kowhai intermediate school charter & strategic plan 2012/13/14

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kowhai intermediate school charter & strategic plan 2012/13/14

KOWHAI INTERMEDIATE SCHOOLC H A R T E R & STRATEGIC PLAN2012/13/14This document contains the Kowhai Intermediate School Charter,an outline of the strategic goals for the period 2012 - 2014and the 2012 Annual Plan, including targets.1


We understand our obligations to New Zealand’s NationalEducation GoalsThe National Education Goals1. The highest standards of achievement, through programmes, which enable allstudents to realise their full potential as individuals and which develop the valuesneeded to become full members of New Zealand’s society.2. An equality of educational opportunity for all New Zealanders, to be attained byidentifying and removing barriers to achievement.3. Development of the knowledge, understanding and skills needed by NewZealanders to compete successfully in the world.4. A sound foundation in the early years for future learning and achievementthrough programmes that include support for parents in their vital role as theirchildren’s first teachers.5. A broad education through a balanced curriculum covering essential learningareas with high levels of competence in basic literacy and numeracy, science andtechnology.6. Excellence achieved through the establishment of clear learning objectives,monitoring student performance against those objectives and programmes tomeet individual need.7. Success in their learning for those with special needs by ensuring that they areidentified and receive appropriate support.8. Access for students to a nationally and internationally recognised qualificationssystem to encourage a high level of participation in post-school education in NewZealand.9. Increased participation and success by Maori through the advancement of Maorieducation initiatives, including education in Te Reo Maori, consistent with theTreaty of Waitangi.10. Respect for the diverse ethnic and cultural heritage of New Zealand people, withacknowledgement of the unique place of Maori, and New Zealand’s role in thePacific and as a member of the international community of nations.The National Administration GuidelinesNAG 1Each board of trustees is required to foster student achievement by providing teachingand learning programmes which incorporate The National Curriculum as expressed in TheNew Zealand Curriculum 2007 or Te Marautanga o Aotearoa.Each board, through the principal and staff, is required:(a) to develop and implement teaching and learning programmes:i. to provide all students in years 1-10 with opportunities to achieve for success inall areas of the National Curriculumii. giving priority to student achievement in literacy and numeracy, especially inyears 1-8iii. giving priority to regular quality physical activity that develops movement skills forall students, especially in years 1-6(b) through a range of assessment practices, to gather information that is sufficientlycomprehensive to enable the progress and achievement of students to be evaluated;giving priority first to:i. student achievement in literacy and numeracy, especially in years 1-8; and thentoii. breadth and depth of learning related to the needs, abilities and interests ofstudents, the nature of the school's curriculum, and the scope of The NationalCurriculum as expressed in The New Zealand Curriculum or Te Marautanga oAotearoa(c) on the basis of good quality assessment information, to identify students and groups ofstudents:i. who are not achievingii. who are at risk of not achievingiii. who have special needs (including gifted and talented students)iv. identify aspects of the curriculum which require particular attention(d) to develop and implement teaching and learning strategies to address the needs ofstudents and aspects of the curriculum identified in (c) above4


