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Charter2011 2013

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  • 1. Growing People Enner Glynn School Our Mission: Growing People “...Amazing People, Inspiring Place, Active Learning and Awesome Future...” Enner Glynn Board of Trustees 16 October 2010Enner Glynn School Strategic Plan 2011-2013, Page 1
  • 2. Growing People ContentsEnner Glynn School 3 Introduction 3 Grounds and Property 3 Learning Support 4 Professional Learning 5 e-Learning 5 The Arts 6 Governance 6 Our Mission 7Enner Glynn School Vision 8 Enner Glynn School Vision: 8 Learning Principles: 8Strategic Section 9 Vision, Strategy NEGs and NAGs 9 National Administration Guidelines (NAGs) and School Policy 10 Policy Outside of School Vision 10 Overarching Strategy for 2011-2013 11Annual Section 12 Annual Targets Overview 12 Enabling Learning - Annual Aim 1: 14 Growing Strong Relationships - Annual Aim 2: 16 Preparing for the Future - Annual Aim 3: 18 Preparing for the Future - Annual Aim 4: 20 Living with Integrity - Annual Aim 5: 22 Living with Integrity - Annual Aim 6: 24 Enabling Learning - Student Target Writing (Whole School) 26Self Review 28 Purpose 28 Self Review KEY Question: 28 Supporting Questions: 28 Self Review Approaches 28 Self Review Process 29 Self Review Lens 30 Self-Review Programme 30Enner Glynn School Strategic Plan 2011-2013, Page 2
  • 3. Growing People Enner Glynn SchoolIntroductionEnner Glynn School is a Co–educationalContributing Primary School that caters for childrenin Years 1- 6. The school has a roll of over 300students 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 isa steadily growing community, which has tworesidential subdivisions continuing to be developed. Atpresent the school has a staff of twelve full time teachers, three part timeteachers, six teacher aides, two administration staff, a property manager, agardener and one part time music teacher. Grounds and Property The 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. Theschool grounds are attractively landscaped and the buildings are wellmaintained. There are fourteen well-equipped classrooms with one roomthat is spare during the first half of the year. This room is used toaccommodate 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 ourspaces and develop our ‘learning community’ approach in the School. Thishas included opening many classrooms with wide glass doorways anddeveloping ramps and access around the school to allow the learners toEnner Glynn School Strategic Plan 2011-2013, Page 3
  • 4. Growing Peoplecongregate, share and play. We have a number of other projects tosupport this which are under development.Learning SupportWe have a well developed special needs programmewhich support all of our students who have learningdifficulties. The classroom teacher is responsible forthe learning of all students in their class, however wehave a Special Needs co-ordinator and a number ofother support staff who support the teacher andlearners. We have developed a number of expertsupport people for students with a variety of learningneeds. A number of outside agencies also support students within theschool. These include the Public Health Nurse, Resource Teachers, Learningand Behaviour (RTLB’s), the Dental Therapist, Advisory Services and TheMinistry of Education - Special Education (SE).Teachers have high expectations of, and for, their students. The children arepresented with challenging and stimulating learning and the positiverelationships between teachers and students are a key factor in the deliveryof high quality learning programmes.Enner Glynn School Strategic Plan 2011-2013, Page 4
  • 5. Growing PeopleProfessional LearningThe school has recently reviewed and developed ourwork in assessment practices, we have school widelearning journals which are focussed strongly onformative assessment and help provide a record ofsome the the child’s learning while they are at EnnerGlynn School. Teachers have been involved inextensive programmes of Professional Development tofacilitate ongoing improvement in these areas as wellas areas of inquiry learning, creativity and thinking. The School is currentlythe Lead School in the Whakatu School’s ICT-PD Contract and hascompleted numeracy training with all of its teachers. e-Learning The 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 forall teachers. Students can use; classroom computers, 13 digital stillcameras, 3 digital video cameras, one of 8 data projectors, 2 pods oflaptops and we have an automated library system. We are planning tobring 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 beviewed each fortnight. Students manage much of the content on this site.Enner Glynn School Strategic Plan 2011-2013, Page 5
