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Transcript of Charter2011 2013
Enner Glynn SchoolOur Mission: Growing People
“...Amazing People, Inspiring Place, Active Learning and Awesome Future...”
Enner Glynn Board of Trustees16 October 2010
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 1
ContentsEnner Glynn School 3
Introduction 3Grounds and Property 3Learning Support 4Professional Learning 5e-Learning 5The Arts 6Governance 6Our Mission 7
Enner Glynn School Vision 8Enner Glynn School Vision: 8Learning Principles: 8
Strategic Section 9Vision, Strategy NEGs and NAGs 9National Administration Guidelines (NAGs) and School Policy 10Policy Outside of School Vision 10Overarching Strategy for 2011-2013 11
Annual Section 12Annual Targets Overview 12Enabling Learning - Annual Aim 1: 14Growing Strong Relationships - Annual Aim 2: 16Preparing for the Future - Annual Aim 3: 18Preparing for the Future - Annual Aim 4: 20Living with Integrity - Annual Aim 5: 22Living with Integrity - Annual Aim 6: 24Enabling Learning - Student Target Writing (Whole School) 26
Self Review 28Purpose 28Self Review KEY Question: 28Supporting Questions: 28Self Review Approaches 28Self Review Process 29Self Review Lens 30Self-Review Programme 30
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 2
Enner Glynn SchoolIntroductionEnner Glynn School is a Co–educational Contributing Primary School that caters for children in Years 1- 6. The school has a roll of over 300 students and is classified as Decile 7.It is situated in the suburb of Enner Glynn, in Stoke, and is 4km from the centre of Nelson. Enner Glynn is a steadily growing community, which has two residential subdivisions continuing to be developed. At present the school has a staff of twelve full time teachers, three part time teachers, six teacher aides, two administration staff, a property manager, a gardener and one part time music teacher.
Grounds and PropertyThe school itself is located within spacious grounds. The children enjoy the use of two large grassed playing fields, a swimming pool, three adventure playgrounds and large court areas that accommodate netball, tennis, mini- ball and a number of other court activities. The
school grounds are attractively landscaped and the buildings are well maintained. There are fourteen well-equipped classrooms with one room that is spare during the first half of the year. This room is used to accommodate a new class created due to roll growth. The school grounds, including the swimming pool in summer, are available for community use.We have undertaken a number of recent property projects to open up our spaces and develop our ‘learning community’ approach in the School. This has included opening many classrooms with wide glass doorways and developing ramps and access around the school to allow the learners to
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 3
congregate, share and play. We have a number of other projects to support this which are under development.
Learning SupportWe have a well developed special needs programme which support all of our students who have learning difficulties. The classroom teacher is responsible for the learning of all students in their class, however we have a Special Needs co-ordinator and a number of other support staff who support the teacher and learners. We have developed a number of expert support people for students with a variety of learning needs. A number of outside agencies also support students within the school. These include the Public Health Nurse, Resource Teachers, Learning and Behaviour (RTLB’s), the Dental Therapist, Advisory Services and The Ministry of Education - Special Education (SE).Teachers have high expectations of, and for, their students. The children are presented with challenging and stimulating learning and the positive relationships between teachers and students are a key factor in the delivery of high quality learning programmes.
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 4
Professional LearningThe school has recently reviewed and developed our work in assessment practices, we have school wide learning journals which are focussed strongly on formative assessment and help provide a record of some the the child’s learning while they are at Enner Glynn School. Teachers have been involved in extensive programmes of Professional Development to facilitate ongoing improvement in these areas as well as areas of inquiry learning, creativity and thinking. The School is currently the Lead School in the Whakatu School’s ICT-PD Contract and has completed numeracy training with all of its teachers.
e-LearningThe school has a strong commitment to ICT and all rooms are networked with Apple computers. Printing needs are met through the networking of colour and black and white laser printers and our photocopier is also linked to the network. The school also provides laptop computers for
all teachers. Students can use; classroom computers, 13 digital still cameras, 3 digital video cameras, one of 8 data projectors, 2 pods of laptops and we have an automated library system. We are planning to bring more mobile technologies into the classrooms in the coming years.The school also has its own website (www.ennerglynn.school.nz) where, together with other information about the school, our newsletter can be viewed each fortnight. Students manage much of the content on this site.