(e) in consultation with the school's Māori community, to develop and make known to theschool's community policies, plans and targets for improving the achievement of Māoristudents(f) to provide appropriate career education and guidance for all students in year 7 andabove, with a particular emphasis on specific career guidance for those students whohave been identified by the school as being at risk of leaving school unprepared for thetransition to the workplace or further education/training.NAG 2Each board of trustees, with the principal and teaching staff, is required to:(a) develop a strategic plan which documents how they are giving effect to the NationalEducation Guidelines through their policies, plans and programmes, including those forcurriculum, National Standards, assessment and staff professional development(b) maintain an ongoing programme of self-review in relation to the above policies, plansand programmes, including evaluation of information on student achievement(c) report to students and their parents on the achievement of individual students, and tothe school's community on the achievement of students as a whole and of groups(identified through NAG 1(c) above) including the achievement of Māori students againstthe plans and targets referred to in 1(e) above.NAG 2AWhere a school has students enrolled in years 1-8, the board of trustees, with the principaland teaching staff, is required to use National Standards to:(a) report in plain written language at least twice a year to students and their parents onthe student’s progress and achievement in relation to National Standards(b) report school-level data in the board’s annual report on National Standards under threeheadings:i. school strengths and identified areas for improvement;ii. the basis for identifying areas for improvement; andiii. planned actions for lifting achievement.(c) report in the board’s annual report on:i. the numbers and proportions of students at, above, below or well below thestandards, including by Māori, Pasifika and by gender (where this does notbreach an individual’s privacy)ii. how students are progressing against the standards as well as how they areachieving.For the avoidance of doubt, the first annual report to which subclauses (b) and (c) apply isthat which reports on the 2011 school year, except for boards of trustees that are workingtowards implementing Te Marautanga o Aotearoa when the relevant report is that whichreports on the 2012 school year.NAG 3According to the legislation on employment and personnel matters, each board of trusteesis required in particular to:(a) develop and implement personnel and industrial policies, within policy and proceduralframeworks set by the Government from time to time, which promote high levels of staffperformance, use educational resources effectively and recognise the needs of students(b) be a good employer as defined in the State Sector Act 1988 and comply with theconditions contained in employment contracts applying to teaching and non-teaching staff.NAG 4According to legislation on financial and property matters, each board of trustees is alsorequired in particular to:(a) allocate funds to reflect the school's priorities as stated in the charter(b) monitor and control school expenditure, and ensure that annual accounts are preparedand audited as required by the Public Finance Act 1989 and the Education Act 1989(c) comply with the negotiated conditions of any current asset management agreement,and implement a maintenance programme to ensure that the school's buildings andfacilities provide a safe, healthy learning environment for students.NAG 5Each board of trustees is also required to:(a) provide a safe physical and emotional environment for students(b) promote healthy food and nutrition for all students(c) comply in full with any legislation currently in force or that may be developed to ensurethe safety of students and employees.NAG 6Each board of trustees is also expected to comply with all general legislation concerningrequirements such as attendance, the length of the school day, and the length of theschool year.These requirements do not apply to boards of trustees that are working towardsimplementing Te Marautanga o Aotearoa until 2 February 2011.5


Our curriculum properly reflects the New ZealandCurriculumThe New Zealand Curriculum at KowhaiConfident, Connected, Actively Involved, Lifelong LearnersOur children are developing the key competencies• managing self• relating to others• using languages, symbols and texts• participating and contributing• thinkingAt Kowhai, we call these LIFE KEYSKowhai’s Maori medium education classes (WhanauPounamu) follow Te Marautanga o Aotearoa for the teachingof oral language, reading and writing. School-wide themesare adapted to reflect Maori contexts and beliefs.Essential learning areas• English• mathematics• health and physical education• science• social studies• second languages• the arts• technologyAt Kowhai we regard these aslenses through which we viewthe world to understand it andinteract with it.6


Strategic Section [pages 7-14]Kowhai Intermediate Strategic Goals 2012-2014Six key goals for the current 3 years123456Progammes for gifted students are targeted to reach students with proven exceptional abilities (NAG 1).The health curriculum contributes effectively to the pro-social development of our students (NAGs 1 & 5).Literacy and mathematics: Kowhai teachers develop their ‘teaching as inquiry’ skills with a view to employing the best strategies for highstudent achievement (NAG 1).Students become effective goal-setters, in the key competencies and curriculum learning areas (NAG 1).Kowhai’s Pasifika students make sustained progress in literacy and mathematics to match or exceed national expectations for year 7 /8students (NAG 1).Maori students make sustained gains in te reo Maori and te reo Pakeha literacy and in pangarau, to match or exceed national expectations foryear 7/8 students (NAG 1).7


Review Process1. Monthly Principal’s reports on progress towards each strategic goal.2. Cyclical review:Year:Term Strategic Goals Curriculum Personnel Compliance Finance Community2012:1 Progress Reports ScienceOperational PolicyProgress ReportsEnrolment Processes2012:2 Progress Reports Health/PE Job Satisfaction Progress Reports Reporting to Parents2012:3 Progress Reports Inquiry: Social Studies Progress Reports2012:4 Review & Reset Arts Health & Safety Review Budget8