  • 6. Growing PeopleThe ArtsThe School prides itself for its strong Arts andPerformance programmes. It has excelled in theCommunity Mask Parade as part of the Nelson ArtsFestival. We have a kapahaka group, two choirs anda school rock band. Both groups have performedadmirably at the Nelson Arts Festival.The school is committed to providing its students withopportunities to learn from high quality artists andmusicians. In 2010 we appointed a teacher for 3 days a week to deliverspecialist performing arts programmes to the classrooms while alsoallowing the classroom teachers to be released for their Classroom TeacherRelease. Governance The 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 areaddressed. Enhancing student achievement is the focus of the Enner GlynnSchool 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 decisionmaking. 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;Enner Glynn School Strategic Plan 2011-2013, Page 6
  • 7. Growing People• 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 electedparent representatives; The Principal and an elected staff trustee; and fromtime to time Co-opted or appointed trustees (in particular to provide expertadvice where necessary eg. Maori representative). The board has onestanding committee – that of the Finance Standing Committee. Thiscommittee comprises of the Board Chair (and an elected parentrepresentative); and the Principal and staff trustee.Our MissionOur School’s Mission is “Growing People”. Throughour Vision and Learning Principles we plan to growall people at our School or who have a connectionwith our School. For students this is in their holisticlearning and growth during their time with us; for theteachers it is seeing ourselves as learners andlearning ‘with and from’ others in the School; and forthe community it is through the many opportunitiesfor connecting and learning with our students and our staff. This mission isemerging and will continue to grow with us as our ideas and philosophiesgrow as a group with a common purpose.Enner Glynn School Strategic Plan 2011-2013, Page 7
  • 8. Growing People Enner Glynn School VisionEnner Glynn School Vision:“...Amazing People, Inspiring Place, Active Learning and AwesomeFuture...”Learning Principles: “...Amazing People, Inspiring Place, Active Learning and Awesome Future...” F T Understanding R A Embracing DIFFERENCES through celebrating diversity, and treasuring our uniqueness, ourselves and others D Growing STRONG RELATIONSHIPS through open communication, meaningful Uniting connection and compassion, and a strong sense of fairness Preparing for THE FUTURE through honouring our past, encouraging innovation, Giving looking after our environment and positive contribution to the local and wider World. Living with INTEGRITY through an empowering attitude, with honesty and trust, Being while having faith in others Enabling LEARNING through opportunities for curiosity, inquiry, creativity, fun, Growing developing competence, high achievement and reflection 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).Enner Glynn School Strategic Plan 2011-2013, Page 8
  • 9. Growing People Strategic SectionVision, Strategy NEGs and NAGsThe diagram below provides an elementary illustration of how our SchoolVision informs our planning and is derived from the National EducationGoals (NEGs), National Education Guidelines (NEGs) and the NationalAdministration Guidelines (NAGs). National Education Goals (NEGs) Government Policy/Direction National Education Guidelines (NEGs) National Administration Goals (NAGs) School and Community Policy/Direction Embracing Differences Growing Relationships “Growing People” Amazing People, Inspiring Place, Active Learning and Awesome Future Preparing for the Future Living with Integrity Enabling LearningEnner Glynn School Strategic Plan 2011-2013, Page 9
  • 10. Growing PeopleNational Administration Guidelines (NAGs) and School Policy Learning Principles Policy Related NAG Embracing •Special Needs NAG 1 Differences •Maori Student Achievement Growing Strong •Employment and NAG 3 Relationships Personnel •Community Consultation Preparing for the •Strategic Planning, Self NAG 2, NAG 5 Future Review and Reporting •Health and Safety (incl. Healthy Food and Nutrition) Living with •Board of Trustees NAG 3, NAG 4 Integrity •Delegations •Financial and Asset Management Enabling Learning •Curriculum and NAG 1, NAG 2a Assessment •National StandardsPolicy Outside of School Vision 1•Attendance, School Day and School Year•Student Stand-downs and suspensions•Legislative Requirements1 Note: Some school policies fit outside of the School Vision - These are listed hereEnner Glynn School Strategic Plan 2011-2013, Page 10