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 5
The ArtsThe School prides itself for its strong Arts and Performance programmes. It has excelled in the Community Mask Parade as part of the Nelson Arts Festival. We have a kapahaka group, two choirs and a school rock band. Both groups have performed admirably at the Nelson Arts Festival.The school is committed to providing its students with opportunities to learn from high quality artists and musicians. In 2010 we appointed a teacher for 3 days a week to deliver specialist performing arts programmes to the classrooms while also allowing the classroom teachers to be released for their Classroom Teacher Release.
GovernanceThe Enner Glynn School Board of Trustees is entrusted to work on behalf of all stakeholders. It has ultimate accountability for the school’s performance. The trustees set the vision for the school. They provide strategic leadership and ensure that legal and policy requirements are
addressed. Enhancing student achievement is the focus of the Enner Glynn School Board of Trustees. The successful governance of the school results from:• Effective systems for reporting, self-review, monitoring and appraisal; • Clearly documented and understood roles and responsibilities of the board and the
Principal; and • Clear board-approved policies that provide direction for the board, Principal and
staff. The board is proactive rather than reactive in its operations and decision making. It does not involve itself in the day to day running of the school.Important board’s stakeholders include the:• Ministry of Education;• Stoke/Nelson community including local Maori and the business community;• Parents and caregivers;
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 6
• Surrounding schools, early childhoold education facilities; and• Nelson City Council.
The board of trustees is composed of five elected parent representatives;A board chairperson and deputy chairperson elected from the five elected parent representatives; The Principal and an elected staff trustee; and from time to time Co-opted or appointed trustees (in particular to provide expert advice where necessary eg. Maori representative). The board has one standing committee – that of the Finance Standing Committee. This committee comprises of the Board Chair (and an elected parent representative); and the Principal and staff trustee.
Our MissionOur School’s Mission is “Growing People”. Through our Vision and Learning Principles we plan to grow all people at our School or who have a connection with our School. For students this is in their holistic learning and growth during their time with us; for the teachers it is seeing ourselves as learners and learning ‘with and from’ others in the School; and for the community it is through the many opportunities for connecting and learning with our students and our staff. This mission is emerging and will continue to grow with us as our ideas and philosophies grow as a group with a common purpose.
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 7
Enner Glynn School VisionEnner Glynn School Vision:“...Amazing People, Inspiring Place, Active Learning and Awesome Future...”Learning Principles:
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 8
“...Amazing People, Inspiring Place, Active Learning and Awesome Future...”
Embracing DIFFERENCES through celebrating diversity, and treasuring our uniqueness, ourselves and others
Understanding
Growing STRONG RELATIONSHIPS through open communication, meaningful connection and compassion, and a strong sense of fairness
Uniting
Preparing for THE FUTURE through honouring our past, encouraging innovation, looking after our environment and positive contribution to the local and wider World.
Giving
Living with INTEGRITY through an empowering attitude, with honesty and trust, while having faith in othersBeing
Enabling LEARNING through opportunities for curiosity, inquiry, creativity, fun, developing competence, high achievement and reflection
Growing
DRAFT
Each of these areas works together with all of the others, these are not separate but intertwined into our actions, our being and our learning (the yellow centre).
Strategic SectionVision, Strategy NEGs and NAGsThe diagram below provides an elementary illustration of how our School Vision informs our planning and is derived from the National Education Goals (NEGs), National Education Guidelines (NEGs) and the National Administration Guidelines (NAGs).
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 9
National Education Goals (NEGs)
National Education Guidelines (NEGs)
National Administration Goals (NAGs)
Amazing People, Inspiring Place, Active Learning and Awesome Future
Embracing Differences Growing Relationships
Preparing for the Future
Living with Integrity Enabling Learning
Gov
ernm
ent P
olic
y/D
irect
ion
Scho
ol a
nd C
omm
unity
Pol
icy/
Dire
ctio
n
“Growing People”
National Administration Guidelines (NAGs) and School Policy
Policy Outside of School Vision 1
•Attendance, School Day and School Year•Student Stand-downs and suspensions•Legislative Requirements
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 10
1 Note: Some school policies fit outside of the School Vision - These are listed here
Learning Principles Policy Related NAG
Embracing Differences
•Special Needs•Maori Student Achievement
NAG 1
Growing Strong Relationships
•Employment and Personnel
•Community Consultation
NAG 3
Preparing for the Future
•Strategic Planning, Self Review and Reporting
•Health and Safety (incl. Healthy Food and Nutrition)
NAG 2, NAG 5
Living with Integrity
•Board of Trustees•Delegations•Financial and Asset Management
NAG 3, NAG 4
Enabling Learning •Curriculum and Assessment
•National Standards
NAG 1, NAG 2a
Overarching Strategy for 2011-2013Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 11
Amazing People, Inspiring Place, Active Learning and Awesome Future
Embracing Differences1.Ensure students with diverse
needs are catered for by effective classroom teaching and specialists where required
2.Enhance the bi-cultural element of the School through curriculum and grounds development
3.Students actively embracing and celebrating their differences and different passions and abilities
4.Creativity??