GOAL 1 Programmes for gifted students are targeted to reach students with proven exceptional abilities (NAG 1).RationaleWhen we surveyed our parent community about our school charter, the effectiveness of programmes extending gifted students received less positive responses. 32% ofrespondents felt that special abilities were being extended insufficiently. This goal is a response to that concern.Actions 2012 2013 2014Definition of giftedness is revisited and clarified on the basis of best research. Y YGifted students are identified as early as possible when enrolled at Kowhai. Y Y YTeachers receive necessary support for in-class differentiation of learning programmes for gifted students. Y Y YFlexible withdrawal programmes are designed that meet the needs of currently enrolled gifted students. Y Y YA model for delivering gifted education at Kowhai is reviewed and clarified. Y YSchool management monitor the progress of gifted students and the quality of programmes provided. Y Y YA satisfaction survey of gifted students is completed at the end of each year. Y Y YAchievement data of gifted students analysed annually to inform the design of on-going programmes. Y Y YINDICATORS OF SUCCESS Gifted students are identified on the basis of reliable information and assessments. Gifted students report that they are motivated and excited by learning opportunities. Gifted students continue to make progress.Y = expected period for actions9


GOAL 2The Health curriculum contributes effectively to the pro-social development of our students (NAGs 1 & 5).RationaleEach year we receive children with a broad spectrum of behaviours and maturity. It is a challenge to socialise and integrate these children quickly into the ‘Kowhai way’ so as to ensure that they canget on with their learning and allow others to do so, too. The health curriculum is currently being redeveloped and we want to ensure that it contributes to the success and safety of students in thiscritical stage of their personal development.Actions 2012 2013 2014Classes establish student climate committees early in the school year. Y Y YDeliberate connections are made between health topics and the social responsibilities and strategies required to be part of a learning community. Y Y YThe school behaviour plan is reviewed by staff biannually. Y Y YStudent safety audits are carried out by the principal each term. Y Y YTeachers requiring professional development in managing students use Bill Rogers’ material or attend seminars (esp. new staff). Y Y YConsistency of teachers’ student management practices is monitored and discussed with staff. Y Y Y INDICATORS OF SUCCESSContinued low levels of reported bullying in student surveys.Consistency of approach to behaviour issues across the school.Staff and parent support for behaviour programmes.Y = expected period for actions10


GOAL 3Literacy and mathematics: Kowhai teachers develop their ‘teaching as inquiry’ skills with a view to employingthe best strategies for high student achievement (NAG 1).RationaleSuccess in literacy and numeracy are national and school priorities. In professional discussions with ERO we agreed that school-wide professional development in ‘teaching as inquiry’ wouldfurther enhance our abilities to target the most relevant teaching strategies to the precise needs of students.Actions 2012 2013 2014Define ‘teaching as inquiry’ to ensure that we all have a common understanding of the concept.Seek professional learning support from a Ministry provider for ‘teaching as inquiry’ professional learning. Y YImplement and become familiar with e-asttle for literacy and maths assessments. Y Y YHold staff development meetings to ensure that teachers are familiar with interpretation and use of achievement data. Y Y YDevelop Whanau Targets and shared strategizing. Y Y YFurther refine the process for developing accurate, consistent Overall Teacher Judgements at mid and end of year. Y Y YEngage with other Auckland Intermediate Schools to moderate OTJs for writing. Y Y YEngage with contributing primary schools to moderate OTJs for writing. Y YYINDICATORS OF SUCCESSTeachers justify the success of literacy & maths programmes by the achievement data of theirstudents.Kowhai students reach National Standards at a rate comparable to the national rate.Y = expected period for actions11