  • 11. Growing PeopleOverarching Strategy for 2011-2013 Embracing Differences Growing Relationships 1.Ensure students with diverse 5.Build a culture of quality needs are catered for by relationships with all stakeholders effective classroom teaching and and passion for our work specialists where required 6.Adapt buildings and ground to 2.Enhance the bi-cultural element support a ‘community of of the School through curriculum learners’ philosophy and grounds development 7.Consult regularly with our 3.Students actively embracing and community around matters which celebrating their differences and impact their children’s learning different passions and abilities and the Enner Glynn School 4.Creativity?? Curriculum and Environment 8.Use the FISH! philosophy School wide 9.Self Review (active partnerships) “Growing People” Amazing People, Inspiring Place, Active Learning and Awesome Future Preparing for the Living with Integrity Future Enabling Learning10.Use of effective 14.Develop Enner Glynn 18.All students successfully assessment practices to School Curriculum. able to access the New inform accurate reporting of 16.Develop a learning model Zealand Curriculum, as student achievement to to support the vision, evidenced by progress and Students/staff/parents/ principles and values of the achievement in relation to community NZ Curriculum enabling our National Standards.11.Develop effective students to be lifelong 19.National Standards are moderation systems school- learners through learning to used effectively to support wide learn. improvement in student12.Effective appraisal - all 17.Provide opportunities to outcomes. teachers making powerful learn with a variety of 20.Quality professional impact on student learning technologies including learning programmes to through effective pedagogy developing mobile support student learning13.Build a quality system of technologies to support and achievement Self-Review based on learning effective and accurate informationEnner Glynn School Strategic Plan 2011-2013, Page 11
  • 12. Growing People Annual SectionAnnual Targets Overview Learning Principles Strategic Aim Annual Target • Ensure students with diverse • Build teacher capability to Embracing needs are catered for by manage diverse learning needs Differences effective classroom teaching in the classroom 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 • Consult regularly with our • Consult with our community on Growing Strong community around matters how the National Standards Relationships which impact their children’s Reports could be delivered learning and the Enner Glynn effectively to improve School Curriculum and outcomes for their children Environment • Build a culture of quality relationships with all stakeholders and passion for our work • Develop Enner Glynn School • To have established a Preparing for the Curriculum. curriculum framework for EGS Future • 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 • Explore the use of mobile with a variety of technologies classroom technologies and including developing mobile how, with effective eLearning technologies to support pedagogy, these can improve learning learning and student achievementEnner Glynn School Strategic Plan 2011-2013, Page 12
  • 13. Growing People Learning Principles Strategic Aim Annual Target • Use of effective assessment • To use the e-Asttle tool to Living with Integrity practices to inform accurate support Teacher Judgements reporting of student and improve learning achievement to Students/staff/ outcomes and communication parents/community of student learning needs • Develop effective moderation • To build systems for effective systems school-wide moderation of OTJs • 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 • National Standards are used • Student targets based on Enabling Learning effectively to support National Standards Data from improvement in student 2010 to raise achievement outcomes. • Quality professional learning • Professional Development programmes to support student Targets based on student learning and achievement 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)Enner Glynn School Strategic Plan 2011-2013, Page 13
  • 14. Growing People Embracing DifferencesEnabling Learning - Annual Aim 1: Student Achievement and Progress Target Professional Learning Target Other Target: Ensure students with diverse needs are catered for by effective classroom Strategic Aim teaching and specialists where required Build teacher capability to manage diverse learning needs in the classroom Annual Aim Currently many of our students are withdrawn from the classroom for learning Baseline Data 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? •100% of Teachers aware that student with diverse learning needs need to Targets 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 $ Timeframe or FTE Achieved Set appraisal targets for teaching with AP/DP 0 Term 1 special needs students to ensure that they spend good amounts of time providing instruction for these learners Develop and Affirm a ‘work in progress’ DP $1250 By Term 4 effective teaching and learning (Pedagogy) for Enner Glynn School Effective Teaching and Learning model (Pedagogy) can be adapted to form part of appraisal processEnner Glynn School Strategic Plan 2011-2013, Page 14
