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    EPS Charter 2012 EPS Charter 2012 Presentation Transcript

    • 23 February 2012 Elm Park School Charter 2012School Number: 1269 1
    • School Description National Education Priorities Cultural DiversityElm Park School is a state funded co- Elm Park School recognises and is The Board takes all reasonable steps to provideeducational full-primary school situated committed to the Government’s National instruction in Tikanga Maori (Maori culture) and Te Reoin Pakuranga, Auckland. It caters for Education Priorities: Maori (Maori language).approximately 650, Year 1 to 6 students. • Success for all When developing policies and practices for the school, • A safe learning environmentElm Park School is an eastern suburban every endeavour is made to reflect New Zealandcommunity, 30 minutes from the city, • Improving literacy and numeracy cultural diversity and the unique position of the Maoriclose to beaches, parks and shopping • Better use of student achievement culture.centres. There is an increasing diversity informationin the cultural mix of our school • Improving outcomes for students at risk • Parents of the students identified as Maori arecontributing to the special character of • Improving Maori & Pasifika student consulted as to how the school supports theirthe school. outcomes achievement by way of specific surveys. • Reporting to parents • Results from school assessments and surveys areThe school is well resourced and collated and recorded and Maori children’s progressappointed. The buildings and grounds The school integrates the National is tracked.are well presented and maintained. The Educational Goals and National Education • Feedback about student achievement is given toschool has a large field and is located Priorities at Governance and Operational teachers of Maori children.alongside Elm Park Reserve. Facilities levels by giving them full consideration when • Outside agencies are involved when extrainclude 27 classrooms, a purpose built planning school developments or assistance is needed.auditorium, heated swimming pool, hall, school/class programmes. Literacy and • Teaching staff are encouraged and fully supportednew library/ resource room numeracy are recognized as curriculum with professional development to extend their priorities. Achievement results are carefully current abilities in Te Reo.Professional development of all staff is analysed each year to identify students or • Components of Tikanga Maori and Te Reo Maoriregarded as very important. Teachers groups of students at risk. Planning ensures are integrated into all appropriate aspects of theand teacher aides attend courses, staff that strategies are put in place to improve school curriculum and school life.meetings are devoted to professional achievement outcomes. • If parents of a full time student ask the school todevelopment and consultants are provide instruction in Te Reo Maori, the school willemployed to assist the school in open negotiations with neighbouring schools indeveloping and delivering high quality order to find a suitable teaching/learningprogrammes. programme that the student can attend.Assets are well managed and the schoolis in a healthy financial state. 2
    • Mission Statement:Elm Park School empowers all learners to achieve their personal best.Vision Statement:Our school is a caring, respectful, nurturing place that empowers all learners to take action to build a sustainable environment for people andnature. Values Statement: Key Competencies:Elm Park School students will be: Elm Park School students are Elm Park School students will be encouraged to develop theConfident encouraged to value: following: • Positive in their own identity Thinking - think flexibly: • Motivated and reliable Quality/Perseverance • Apply past knowledge to new situations • Resourceful • Personal best, persevere • Question and pose problems • Resilient whatever the challenges are • Create, imagine and innovateConnected Initiative/ independence Using language, symbols and texts - Students who are • Relate well with others • Take risks/use initiative effective users of language, symbols and text are: • Use communication tools effectively Respect /Tolerance • Literate • Connected to the land and • Treat everyone with respect/non • Numerate environment judgmental attitude to diversity • Learn and use vocabulary associated with a particularActively involved Trust learning area or context • Participate in a range of life • Honest approach • Able to interpret and communicate knowledge and ideas opportunities Worth of Individual/ Responsibility in appropriate ways • Contributors to the well-being of New • Appreciate each other/responsible Managing self - Students who effectively manage Zealand for own actions themselves:Lifelong learners Caring • Persist • Literate and numerate • Be genuine and sincere, • Strive for quality and accuracy • Critical, creative thinkers interested in others • Manage their impulsivity • Seekers, users, creators and judges Honesty • Take responsible risks • Open, approachable. Allowing • Remain open to continuous learning Relating to others - Students who effectively relate to others: • Listen with empathy and understanding • Communicate with clarity • Recognise and respect others point of view • Compete and co-operate appropriately • Show kindness, respect and care • Participating and contributing Students who participate and contribute: • Do so in local, national and global communities • Make connections with others • Respond appropriately as a group member 3