GOAL 4 Students become effective goal setters in the key competencies and curriculum learning areas. (NAG 1)RationaleA meta-analysis of what helps students achieve success in learning shows that goal setting is a vital strategy. An in-school investigation by the principal showed that ourstudents are not skilled in setting worthwhile goals, or in evaluating their own progress towards learning goals.Actions 2012 2013 2014Develop an effective and manageable way of students recording, maintaining and reflecting on goals for learning areas and Life Keys. Y Y YEngage teachers in discussion and sharing of goal-setting strategies for students. Y Y YDevelop and use some resources that teach students how to set specific, measurable, attainable, relevant and timely goals. Y Y YInvolve parents in providing feedback on students’ goal reflections. Y Y YIntegrate goal reflections into student portfolios so that progress can be reported over time. Y Y YINDICATORS OF SUCCESSStudents, teachers and parents are using the language of Key Competencies to describe success in learning.All students have a clear system for recording and evaluating their goal setting.Key Competencies are evident in all goal-setting and reporting contexts.Y = expected period for actions12


GOAL 5Kowhai’s Pasifika students make sustained progress in literacy and mathematics to match or exceed national expectations f oryear 7/8 students (NAG 1).RationaleRaising Pasifika achievement is a national priority. We have a significant proportion of Pasifika students at our school and they reflect the national tendency to achieve at lower than national expectations.We are determined to unleash the academic potential of our Pasifika students. Kowhai is committed to supporting the Pasifika Education Plan which aims to improve progress and achievement of Pasifika students inliteracy and maths, improve the responsiveness of teachers and programmes to Pasifika needs and to engage with the Pasifika community to ensure that families are engaged in their children’s learning.Actions 2012 2013 2014Focus ‘teaching as inquiry’ practice on target groups of Pasifika students. Y Y YEnsure gifted Pasifika students receive individual programmes that are relevant to their background experiences. Y Y YHold nation-specific meetings for Pasifika families to strengthen links between home and school. Y Y YEnsure that there are resources and strategies in place to increase the number of Pasifika students meeting National Standards. Y Y YEnhance bi-lingual teaching strategies used in Samoan class by assisting Samoan teacher to link with other bilingual experts. Y Y YSource reliable Samoan assessment tools for pre and post testing in reading, writing and oracy. Y Y YEnsure speedy and effective follow-up of Pasifika students’ lateness and absence. Y Y YINDICATORS OF SUCCESSPasifika families are engaging with the school at interviews and other learner-centred events.Pasifika students are able to talk about their progress in literacy, numeracy and Key Competencies.Kowhai Pasifika students are beginning to outstrip national achievement trends for Pasifika.Y = expected period for actions13


GOAL 6Kowhai’s Maori students make sustained gains in te reo Maori and te reo pakeha literacy and in pangarauthat match national expectations for year 7/8 students (NAG 1).RationaleOur Maori students achieve at good levels – especially the majority of Maori students in Whanau Pounamu. We are concerned to ensure that students learning in Maori and English are makingappropriate progress in both languages. For Maori students in mainstream classes, our expectation is that their achievement levels are as close as possible to or exceed their non-Maori peers.Kowhai aims to work in support of the Maori Education Strategy (Ka Hikitia) – particularly the high expectation that Maori students will succeed in year 7 & 8 and be well prepared to advance intohigh school and beyond.Actions 2012 2013 2014Establish effective use by teachers of e-asstle ‘panui’ tool or diagnostic and summative assessments. Y Y YDevelop a suite of assessment tools for measuring te reo, panui and tuhituhi. Y YArrange Ministry of Education professional support for the implementation of Te Marautanga o Aotearoa (Maori curriculum). Y YArrange Ministry of Education professional support for the implementation of Nga Whenakitanga (Maori National Standards). Y YEngage mainstream teachers in discussing and sharing integration of te reo & tikanga strategies in classes. Y Y YINDICATORS OF SUCCESSStudents in every class have opportunity to explore tikanga and te reo Maori.Maori students are able to describe their academic progress.Pounamu students are exceeding NZ wide Maori achievement levels in pangarau.Y = expected period for actions14