Preparing for the Future
14.Develop Enner Glynn School Curriculum.
16.Develop a learning model to support the vision, principles and values of the NZ Curriculum enabling our students to be lifelong learners through learning to learn.
17.Provide opportunities to learn with a variety of technologies including developing mobile technologies to support learning
Growing Relationships5.Build a culture of quality
relationships with all stakeholders and passion for our work
6.Adapt buildings and ground to support a ‘community of learners’ philosophy
7.Consult regularly with our community around matters which impact their children’s learning and the Enner Glynn School Curriculum and Environment
8.Use the FISH! philosophy School wide
9.Self Review (active partnerships)
Living with Integrity10.Use of effective
assessment practices to inform accurate reporting of student achievement to Students/staff/parents/community
11.Develop effective moderation systems school-wide
12.Effective appraisal - all teachers making powerful impact on student learning through effective pedagogy
13.Build a quality system of Self-Review based on effective and accurate information
Enabling Learning18.All students successfully
able to access the New Zealand Curriculum, as evidenced by progress and achievement in relation to National Standards.
19.National Standards are used effectively to support improvement in student outcomes.
20.Quality professional learning programmes to support student learning and achievement
“Growing People”
Annual SectionAnnual Targets Overview
Learning Principles Strategic Aim Annual Target
Embracing Differences
• Ensure students with diverse needs are catered for by effective classroom teaching and specialists where required
• Enhance the bi-cultural element of the School through curriculum and grounds development
• Students actively embracing and celebrating their differences and different passions and abilities
• Build teacher capability to manage diverse learning needs in the classroom
Growing Strong Relationships
• Consult regularly with our community around matters which impact their children’s learning and the Enner Glynn School Curriculum and Environment
• Build a culture of quality relationships with all stakeholders and passion for our work
• Consult with our community on how the National Standards Reports could be delivered effectively to improve outcomes for their children
Preparing for the Future
• Develop Enner Glynn School Curriculum.
• Develop a learning model to support the vision, principles and values of the NZ Curriculum enabling our students to be lifelong learners through learning to learn.
• Provide opportunities to learn with a variety of technologies including developing mobile technologies to support learning
• To have established a curriculum framework for EGS
• Explore the use of mobile classroom technologies and how, with effective eLearning pedagogy, these can improve learning and student achievement
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 12
Learning Principles Strategic Aim Annual Target
Living with Integrity • Use of effective assessment practices to inform accurate reporting of student achievement to Students/staff/parents/community
• Develop effective moderation systems school-wide
• Effective appraisal - all teachers making powerful impact on student learning through effective pedagogy
• Build a quality system of on-going Self-Review based on effective and accurate information for our growth
• To use the e-Asttle tool to support Teacher Judgements and improve learning outcomes and communication of student learning needs
• To build systems for effective moderation of OTJs
Enabling Learning • National Standards are used effectively to support improvement in student outcomes.
• Quality professional learning programmes to support student learning and achievement
• Student targets based on National Standards Data from 2010 to raise achievement
• Professional Development Targets based on student needs identified from Self-Review
Student Targets(Whole School)For 80% boys in years 1-6 to be on target to achieve the Standard for writing at their appropriate level (excluding those on IEPs)
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 13
Enabling Learning - Annual Aim 1:Student Achievement and Progress TargetProfessional Learning TargetOther Target:
Strategic Aim Ensure students with diverse needs are catered for by effective classroom teaching and specialists where required
Annual Aim Build teacher capability to manage diverse learning needs in the classroom
Baseline Data Currently many of our students are withdrawn from the classroom for learning support. Over time this can lead to a culture of ‘Support staff deal with the learners who struggle’. While that is not the prevailing sentiment at this school we wish to develop our practices to further support inclusion and to re-inforce that it is the teacher who is responsible for the child’s learning. So while a teacher aide may be assigned to support learners, that person could work with the more able learners, while the teacher spends more time with those who are not achieving as highly. After all, why do we have our least qualified staff working with our hardest to reach learners?
