Rotorua Intermediate School

2019 Annual mprovement Plan

Mission Statement Enabling progress and achievement within a Collaborative and Innovative Learning community;

targeting Personalised and Globally Connected learning experiences, to prepare students for our changing world.

2018-2020 Strategic Plan

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Courage & Commitment Kia kaha,kia maia

Rotorua Intermediate School Charter

Strategic Direction 2018-2020

& Annual Improvement Plan 2018

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School Motto: Courage and commitment

School Values: Respect for self; Respect for others; Responsibility for your actions

Rotorua Intermediate is a decile 3 school with a roll of 728 students. The school is situated near the centre of Rotorua City and

educates students in Years 7 and 8. The school is enriched by an increasing number of students from across the world.

Respect is shown to all students and their families by celebrating their national flags and significant National Days.

Students at Rotorua Intermediate benefit from a broad, responsive curriculum and inclusive school culture that

promotes their engagement and success. Students engage and progress well in carefully designed programmes. Respectful and reciprocal

relationships among staff and students foster settled, purposeful classrooms where students benefit from highly effective teaching and

learning practices. ERO Dec. 2016. This culture

Students experience a rich, coherent and well-designed curriculum that provides them with meaningful choices and pathways for learning.

The curriculum is underpinned by the values of manaakitanga, whānaungatanga and ako, (respect for self, respect for others and

responsibility for your actions). These values are well known by teachers, students and whānau. They are integrated into student

expectations for learning and behaviour and are contributing to a settled and positive school culture. Success is recognised and celebrated

through the Manaakitanga system, which acknowledges student effort, participation and leadership.

School leaders are continually reviewing the school’s curriculum and working effectively with teachers to deliver a responsive curriculum

that promotes:

● strong integration of literacy teaching practices across the curriculum

● an inquiry approach in other curriculum areas

● increased use of computer technology and innovative learning practices

● regular opportunities for all students to learn te reo Māori

● student agency and ownership of their own learning. ERO Dec 2016

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School Leadership. ERO 2016 School leaders continue to provide high levels of visionary and innovative leadership that promotes a strong sense of ownership of the school’s

purpose and direction for ongoing improvement. They provide effective leadership for staff, students and the community with a strong focus on

improving teacher practice.

The board of trustees, in collaboration with iwi and community, has developed a focused and strategic approach to accelerating the achievement of all

students at risk of not achieving.

There are high levels of student engagement and acceleration of progress for students who enter the school achieving below expected levels.

Areas of Quality Performance. ERO 2016

Students experience a rich, coherent and well-designed curriculum that provides them with meaningful choices and pathways for learning. The

curriculum is underpinned by the values of manaakitanga, whānaungatanga and ako, (respect for self, respect for others and responsibility for your

actions). These values are well known by teachers, students and whānau. They are integrated into student expectations for learning and behaviour and

are contributing to a settled and positive school culture. Success is recognised and celebrated through the Manaakitanga system, which acknowledges

student effort, participation and leadership.

Assessment for Learning: ERO 2016

The school uses achievement information to effectively promote student engagement, progress and achievement. In 2015, senior and middle school

leaders strengthened the way data is shared, discussed and used to reflect on practice, and better meet the learning needs of students.

School leaders and teachers gather, collate and analyse good quality school-wide assessment information, including data from contributing schools.

This data is used to:

● set strategic targets, inform decision making and resourcing at board and senior leadership levels

● analyse trends and patterns of achievement during the year

● clearly identify and support students at risk of poor educational outcomes

● strengthen overall teacher judgements, and reports to parents, in relation to National Standards

● inform teacher planning for groups of students in literacy and mathematics

● help students share their progress with parents through student-led Progress Discussions.

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Career Pathways Programme: A unique future focussed feature at Rotorua Intermediate.

● Adolescent Health - Encouraging students to be able to make positive future decisions relating to emotional and physical health, nutrition and

personal safety. Learning through discovery, practicing a variety of skills, strategies, and peer collaboration to consider their current and future

choices. Encouraging students to develop self confidence, self awareness and their own voice.

● Graphic Design - Is a creative process that combines art and technology to communicate ideas. It is a part of daily life and is used for everything

from CD covers, to billboards and T-shirts. Students use Adobe Illustrator which is an industry standard, commercial software used by companies

for print, multimedia and online graphics. Using this software gives the students a realistic introduction into a career as a graphic designer and

allows them to develop skills for the future.