    • ELM PARK SCHOOL PRINCIPLES ELM PARK LEARNING AREAS ELM PARK QUALITY TEACHINGPrinciples to underpin the design of our school’s ‘Big picture” goals for our students At our school we have identified and decided on thecurriculum across all levels of the school following characteristics of quality teaching. These characteristics are reference points for regular teacher self and peer reflection and appraisal.HIGH EXPECTATIONS ENGLISH LEARNING ENVIRONMENTStudents are encouraged to achieve their personal Students study, explore, and enjoy language and The learning and working environment in the school andbest. literature communicated orally, visually, or in classrooms is safe, positive and supportive. A climate of successThe curriculum is differentiated to meet the needs of writing. is nurtured.all • Listening, reading and viewing. CHILDREN’S INDIVIDUALITYour learners. • Speaking, writing and presenting Programmes and teaching methods recognise children’s ways ofLEARNING TO LEARN MATHEMATICS & STATISTICS learning, individual capabilities, gifts, talents, needs andStudents learn through explicit feedback from teachers Students explore relationships in quantities, backgrounds.and self assessment. They know where they are at, space, and data. Teachers know and value children as individuals and cater forand where to next in their learning. • Number and algebra diversity.E-portfolios are the vehicle to support assessment and • Geometry and measurement HIGH EXPECTATIONS OF SUCCESSlearning across the curriculum. • Statistics Teachers have and communicate high expectations of children’sTREATY OF WAITANGI INTEGRATED CURRICULUM & INQUIRY achievements relative to their abilities.All students have access to Te Ao Maori programme Students develop natural curiosity & questioning Children’s efforts and achievements are recognised; they areinitiated in 2010. This programme will help them skills through collecting and evaluating information encouraged to face challenges and show initiative.understand the bi-cultural nature of NZ. • Form conclusions taking suitable action across FEEDBACKDIVERSITY all learning areas Children are given regular helpful feedback which supports andAll students are encouraged to respect and value the ICT (E-learning) E-PORTFOLIOS guides progress towards their goals.cultural diversity within our school and learn from one Students are engaged so that they are active RELEVANCE OF LEARNING AND ATTITUDESanother. participants in what & how they learn Children are helped to appreciate the relevance of what theyINCLUSION • E-learning assists our students in becoming learn and to have positive attitudes.Our school has an inclusive approach to all students skilled, knowledgeable, independent & self- SELF MANAGEMENTregardless of identities, abilities and talents. directed learners Children are helped to be self-managing and reliant within aCOHERENCE • e-portfolios provide evidence for learning supportive environment where there are clear and fairOur integrated curriculum enables connections to all specific achievement data and next learning requirements of behaviour and routines. Interference with thelearning areas, values, Key competences steps learning, safety or well-being of a child by another is notFUTURE FOCUS Health & Physical Education accepted.Our school has implemented a school wide approach Students learn about their own well-being and that TEACHERS AS ROLE MODELSto the curriculum through our Inquiry learning model. of others, in health-related and movement Teachers are effective role models in their personal demeanour,Our overarching learning context is sustainability. (Me contexts. their own enjoyment of teaching and learning, their commitmentand my environment) • Personal health and physical development. to high standards, and the quality of their relationships withCOMMUNITY ENGAGEMENT • Movement concepts and motor skills. others.Our school actively seeks to involve the community in • Relationships with other people. PARENTS AS PARTNERSall school activities as much as possible. Focus groups • Healthy communities and environments Parents are valued as partners in their children’s education. Ahave been encouraged across all cultures to discuss spirit of two-way communication and cooperation is fostered.their ENVIRONMENTS School and classroom environments are visually and physically managed to stimulate interest and reflect high quality education. TEACHING AND RESOURCES Effective use is made of a variety of appropriate and up to date resources to support teaching and learning. 4