  • 15. Growing People Actions to achieve targets Lead by Budget $ Timeframe or FTE Achieved Run workshops on how to reach the ‘difficult SENCO/DP (4 Release Term 3 to reach’ learners Days) Workshop ‘follow up’ support teachers in class in providing quality instruction for our difficult to reach learners Look at effective practice and consider the DP/SENCO $250 All Year finding of the BES - effective Teaching for Principal Diverse Students when developing our learning and understaningsAchievement Continuum Not Achieved Some Achievement Achieved Achieved Highly EvidentEnner Glynn School Strategic Plan 2011-2013, Page 15
  • 16. Growing People Growing RelationshipsGrowing Strong Relationships - Annual Aim 2: Student Achievement and Progress Target Professional Learning Target Other Target: Consultation Consult regularly with our community around matters which impact their Strategic Aim children’s learning and the Enner Glynn School Curriculum and Environment Consult with our community on how the National Standards Reports could be Annual Aim delivered effectively to improve outcomes for their children While we are reporting against expected levels of achievement in the Baseline Data 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. •95% of parents are satisfied with the reporting process and understand how Targets their child is achieving and are aware of what they can do to support at home Actions to achieve targets Lead by Budget $ Timeframe or FTE Achieved Continue to undertake National Standards Leadership $1,250 All Year Professional Learning and Development Team Develop reporting options for Years 0-3 and Leadership 0 Term 1 Years 4-6 for Reading, Writing, Maths and Team, KCs Assessment FG Hold a consultation meeting with parents Leadership $250 Term 1 later in Term 1 to share understandings Team about National Standards and discuss implications for learners at EGS.Enner Glynn School Strategic Plan 2011-2013, Page 16
  • 17. Growing People Actions to achieve targets Lead by Budget $ Timeframe or FTE Achieved •Develop reporting timelines and systems to Leadership 0 By Start of support ‘plain language’ reporting “at Team, Term 2 least twice a year” Assessment •Consult with our Parents on National FG 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 Develop a School-Wide progress report for Principal, 0 By Term 4 all parents to consider student achievement Leadership across the school in December each Year. Team, Assessment FGAchievement Continuum Not Achieved Some Achievement Achieved Achieved Highly EvidentEnner Glynn School Strategic Plan 2011-2013, Page 17
  • 18. Growing People Preparing for the FuturePreparing for the Future - Annual Aim 3: Student Achievement and Progress Target Professional Learning Target Other Target: Develop an Enner Glynn School Curriculum within the direction for teaching Strategic Aim and learning as set in the New Zealand Curriculum Framework To have established a curriculum framework for EGS ready for Annual Aim implementation for 2012 Currently we have no EGS curriculum or strategic approach for implementing Baseline Data 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 •We have a curriculum framework in place which supports the NZC and the Targets 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 $ Timeframe or FTE Achieved Appoint a senior leader to oversee this Principal 0 Term 4, development 2010 Senior Leader to oversee development and Justine 1 FTU Term 1, provide plan to Principal and BoT on Brydon 2011 programme for implementation and development Senior Leader to undertake programme of $1,250 Professional Learning, Mentoring, and (Budget) School Visits to support implementation and 4 Days Leadership of project ReleaseEnner Glynn School Strategic Plan 2011-2013, Page 18
  • 19. Growing People Actions to achieve targets Lead by Budget $ Timeframe or FTE Achieved Senior Leader to consult with staff, students Justine $250 Terms 1-4, and community on curriculum development, Brydon (Budget) 2011 plans and implementation Have a group of staff ‘leaders’ as a core Justine 0 By End Term group focussed on future (Beyond 2011) Brydon 4 curriculum development and on-going and innovative review of curriculum and curriculum implementation.Achievement Continuum Not Achieved Some Achievement Achieved Achieved Highly EvidentEnner Glynn School Strategic Plan 2011-2013, Page 19