Targets •100% of Teachers aware that student with diverse learning needs need to be managed by the classroom teacher
•Change practices to support diverse needs, vary teaching techniques to support all students - not just a few
•Ensure teacher aides are working within the classroom setting to support 80% of learners with special needs
•Teacher aides no longer working with the most needy students
Actions to achieve targets Lead by Budget $ or FTE
TimeframeAchieved
Set appraisal targets for teaching with special needs students to ensure that they spend good amounts of time providing instruction for these learners
AP/DP 0 Term 1
Develop and Affirm a ‘work in progress’ effective teaching and learning (Pedagogy) for Enner Glynn SchoolEffective Teaching and Learning model (Pedagogy) can be adapted to form part of appraisal process
DP $1250 By Term 4
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 14
Embracing Differences
Actions to achieve targets Lead by Budget $ or FTE
TimeframeAchieved
Run workshops on how to reach the ‘difficult to reach’ learnersWorkshop ‘follow up’ support teachers in class in providing quality instruction for our difficult to reach learners
SENCO/DP (4 Release Days)
Term 3
Look at effective practice and consider the finding of the BES - effective Teaching for Diverse Students when developing our learning and understanings
DP/SENCOPrincipal
$250 All Year
Achievement Continuum
Not Achieved Some Achievement Evident
Achieved Achieved Highly
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 15
Growing Strong Relationships - Annual Aim 2:Student Achievement and Progress TargetProfessional Learning TargetOther Target: Consultation
Strategic Aim Consult regularly with our community around matters which impact their children’s learning and the Enner Glynn School Curriculum and Environment
Annual Aim Consult with our community on how the National Standards Reports could be delivered effectively to improve outcomes for their children
Baseline Data While we are reporting against expected levels of achievement in the curriculum, we are not expressly reporting these against the National Standards. We have plotted the NS against our expected Levels of Achievement and plan to report this to parents in 2011.
Targets •95% of parents are satisfied with the reporting process and understand how their child is achieving and are aware of what they can do to support at home
Actions to achieve targets Lead by Budget $ or FTE
TimeframeAchieved
Continue to undertake National Standards Professional Learning and Development
Leadership Team
$1,250 All Year
Develop reporting options for Years 0-3 and Years 4-6 for Reading, Writing, Maths and KCs
Leadership Team, Assessment FG
0 Term 1
Hold a consultation meeting with parents later in Term 1 to share understandings about National Standards and discuss implications for learners at EGS.
Leadership Team
$250 Term 1
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 16
Growing Relationships
Actions to achieve targets Lead by Budget $ or FTE
TimeframeAchieved
•Develop reporting timelines and systems to support ‘plain language’ reporting “at least twice a year”
•Consult with our Parents on National Standards Reporting in Term 1, and in Term 4 survey parents to find out whether parents are satisfied with the information provided in the reports
Leadership Team, Assessment FG
0 By Start of Term 2
Develop a School-Wide progress report for all parents to consider student achievement across the school in December each Year.
Principal, Leadership Team, Assessment FG
0 By Term 4
Achievement Continuum
Not Achieved Some Achievement Evident
Achieved Achieved Highly
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 17
Preparing for the Future - Annual Aim 3:Student Achievement and Progress TargetProfessional Learning TargetOther Target:
Strategic Aim Develop an Enner Glynn School Curriculum within the direction for teaching and learning as set in the New Zealand Curriculum Framework
Annual Aim To have established a curriculum framework for EGS ready for implementation for 2012
Baseline Data Currently we have no EGS curriculum or strategic approach for implementing the NZC. We have some links to the Key Competencies, but these have not been established school-wide, and we need a consistent approach to ensuring the the Vision, Principles, Values and Learning Areas of the NZC are realised and are actively being integrated and tracked in our School
Targets •We have a curriculum framework in place which supports the NZC and the School vision buy Term 4, 2011.
•Provide opportunities for leadership development in curriculum and building expertise and curriculum leadership in our staff.
•Explore innovative ways of implementing curriculum and curriculum models, including effective practice in curriculum development and implementation.