Annual Section [pages 15-20]Strategic goal 1Programmes for gifted students are targeted to reach students with proven exceptional abilities (NAG 1).2012 AimsTo have a working definition of giftedness that will enable us to identify the relevant students and ensure that there are programmes in place to meet their needs.Baseline data 201132% of respondents to a parent survey indicated they had reservations about the quality of programmes for gifted students.17% of year 7 students scored in stanine 8 or 9 in STAR reading comprehension tests.4% of students scored in stanine 8 or 9 in PAT standardised maths tests in 2011.12% of students participated in extension programmes for literacy and maths in 2011.Targets95% of students identified as gifted report their participation in withdrawal and in-class extension opportunities.75% of students who achieved 4a at the end of year 7 for writing have extended themselves into level 5 by the end of 2012.Actions to achieve target Led by Budget Time frameDefinition of giftedness is revisited and clarified on the basis of best research. Louise/Paul Term 1 2012Gifted students are identified as early as possible when enrolled at Kowhai. Louise/Tanya/Anni Term 1 2012Teachers receive necessary support for in-class differentiation of learning programmes for gifted students. Louise/Tanya/Anni PD budget Ongoing through yearFlexible withdrawal programmes are designed which meet the needs of currently enrolled gifted students. Louise/Tanya/Anni GT curric. Ongoing through yearA model for delivering gifted education at Kowhai is reviewed and clarified. Louise/Tanya/Anni Term 4 2012School management monitor the progress of gifted students and the quality of programmes provided. Louise/Paul Terms 2 and 4 201215


Strategic goal 2The health curriculum contributes effectively to the pro-social development of our students (NAGs 1 & 5).2012 AimTo improve the relevance of the health curriculum for our students by making deliberate connections between the health programme and the students’ awareness of theirown social and personal development.Baseline data8% of new 2012 enrolments are reported by their contributing schools to have behavioural issues.Targets99% of students report that they always or usually feel safe at school.75% of students report that they enjoy the health curriculum and believe it has helped them develop as a successful person.Actions to achieve target Led by Budget Time frameClasses establish student climate committees early in the school year. Whanau Leaders Term 1 2012Deliberate connections are made between health topics and the social responsibilities and strategiesrequired to be part of a learning community.Louise/Whanau leaders Health curric. Ongoing through yearThe school behaviour plan is reviewed by staff biannually. Louise/Whanau leaders Terms 2 and 4 2012Student safety audits are carried out by the principal each term. Paul Terms 1,2,3,4Teachers requiring professional development in managing students use Bill Rogers’ material. Louise PD Budget As required16


Strategic goal 3Literacy and mathematics: Kowhai teachers develop their ‘teaching as inquiry’ skills with a view to employing the best strategies for highstudent achievement (NAG 1).2012 AimsTo establish a professional development plan which will best enhance teachers’ skills in using student achievement data to inform best teaching practice.To select some target groups of students who are in danger of falling short of the National Standards in literacy and mathematics.Baseline data (literacy)2011 year 7 mainstream students writing: OTJ’s assigned by teachers at the end of 2011 indicated 22% well below NS, 38% just below NS, 45% at or above NS.Baseline data (mathematics)2011 year 7 mainstream students mathematics: OTJs assigned by teachers at the end of 2011 indicated 17% well below NS, 25% just below NS, 58% at or above NS.Target (literacy)By the end of 2012 60% of the year 8 cohort are at or above the National Standard (Level 4a) for writing.Target (mathematics)By the end of 2012 60% of the year 8 cohort are at or above the National Standard (Level 4a) for mathematics.Actions to achieve target Led by Budget Time frameDefine ‘teaching as inquiry’ to ensure that we all have a common understanding of the concept.Management &facilitatorSeek professional learning support from Ministry or private provider. Management Prof. Dev. Term 1Collaborate with other Auckland Intermediate Schools to improve writing levels. Management/Lit Dir. MoE FundedImplement and become familiar with e-asttle for literacy and maths assessments.Hold staff development meetings to ensure that teachers are familiar with interpretation and useof achievement data.Literacy & mathsdirectorsLiteracy & mathsdirectorsTerms 1 & 2Assessment Terms 1-4Terms 1-4Develop Whanau Targets and shared strategizing. Management team Terms 1-4Further refine the process for developing Overall Teacher Judgements at mid-year and end ofyear.Literacy & mathsdirectorsTerms 2 and 317