  • 20. Growing People Preparing for the FuturePreparing for the Future - Annual Aim 4: Student Achievement and Progress Target Professional Learning Target Other Target: Provide opportunities to learn with a variety of technologies including Strategic Aim developing mobile technologies to support learning Explore the use of mobile classroom technologies and how, with effective Annual Aim eLearning pedagogy, these can improve learning and student achievement Our students now have greater access to technology for their own use in Baseline Data 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. •90% of students have opportunities to use technologies to support their Targets 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 $ Timeframe or FTE Achieved Develop eLearning ‘Pedagogy Plan’ to eLearningLT $0 All Year support current school effective practice Provide time for teachers to play with some Principal 4 Release Term 1 of the technologies and explore their Days application in class Ongoing development as a result of our eLearningLT Release All Year eLearning Cluster PLD Programme Principal allocated Provide a summary report from the students eLearningLT 1 Release Term 4 on how they feel that using this technology Day can support their learning (for self review).Enner Glynn School Strategic Plan 2011-2013, Page 20
  • 21. Growing People Actions to achieve targets Lead by Budget $ Timeframe or FTE Achieved eLearning Lead Teacher/other leaders has eLearningLT 10 Release All Year some release to work alongside teachers and Principal Days find/discover ways to help them integrate AP/DP/LTL eLearning into their programmeAchievement Continuum Not Achieved Some Achievement Achieved Achieved Highly EvidentEnner Glynn School Strategic Plan 2011-2013, Page 21
  • 22. Growing People Living with IntegrityLiving with Integrity - Annual Aim 5: Student Achievement and Progress Target Professional Learning Target Other Target: SYSTEMS Use of effective assessment practices to inform accurate reporting of student Strategic Aim achievement to Students/staff/parents/community. This will give our data some INTEGRITY. To use the e-Asttle tool to support Teacher Judgements and improve learning Annual Aim outcomes and communication of student learning needs Progressive Achievement Tests are currently our sole standardised assessment Baseline Data 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. •100% of Teachers using e-Asttle to support making OTJs (from Years 1-6) Targets 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 $ Timeframe or FTE Achieved Form an implementation team to learn about Principal 1 FTU Term 1, and implement e-Asttle assessments in their Leadership $750 2011 own classrooms Team Liaise with the Assessment Focus Group to Assessment plan how to integrate e-Asttle into current FG assessment practices and reporting strategies Unit holder AND plan how to integrate e-Asttle into current assessment practices and reporting strategies Teachers to design and assign appropriate Assessment none All Year tests for student age levels FGEnner Glynn School Strategic Plan 2011-2013, Page 22
  • 23. Growing People Actions to achieve targets Lead by Budget $ Timeframe or FTE Achieved Develop a plan for using e-Asttle to support Unit holder none By Term 4 the making of OTJs for National Standards referenced assessments AND to inform teacher’s classroom programmes Develop a clear assessment plan for use of e- Leadership none By Term 4 Asttle in the School and expectations for Team reporting, interpreting and sharing of Assessment ‘achievement, progress and learning’ with FG students and parents. (Develop progress Unit Holder reports and target setting)Achievement Continuum Not Achieved Some Achievement Achieved Achieved Highly EvidentEnner Glynn School Strategic Plan 2011-2013, Page 23
  • 24. Growing People Living with IntegrityLiving with Integrity - Annual Aim 6: Student Achievement and Progress Target Professional Learning Target Other Target: Systems Develop effective moderation systems school-wide to give our data Strategic Aim INTEGRITY. To build systems for effective moderation of Overall Teacher Judgements Annual Aim (OTJs) Currently we have no school wide systems in place for moderation of OTJs to Baseline Data 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. •Develop a system for the moderation of only ‘difficult to place’ students, Targets 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 6Enner Glynn School Strategic Plan 2011-2013, Page 24
  • 25. Growing People Actions to achieve targets Lead by Budget $ Timeframe or FTE Achieved Undertake professional lea Principal 1 FTU Term 1, Leadership $750 2011 Team Assessment FG Unit holder Teachers to design and assign appropriate Assessment none All Year tests for student age levels FG Develop a plan for using e-Asttle to support Unit holder none By Term 4 the making of OTJs for National Standards referenced assessments AND to inform teacher’s classroom programmes Develop a clear assessment plan for use of e- Leadership none By Term 4 Asttle in the School and expectations for Team reporting, interpreting and sharing of Assessment ‘achievement, progress and learning’ with FG students and parents. (Develop progress Unit Holder reports and target setting)Achievement Continuum Not Achieved Some Achievement Achieved Achieved Highly EvidentEnner Glynn School Strategic Plan 2011-2013, Page 25