•Introduce development to staff and develop a shared approach to designing the ‘EGS Curriculum’.
Actions to achieve targets Lead by Budget $ or FTE
TimeframeAchieved
Appoint a senior leader to oversee this development
Principal 0 Term 4, 2010
Senior Leader to oversee development and provide plan to Principal and BoT on programme for implementation and development
Justine Brydon
1 FTU Term 1, 2011
Senior Leader to undertake programme of Professional Learning, Mentoring, and School Visits to support implementation and Leadership of project
$1,250 (Budget)4 Days Release
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 18
Preparing for the Future
Actions to achieve targets Lead by Budget $ or FTE
TimeframeAchieved
Senior Leader to consult with staff, students and community on curriculum development, plans and implementation
Justine Brydon
$250 (Budget)
Terms 1-4, 2011
Have a group of staff ‘leaders’ as a core group focussed on future (Beyond 2011)curriculum development and on-going and innovative review of curriculum and curriculum implementation.
Justine Brydon
0 By End Term 4
Achievement Continuum
Not Achieved Some Achievement Evident
Achieved Achieved Highly
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 19
Preparing for the Future - Annual Aim 4:Student Achievement and Progress TargetProfessional Learning TargetOther Target:
Strategic Aim Provide opportunities to learn with a variety of technologies including developing mobile technologies to support learning
Annual Aim Explore the use of mobile classroom technologies and how, with effective eLearning pedagogy, these can improve learning and student achievement
Baseline Data Our students now have greater access to technology for their own use in school. A recent survey of Year 4 students indicated that 22% of them believed that using the computers helped them with their learning, about 16% could identify clearly how it helped their learning. We would like to provide more opportunities for children to learn with technologies and during the process get them to build their understandings about how they learn.
Targets •90% of students have opportunities to use technologies to support their learning at least 6 time per term.
•90% of students feel that this technology is supporting their learning and can identify how it does.
Actions to achieve targets Lead by Budget $ or FTE
TimeframeAchieved
Develop eLearning ‘Pedagogy Plan’ to support current school effective practice
eLearningLT $0 All Year
Provide time for teachers to play with some of the technologies and explore their application in class
Principal 4 Release Days
Term 1
Ongoing development as a result of our eLearning Cluster PLD Programme
eLearningLTPrincipal
Release allocated
All Year
Provide a summary report from the students on how they feel that using this technology can support their learning (for self review).
eLearningLT 1 Release Day
Term 4
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 20
Preparing for the Future
Actions to achieve targets Lead by Budget $ or FTE
TimeframeAchieved
eLearning Lead Teacher/other leaders has some release to work alongside teachers and find/discover ways to help them integrate eLearning into their programme
eLearningLTPrincipalAP/DP/LTL
10 Release Days
All Year
Achievement Continuum
Not Achieved Some Achievement Evident
Achieved Achieved Highly
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 21
Living with Integrity - Annual Aim 5:Student Achievement and Progress TargetProfessional Learning TargetOther Target: SYSTEMS
Strategic Aim Use of effective assessment practices to inform accurate reporting of student achievement to Students/staff/parents/community. This will give our data some INTEGRITY.
Annual Aim To use the e-Asttle tool to support Teacher Judgements and improve learning outcomes and communication of student learning needs
Baseline Data Progressive Achievement Tests are currently our sole standardised assessment measure (as opposed to standards references assessments). While they provide some useful data, they do not provide the formative assessment use that e-Asttle provides. We would like to use aspects of e-Asttle to assess students and share some of this assessment data with parents to support our on-going reporting to parents.
Targets •100% of Teachers using e-Asttle to support making OTJs (from Years 1-6)and considering next learning and teaching steps for students, teachers and parents.