Strategic goal 4Students become effective goal-setters, in the key competencies and curriculum learning areas (NAG 1).2012 AimEmbed goal-setting routines consistently across the school.Baseline dataPrincipal’s trial of goal reflection around the Life Keys indicated that many students could not explain what success in their particular goal(s) looked like and had difficultywriting a reflection on the progress.TargetBy the end of Term 3 all students have an active Goal Setting Journal.Actions to achieve target Led by Budget TimeframeDevelop an effective and manageable way of students recording, maintaining and reflecting ongoals for learning areas and Life Keys.Paul Photocopying Term 1Engage teachers in discussion and sharing of goal-setting strategies for students. Management team Prof. Dev. Terms 1 - 3Develop and use some resources that teach students how to set specific, measurable, attainable,relevant and timely goals.Management team Photocopying Terms 1-3Involve parents in providing feedback on students’ goal reflections. Classroom teachers Terms 1-3Integrate goal reflections into student portfolios so that progress can be reported over time. Classroom teachers Terms 2 and 418


Strategic goal 5Kowhai’s Pasifika students make sustained progress in literacy and mathematics to match or exceed national expectations for year 7/8students (NAG 1).2012 AimsRaise the awareness of and attention to Pasifika achievement needs in each classroom.Continue to strengthen the effectiveness of the Samoan bilingual programme.Baseline dataPasifika year 7 students’ achievement in writing was well below that of their reading.National Standard Reading: at/above 50%. National Standard Writing: at/above 16%.TargetsRaise the proportion of Pasifika students attaining the National Standard for reading to 60%Raise the proportion of Pasifika students attaining the National Standard for writing to 40%Actions to achieve target Led by Budget Time frameFocus ‘teaching as inquiry’ practice on target groups of Pasifika students. Whanau leaders Terms 2-4Ensure gifted Pasifika students receive individual programmes that are relevant to theirbackground experiences.Louise Terms 2-4Hold nation-specific meetings for Pasifika families to strengthen links between home and school. Management team PR Term 2Ensure that there are resources and strategies in place to increase the number of Pasifikastudents meeting National Standards.Management teamLit/Mathscurric.Hold workshops for teachers to develop strategies for teaching writing for Pasifika students. Literacy Director Terms 1 and 2Enhance bi-lingual teaching strategies used in Samoan class by assisting Samoan teacher to linkwith other bilingual experts.Source reliable Samoan assessment tools for pre and post testing in reading, writing and oracy.Ensure speedy and effective follow-up of Pasifika students’ lateness and absence.Paul & VauVauLouiseProf. Dev.PasifikaIntiatives19


Strategic goal 6Kowhai’s Maori students make sustained gains in te reo Maori and te reo pakeha literacy and in pangarau that match nationalexpectations for year 7/8 students (NAG 1).2012 AimsEstablish an effective plan for using Matauranga and Nga Whenakitanga.Ensure there are robust assessment procedures in place for Maori students.Baseline data2011 (Nov) all year 7 Maori students’ STAR (English reading) data: Stanine 1-3 17% Stanine 4-6 59% Stanine 7-9 24%2011 (Nov) year 7 Pounamu students E-asttle panui (te reo Maori reading) data: level 3b-3p: 30% level 3a-4b 47% level 4p-4a 23%TargetsYear 8 Pounamu: 40% of students reach level 4p or better in E-asstle panui.Year 8 all Maori: 65% of students reach stanine 4 STAR or better.Actions to achieve target Led by Budget Time frameEstablish effective use by teachers of E-asstle ‘panui’ tool for diagnostic and summative assessments. Tere & Tanya Terms 1-3Develop a suite of assessment tools for measuring te reo, panui and tuhituhi.Arrange Ministry of Education professional support for the implementation of Te Marautanga oAotearoa (Maori curriculum).Arrange Ministry of Education professional support for the implementation of Nga Whenakitanga(Maori National Standards).Engage mainstream teachers in discussing and sharing integration of te reo & tikanga strategies inclasses.TereMa Lang Funding(MLF)Terms 1-3Principal & Tere Ministry funded Term 2Principal & Tere Ministry funded Term 2ManagementTeam/ TereTerms 1-320

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