    • ASSESSMENT AND REPORTING SCHOOL CURRICULUM REVIEWAssessment at our school serves interrelated purposes; informing Self-review is regular and draws on quality information to enableteaching and learning as it happens, and accumulating information for conclusions about successes, priorities for addressing students’ learningreporting to parents and the Board of Trustees. needs, and any necessary revisions to this Curriculum Plan.Principles, practices and the programme for assessment and reporting Self-review involves deliberate and ongoing professional andare described below. organisational learning. It uses evidence to find out what is working well,All judgments of student achievement and progress draw on multiple so it can be sustained, and to identify and address any school-basedsources of information, analysis of the information, and making conditions, beliefs, and practices that are limiting student learning.dependable decisions on successes and future learning priorities. The self-review tools will help teachers, leaders, and boards to identifyThe primary purpose of assessment is to improve teaching and the professional strengths and learning needs in relation to the Nationallearning as both student and teachers respond to the information that it Standards. The tools will also help to prioritise the support required toprovides. use the standards to improve teaching, learning, and reporting, includingClassroom assessment and associated overall teacher judgments form reporting to Maori parents and whanau, which may need to differ fromthe building blocks for all reporting. Because this tool focuses solely on the school’s established ways of reporting.reporting, it should be used in conjunction with the separate tools for Teachers, leaders, and boards may use the tools collaboratively withinteachers and in-school leaders, which provide many opportunities for the school and with external facilitators as part of the regular self-reviewexamining understandings and capability in relation to assessment, processes. The tools will enable the school to decide:overall teacher judgments, and moderation of such judgments. * Where are we at now?Elm Park School’s method of reporting is in the form of * What does integrated practice look like?e-portfolios (digital portfolios) that can be accessed * What are our next steps?throughout the year by parents/caregivers. We alsohold student led conferences twice a year which iscentred around the child and their evidence of learningand achievement data on their e-portfolio.The e-portfolios include:* the student’s current learning goals* the student’s achievement and progress in relation to the NationalStandards* what the school will do to support the student’s learning* what parents, family, and whanau can do to support their child’slearning. 5
    • Elm Park School Strategic Plan for 2012-2014 Through the analysis of school wide achievement data and information, analysis of variance and the self-review process and community consultation the Elm Park Board of Trustees has identified the following strategic aims. Evidence of how these aims will be achieved will be specifically recorded in curriculum area’s Annual Plan each year following the school’s self review process.AIMS 2012202012 201322013 20141. All students are able to All students who are achieving The board will continue to Staff will continue to implement an effectively access the NZ below or well below in the National receive reports on student effective school wide moderation Curriculum/ Te Marautanga o standards at the end of 2011 will be achievement 2x per year. process in Literacy (reading and Aotearoa as evidenced by identified as a priority target group These reports will clearly writing) & Numeracy. On going self achievement against National in the schools Annual planning in indicate process of students by review will take place. OTJ processes Standards/ in relation to Nga Literacy and Numeracy. (see gender, Maori and Pasifka, will be a be refined and Whanaketanga Rumaki Maori. Annual plans). ESOL reflecting the target implemented achievement2. National standards will be Students will be able to set their The school will continue to Teachers will be confident in the use effectively used to improve own learning goals and articulate review and refine the reporting of the National standards to make student outcomes. All students where they are at and how they are to the parents on their judgements which advance students will set their own learning goals to achieve their goals. They will be children’s achievement through through appropriate learning steps. and know how to achieve able to identify their next step in e-portfolios (ongoing Moderation both within the school and them. their learning. throughout the year and with local schools will be a natural through goal setting in Term 1 process. and student-led conferences twice a year.3. The