•Design and assign appropriate tests for age levels•Use an e-Asttle report in Learning Journals to inform parents of student
progress compared to standardised averages for age and stage•Develop a plan for e-Asttle use in the school
Actions to achieve targets Lead by Budget $ or FTE
TimeframeAchieved
Form an implementation team to learn about and implement e-Asttle assessments in their own classroomsLiaise with the Assessment Focus Group to plan how to integrate e-Asttle into current assessment practices and reporting strategiesAND plan how to integrate e-Asttle into current assessment practices and reporting strategies
PrincipalLeadership TeamAssessment FGUnit holder
1 FTU$750
Term 1, 2011
Teachers to design and assign appropriate tests for student age levels
Assessment FG
none All Year
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 22
Living with Integrity
Actions to achieve targets Lead by Budget $ or FTE
TimeframeAchieved
Develop a plan for using e-Asttle to support the making of OTJs for National Standards referenced assessments AND to inform teacher’s classroom programmes
Unit holder none By Term 4
Develop a clear assessment plan for use of e-Asttle in the School and expectations for reporting, interpreting and sharing of ‘achievement, progress and learning’ with students and parents. (Develop progress reports and target setting)
Leadership TeamAssessment FGUnit Holder
none By Term 4
Achievement Continuum
Not Achieved Some Achievement Evident
Achieved Achieved Highly
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 23
Living with Integrity - Annual Aim 6:Student Achievement and Progress TargetProfessional Learning TargetOther Target: Systems
Strategic Aim Develop effective moderation systems school-wide to give our data INTEGRITY.
Annual Aim To build systems for effective moderation of Overall Teacher Judgements (OTJs)
Baseline Data Currently we have no school wide systems in place for moderation of OTJs to ensure the reliability, validity, consistency and accuracy of OTJs over a period of time. There is no clear process for and effective evidence-based approach to OTJs. Although we do use the New Zealand Curriculum Exemplars, there is a need to implement appropriate systems and processes to ensure our OTJs have integrity.
Targets •Develop a system for the moderation of only ‘difficult to place’ students, which:
- Uses an ‘evidence-based’ approach- Allows for a moderation group to make independent OTJs then share
their findings- Makes the most use of National Standards, Literacy Learning
Progressions, Numeracy Strategy and Curriculum Exemplar resources to support moderation and OTJs
- Allows for moderation across Year Levels/Learning Teams/School- Includes clear recording of decision making, so that placements can be
justified AND to allow us to evaluate whether consistent decisions are being made over time.
- Ensure judgements are made at consistent times during the year with approximate timings at 40, 80, 120 weeks as well as the end of Years 4, 5 and 6
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 24
Living with Integrity
Actions to achieve targets Lead by Budget $ or FTE
TimeframeAchieved
Undertake professional lea PrincipalLeadership TeamAssessment FGUnit holder
1 FTU$750
Term 1, 2011
Teachers to design and assign appropriate tests for student age levels
Assessment FG
none All Year
Develop a plan for using e-Asttle to support the making of OTJs for National Standards referenced assessments AND to inform teacher’s classroom programmes
Unit holder none By Term 4
Develop a clear assessment plan for use of e-Asttle in the School and expectations for reporting, interpreting and sharing of ‘achievement, progress and learning’ with students and parents. (Develop progress reports and target setting)
Leadership TeamAssessment FGUnit Holder
none By Term 4
Achievement Continuum
Not Achieved Some Achievement Evident
Achieved Achieved Highly
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 25
Enabling Learning - Student Target Writing (Whole School) Student Achievement and Progress TargetProfessional Learning TargetOther Target: Governance
Strategic Aim •National Standards are used effectively to support improvement in student outcomes.
Annual Aim Student targets based on National Standards Data from 2010 to raise achievement
Baseline Data From our student data review we identified that boysat Year 1 65% were not achieving the standardat Year 2 44% not achievingat Year 3 42%Year 4 54%Year 5 36%Year 6 54%
Targets •For 80% boys in years 1-3 to be on target to achieve the Standard for writing at their appropriate level (excluding those on IEPs)
•For 80% of boys in year 4-6 to be at or above the National Standard for Writing appropriate to their time at school (excluding those on IEPs)
Actions to achieve targets Lead by Budget $ or FTE
TimeframeAchieved
Involve a core group of Dads and Grand-dads to come in and work with boys while they are writing
Principal 0 All year
Involve a Literacy Development Officer to support in developing
Principal 0 All year
Pedagogy plan for writing using current documentation to support, including Literacy Progressions, Effective LIteracy Practice
DP $1250 (4 Days release)
By Term 4
Developing a writing learning process - link this to the EGS inquiry
ChinweAP/DP
(2 Days release)
By Term 4
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 26
Enabling Learning
Actions to achieve targets Lead by Budget $ or FTE
TimeframeAchieved
Use e-Asttle and learning journal samples to monitor and measure progress - support these with EGS exemplars
Graham (4 Days release)
Terms 1-4
Using ICTs to increase motivation for the reluctant writers.Bring in Male authors to motivate and work with students
Classroom TeachersPrincipal
$250 (6 Days Release)
Terms 1-4
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 27
Self ReviewPurposeSelf-review at Enner Glynn School is designed to fulfill two outcomes:1.to inform all stakeholders (Staff, Trustees, Students and Community) on
how effectively we are implementing the School’s Mission, Vision and Principles through its policies, systems, programmes and practice.