● Coding - teaches skills for life in an increasingly computerised world. It improves problem solving, provides opportunities to be creative and

develops teamwork potential. Students will develop computational thinking skills, and having digital skills will improve their chances of being

employed in the future. Students use a visual block language to learn basic coding skills which enable them to create projects of their own design

after which they are free to explore further projects and text languages.

● Design and Construction: teaches practical workshop skills in an environment where students are encouraged to independently work through a

design process to create a project of their own design. They are required to manage their own projects by solving their problems independently

and by proactively using strategies to improve their time management. This is a realistic introduction into the development and use of workshop

skills and techniques which may lead to a future career pathway.

● Performance Media - blends the creativity and energy of Drama and Performance, with the skill and technologies of movie making. Students use

the elements of drama to enhance their performing skills. They then utilise ipads and new applications to film and edit movies and performances.

Performance Media is future proofing students learning by encouraging creativity and fostering confidence to use new technologies and skills.

● Minecraft Design - embraces the power of games for learning and social impact. Students are able to create, connect and collaborate with their

peers while problem solving. The challenge for our students is to take on new roles and experience a variety of career pathways from basic

programming, blogging to architecture. Minecraft Design teaches students to develop real life skills in a creative or survival world.

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Career Pathways Programme:

● Music Performance - students learn notes and chords on a range of instruments (Mainly keyboard and guitar) so they build up an ever increasing

repertoire of songs. As their confidence grows they they use these instruments to demonstrate their learning about different genres of music,

including Pop, Rock, Reggae, Classical, and Kiwi Music. Students build an awareness about career pathways in Music with the endless

opportunities available around music production and promotion, as well as performance.

● Culinary Arts - is a creative field where great ingenuity is rewarded; where problem solving is critical should any student wish to follow this pathway.

The cornerstone of much culinary education is replication, an important skill and is undoubtedly a foundation of our culinary education. It forces

students to cook creatively by improvising, building culinary skills, techniques, problem solving, palate development, teamwork, and communication.

Students also explore colour, taste, and texture using the five senses. Learning how to safely use kitchen equipment, and be hygienic in their cooking

and cleaning fosters responsibility, increases confidence, independence, thinking and prepares students for future life.

Futures Afternoon Programme:

The Futures programme provides students with a further opportunity to experience a range of futures focussed skills such as Robotics,

E-Textiles, E-Music, Animation, Art and Photography. These lessons are in addition to the morning core programme and students will have

an opportunity to opt into these 3 times per year. Lesson duration is 9 x 1 hour sessions -- run over 3 weeks. Lessons are designed to be

engaging, hands on sessions which provide positive learning experiences and recognise multiple intelligences.

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Aspirational Achievement Goal

Strategic Approaches

Strategic Quality Assurance

Structured programme to

develop influencing skills of

Assistant Principals

Establishing a collaborative

learning culture through

strategic leadership

Enhancing the effectiveness

of learning opportunities

related to: Gifted & Talented,

ALG groups and SWANS.

Leaders of Whanau and AKO Teams

have regular mentoring sessions with

APs.

Whanau structure providing inclusive

and collaborative learning structures

within which relationships,

appreciation and respect can be

fostered and celebrated with students

and staff

AKO leaders undertaking regular

formative assessment visits and

follow-up discussions to support

teachers growth

APs engaging in leadership discussions with Principal to reflect on school and program enhancement.

DP and APs engaging in PL conferences to enhance knowledge for professional growth

Planned Whanau Inquiry Days

provide evidence of a positive

collaboration across Whanau

Advice and guidance program

undertaken by AP to ensure

positive impact. (Jodi)

Moderated data analysis will guide

direction and strategies to meet

needs

Advice and guidance program

undertaken by AP to ensure

positive impact. (Stephanie) 8

Student engagement will

motivate active engagement

in team and individual

sporting activities.

Environmental Appreciation

will motivate active and

appreciative engagement of

students.

Cultural Responsiveness

Fostering Whanaungatanga

through awareness and

appreciation of all students

and their whanau

A regular 3x per week student

engagement programme will allow

students opportunities to appreciate

the values of teamwork and

individual sporting skills

Schoolwide and team projects will

allow students the opportunity to

support the development and

maintenance of our attractive school

environment.

Staff involved in school generated

programmes, fostering cultural

awareness and personal

development.