  • 26. Growing People Enabling LearningEnabling Learning - Student Target Writing (Whole School) Student Achievement and Progress Target Professional Learning Target Other Target: Governance •National Standards are used effectively to support improvement in student Strategic Aim outcomes. Student targets based on National Standards Data from 2010 to raise Annual Aim achievement From our student data review we identified that boys Baseline Data at Year 1 65% were not achieving the standard at Year 2 44% not achieving at Year 3 42% Year 4 54% Year 5 36% Year 6 54% •For 80% boys in years 1-3 to be on target to achieve the Standard for Targets 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 $ Timeframe or FTE Achieved Involve a core group of Dads and Grand- Principal 0 All year dads to come in and work with boys while they are writing Involve a Literacy Development Officer to Principal 0 All year support in developing Pedagogy plan for writing using current DP $1250 (4 By Term 4 documentation to support, including Literacy Days Progressions, Effective LIteracy Practice release) Developing a writing learning process - link Chinwe (2 Days By Term 4 this to the EGS inquiry AP/DP release)Enner Glynn School Strategic Plan 2011-2013, Page 26
  • 27. Growing People Actions to achieve targets Lead by Budget $ Timeframe or FTE Achieved Use e-Asttle and learning journal samples to Graham (4 Days Terms 1-4 monitor and measure progress - support release) these with EGS exemplars Using ICTs to increase motivation for the Classroom $250 (6 Terms 1-4 reluctant writers. Teachers Days Bring in Male authors to motivate and work Principal Release) with studentsEnner Glynn School Strategic Plan 2011-2013, Page 27
  • 28. Growing People 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 requiredSelf 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 • This review is completed • Where an external one or more teachers/ by a team comprising of appointee joins the Team leaders to complete and staff, Trustees, parent Review. This could be requires a short time to representatives and another school trustee, complete it. students. MOE representative or • This review usually • This review usually another principal involves one narrower involves a number of focus • This review usually focus area. strategic areas. involves a key strategic area.Enner Glynn School Strategic Plan 2011-2013, Page 28
  • 29. Growing PeopleSelf Review ProcessSelf-review at Enner Glynn School is a cyclic process. Area of Focus Vision Implementation Baseline Data • Implementation of • Collection of data plan, ongoing from area of focus support and PLD for self-review where required • Comparison to support prior review Communication Analysis • Communication of • Analysis of baseline plans and timelines data to support STRATEGY to those it effects growth and expected targets Action Plan Inquiry • Development of • Questions posed to action plan to develop growth in support inquiry focus area • Setting of targets • Alignment to key questions and data PracticeEnner Glynn School Strategic Plan 2011-2013, Page 29
  • 30. Growing PeopleSelf Review LensAll self-review is linked to our key principles of: Being Giving Growing Understanding UnitingSelf-Review Programme Vision Area Review Focus Area 2011 2012 2013 Lead Type • Special Need/Abilities SENCO Embracing Differences • Celebrations ArtsLT • Community Consultation PR • Staff induction AP/DP Growing • Transition to/from school AP/DP Strong • New families induction AP/DP Relationships • Student Relationships (incl. behaviour) LTL • Staff Relationships PR • Charter, Strategy and Plans BoT • Self Review PR • Health and Safety PM Preparing for the • EGS Curriculum AP/DP Future • eLearning eLrnLT • Sustainability LTL • Community Contribution LTL Living with • Board of Trustees BOT Integrity • Delegations BOT • Financial and Asset Management BOT Living withEnner Glynn School Strategic Plan 2011-2013, Page 30
  • 31. Living with Growing People Integrity Vision Area Review Focus Area 2011 2012 2013 Lead Type • Data Collection PR Living with • Appraisal and quality of Teaching PR Integrity • Quality of Leadership BOT • Review of Learning Areas of NZC LTL - LTs • Literacy Teaching and Learning LitLT • Numeracy Teaching and Learning MathLT Enabling • Assessment AssesLT Learning • Learning Model InqLT • Student Targets PR • Professional Learning AP/DP • Vision PRKey: Review Type Delegated Review Team Review Peer ReviewKey: 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 InqLTEnner Glynn School Strategic Plan 2011-2013, Page 31