
Extension
programmes
Annual Goals
2012
Insurance
Fee paying
students
Health and
Safety issues
Smoke free
Achievement against
targets
Hazard ID
Civil Defence
National standards
2016
Term
1
Target data/ NS
report
Technology
PE
Social Studies
Oral Language
7and 8 NAGs
Moderation
Board training
needs
Policy review
Job desc
Security
Policy review
School Cleaning
Hazard ID
Treaty of
Waitangi AsTTle
Term
2
Reading/Gloss 21C
curriculum
GATE/
Special needs
Op plan review
EEO Budget
Pool
Garden and
property plan
Child Abuse Copyright
Privacy
Code review Hazard ID
Term
3 AsTTle
Curriculum reports
OTJs and
moderation
Consultation
Tataiako
Health
curriculum
Attestation
RTC
Fixed assets
Vandalism
Animal Code of
Ethics
Hazard ID
Archives
Term
4
Maori/PI
achievement
Update
Strategic plan
Development/
Annual plan
Annual Goals
LT maintenance
and development
plans
Budget 2017
Hazard ID Teacher
registration
Vetting
DPS BOARD reporting programme 2014
ACTIVITIES CURRICULUM SELF REVIEW OTHER
February 24 Charter/ Strategic plan to MOE by 1st
March
2014 Op plan
Hazards report
Vet checks/ Registration
Annual report Analysis of variance
(AoV) Targets 2013
NS 2013
NS data report
Curriculum:
Targets 2014
Board training needs
BOT critical success factors agreed
Any reports held over from 2013
Property progress Rm15
Board election preparation
March 24 Hazards report/ Evacuation report Strategic
plan process
Curriculum: Writing Board communication review
Wellbeing at school/ Anti-Bullying
report
Security/ Vandalism
Wish list
May 26 Hazards report
Budget redraft
Audited accounts passed .to MOE by end
May
Curriculum: Assessment School fees
EEO report
Pool
Nag 6 policy review
BOT staff morning tea
Fair on the Hill
June 23 Accident report Curriculum: Science Professional development
progress report
July 28 Attendance report
Camp permission
Review report : e-learning BOT critical success STRATEGIC
GOAL 1 Assessment reports
Half yearly review against Op plan
After care programmes
August 25 Health curriculum consultation
Hazards report/ Evacuation report
BOT critical success STRATEGIC
GOAL 2
Treaty Waitangi review
BOT staff morning tea
5YA plan 2015-2020
September 22 Hazards report/ Evacuation report
Fixed assets
Cyclical maintenance
Curriculum: The Arts
NAG 1 policy review
BOT critical success STRATEGIC
GOAL 3
Long Term maintenance
Pool
Succession planning BOT
October 28 Draft budget 2014
Hazards/ Evacuation reports
Budget confirmed
Review and confirm 10year property plan
GATE/ Enrichment BOT critical success STRATEGIC
GOAL 4
Strategic plan review
Room 15 progress
Zone review
November 24 Staff report 2014
Wish list review and redevelopment
Property plan review and redevelopment
2015
Professional development
Concept programme report
EEO staff report
BOT critical success
STRATEGIC GOAL 2:
Assessment reports
Peninsula BOT get-together
BOT staff morning tea
2015 organisation
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