Monitoring the engagement and

enjoyment levels through student

voice. (Student Counsellors)

Formative observations will help

ensure positive engagement by

students

Monitor levels of commitment by

students in support of

environmental projects.

Appraising effectiveness of student

initiated environmental

enhancement projects

Discussions with staff and

reflection on engagements/

relationships with students will

indicate the success of

intentions.

Student feedback will indicate

their sense of belonging and

acceptance into RIS, and with the

students. 9

Strategic Quality Assurance

Strategic Actions

Aspirational Achievement Goal

Building Leadership Capacity at RIS

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Targeted Learner Engagement

Actions to achieve

Quality Assurance

to be informed and support planned programmes, initiatives and community feedback that promotes progress, achievement with technology

Implementing strategies which foster collaborative inquiry into learning.

Provide collaborative learning opportunities in order to enhance learning conversations, sharing of ideas & peer reviews

Design & develop digital outcomes

,progress outcomes and exemplars

to learn with technology in authentic

contexts

- provide opportunities for peer observations of teachers and related feedback. Provide PL opportunities within the different school’s professional structure

—create and design framework/ flowcharts with clear outcomes and processes to evaluate the planned targeted outcomes for students

— collaborative team planning to engage learning strategies best suited to scaffold and motivate student learning.

providing appropriate feedback from observations to affect improvement

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Targeted Teacher Improvement

Actions to achieve

Quality Assurance

Goals with relevant improvement criteria evolving throughout the year as teachers demonstrate ongoing growth and understanding of effective strategies

Moderation of actual student progress data and OTJs by AKO Team to enable the setting of relevant learning targets in the core curriculum

Strategic PL targets for teachers derived from observations and sharing of best practice.

Increase strategies

awareness to motivate

of the

engagement of Maori Students in all aspects of learning (including readings/examples)

Ako teams meet at regular intervals to discuss the cohorts of students- SWANs, ALGs and High Ability learners. PLD for making OTJs and moderation processes in place.

Teachers engaged in corporate life of RIS through work in Project Teams: Enviro; Manaakitanga, and Cultural diversity which will require flexi meetings and effective communication systems

In school experts sharing successful strategies, resources and support opportunities

A whole school approach to growing

a consistently positive and safe

learning community

Actions to achieve

Quality Assurance

Consolidating Manaakitanga

Procedures through creating a welcoming, caring and creative learning environment that treats everyone with respect and dignity

Standardising formating of notices to be used for liaison with parents/caregivers to ensure a supportive approach aimed at

resolutions of issues

Embedding empowering practice schoolwide which will guide students to become aware of their own behaviour and strategies to take greater responsibility for their actions

Manaakitanga Team have a role to liaise with Whanau Teams involving mentoring, support, sharing strategies and assisting with behaviour plans

School wide positive behaviours flow chart to ensure staff have an easy to follow process aimed at a proactive approach to resolving situations and restoring relationships

Manaakitanga folder designed to be user friendly and provide clear support for developing effective strategies to address all situation in a positive manner

Restorative process as set out in Manaakitanga Folder along with incentives to encourage students to be aware of desired behaviours and strive to achieve these

Regular feedback from Manaakitanga members regarding communication flow and value of related outcomes

Accumulating evidence of success strategies to support teachers in addressing situations

Documented evidence will allow Manaakitanga Team to moderate procedures and outcomes

Community awareness promoted and feedback enhanced through Board initiated Community Consultation events

Student Councillors referrals indicate increase proactive actions with positive results

Student 360 feedback indicates positive beliefs about students taking increased responsibility for their actions

All student have an approach to monitor and celebrate their behaviour and achievements. 12

5. End of year 8

Targeted Learner Engagement

Actions to achieve

Quality Assurance

Reading: 2018 Accelerate the progress of students achieving below expectations.

Writing 2018

Accelerate the progress of students achieving below expectations.

Math 2018 Accelerate the progress of students achieving below expectations.

- Annual Improvement plan Half year and end of year, review targets with AKO leaders

— to build knowledge of, and capability, to implement effective teaching strategies.with measurable success

— undertake regular reviews of actual programmes that focus on specific cohorts of students & design relevant PL opportunities

to promote and support student learning and engagement, progress and achievement for all students

AKO Team members to analyse student achievement & progress to Board twice a

year as part of Charter requirements. 13