2.to identify to all stakeholders (Staff, Trustees, Students and Community) areas where improvement or growth is required
Self Review KEY Question:“...How effectively are we ‘Growing People’?...”
Supporting Questions:• How do we assess the extent to which our people are ‘amazing’?• How do we assess the extent to which our place is ‘inspiring’?• How do we assess the extent to which our learning is ‘active’?• How do we assess the extent to which our future is ‘awesome’?
Self Review ApproachesThis table illustrates different approaches which can be taken to self-review:
Delegated Review Team Review Peer Review
• This review is delegated to one or more teachers/leaders to complete and requires a short time to complete it.
• This review usually involves one narrower focus area.
• This review is completed by a team comprising of staff, Trustees, parent representatives and students.
• This review usually involves a number of focus strategic areas.
• Where an external appointee joins the Team Review. This could be another school trustee, MOE representative or another principal
• This review usually involves a key strategic area.
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Enner Glynn School Strategic Plan 2011-2013, Page 28
Self Review Process
Self-review at Enner Glynn School is a cyclic process.
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 29
Area of Focus
Baseline Data• Collection of data
from area of focus for self-review
• Comparison to support prior review
Inquiry• Questions posed to
develop growth in focus area
• Alignment to key questions and data
Analysis• Analysis of baseline
data to support growth
Action Plan• Development of
action plan to support inquiry
• Setting of targets
Communication• Communication of
plans and timelines to those it effects and expected targets
Implementation• Implementation of
plan, ongoing support and PLD where required
Vision
Practice
STRATEGY
Self Review LensAll self-review is linked to our key principles of:
Self-Review Programme
Vision Area Review Focus Area 2011 2012 2013 Lead Type
Embracing Differences
• Special Need/Abilities SENCOEmbracing Differences • Celebrations ArtsLT
Growing Strong Relationships
• Community Consultation PR
Growing Strong Relationships
• Staff induction AP/DPGrowing Strong Relationships
• Transition to/from school AP/DPGrowing Strong Relationships • New families induction AP/DP
Growing Strong Relationships
• Student Relationships (incl. behaviour) LTL
Growing Strong Relationships
• Staff Relationships PR
Preparing for the Future
• Charter, Strategy and Plans BoT
Preparing for the Future
• Self Review PR
Preparing for the Future
• Health and Safety PMPreparing for the Future
• EGS Curriculum AP/DP
Preparing for the Future • eLearning eLrnLT
Preparing for the Future
• Sustainability LTL
Preparing for the Future
• Community Contribution LTL
Living with Integrity
Living with
• Board of Trustees BOTLiving with Integrity
Living with
• Delegations BOT
Living with Integrity
Living with
• Financial and Asset Management BOT
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 30
Being
UnderstandingGiving
Uniting
Growing
Vision Area Review Focus Area 2011 2012 2013 Lead Type
Living with Integrity
Living with Integrity
• Data Collection PR
Living with Integrity
Living with Integrity • Appraisal and quality of Teaching PR
Living with Integrity
Living with Integrity
• Quality of Leadership BOT
Enabling Learning
• Review of Learning Areas of NZC LTL - LTs
Enabling Learning
• Literacy Teaching and Learning LitLT
Enabling Learning
• Numeracy Teaching and Learning MathLT
Enabling Learning
• Assessment AssesLTEnabling Learning • Learning Model InqLT
Enabling Learning
• Student Targets PR
Enabling Learning
• Professional Learning AP/DP
Enabling Learning
• Vision PR
Key: Review Type
Delegated Review
Team Review
Peer Review
Key: Leader
Principal PR
Board of Trustees BOT
Deputy and Associate Principal DP/AP
Property Manager PM
Learning Team Leaders LTL
Literacy Lead Teacher LitLT
Mathematics Lead Teacher MathLT
eLearning Lead Teacher eLrnLT
Assessment Lead Teacher AssesLT
Inquiry Lead Teacher InqLT
Growing People
Enner Glynn School Strategic Plan 2011-2013, Page 31