school will encourage Specific enrichment programmes On going review will be carried National priorities for Maori and Maori and Pasifika students to will be implemented school wide to out into the effectiveness of the Pasifika students will be achieved with be engaged in the learning and encourage Maori & Pasifika Maori and Pasifika enrichment all students achieve at or above their achieving educational success students to achieve their best programmes. The school will individual learning goals. with the support of their through enhanced confidence in support the teachers to Whanau and families their ethnicity. ( see Annual plan) continue to develop their knowledge of Te Ao Maori.4. The school will support students with Students with special learning On going teacher aide training The school will continue to demonstrate and special learning needs so that they needs will be integrated into the staff professional development inclusive practices and all staff will be will can participate and contribute in classrooms with the support (where the take place to address the increasing catering for the students with learning environment. Differentiated necessary) and encourage these demands of students with special learning needs to the best of planning will be in place to caterstudents to achieve their personal for special learning needs their ability. all learners. best. IEP’s will be implemented where necessary. 23 February 2012 6
    • Elm Park School Annual Plan 2012 7
    • ELM PARK SCHOOL ANNUAL PLAN OVERVIEW 2012TEACHING and LEARNING FINANCE PROPERTY HUMAN RESOURCESPROGRAMME DEVELOPMENT • MOE laptop lease • Professional development for all staff • Data projectors/screens • Monthly safety/hazard checks • Inquiry / SOLO taxonomy Pam Hook• Literacy Focus for 2012 • School Counsellor requirements as needed • David Anderson – PLOT/ building Reading comprehension (First culture of the school Steps programme) continue to • Modernisation of Block 2 classrooms • Literacy reading and writing Implement programme and Toilet block in Junior school • Numeracy– Team Solutions)• PM reading assessment results • e-learning/Inquiry Belinda Johnston analysed and outcomes utilised in • Shade sail over sensory garden PTA • Principal/DP’s/ Team Leaders visits to classroom planning funded classrooms MBWA• Continue to review assessment • Professional Standards and procedures across the school for • Continue to maintain painting schedule programmes for targeted students reading. • DPs Team leaders, to appraise staff• Literacy – Writing bench marks PRIORITY AREAS FOR IMPROVING STUDENT ACHIEVEMENT • Outside consultant to appraise reviewed in line with National • Literacy (Reading Comprehension ) Principal Adrienne Rossiter Standards, moderation using • Writing • Enrichment programmes: e-asTTle Numeracy • • Maths specialist Geoff Woolford (1• AFOL support from Brenda Weal • ICT/Inquiry model day) Evaluation Associate and school • Behaviour management • PE/ Sport– Neil Ackermann, AFOL lead teachers Nick Fitzgerald• Continue to improve use of ICT as • Art – Keryn Scott a resource fully integrated in • Music – Raenette Taljaard classroom programmes, ongoing PD (e-portfolios) workshops • Maori – Vanessa Koroa• Cluster sharing • Mathematics – Sue Hodge HEALTH & SAFETY SELF REVIEW/REPORT • Literacy- Karen Allen• Ulearn12• Numeracy – PD for staff with Sue • Monthly safety/hazard checks • School wide review of numeracy /literacy • SENCO Dave Borcher Hodge Maths Co-ordinator and – action identified hazards • Assessment • PMP programme Y1 & Fiona Fox Team Solutions • Annual review of Health and • BOT audit of policies/procedures • Social skills programme• Continue to refine Elm Park Safety policies as per review • Community consultation • School counsellor – Lyall Christie School Inquiry model – cycle • Maori/Pasifika consultation • BOT - Strategic Planning, Governance (integrated curriculum) • Ongoing reporting to BOT in literacy and numeracy PARTNERSHIP WITH THE COMMUNITY• Parent orientation evenings • Parent Information evenings • Food and Family evening • PTA support/Discos• Y1-3, Y4-6 Goal setting 15 mins • Open days for parents • Fund raising• Student Led Conferences x 2 30 • Assemblies • Website update • Special events – Wheels Day, Book fair, sports mins • Newsletters days, discos etc• E-portfolios on-going reporting to • Art exhibition Week 9 Term 3 parents • Talent quest 8
    • Teaching and learning programme LITERACY Staff and Personal professional development and / or focus development • Cross grouping within teams to support ACHIEVEMENT • Professional development for teachers to the programme TARGET FOR 2012 improve teaching practice in reading • Literacy support personnel will provide (observations of expert teachers) in class support and modelling Annual Aim for improving student • First steps reading programme PD • Buddy reading will be significantly achievement • PLC (Professional Learning communities) improved To increase the number of students to provide active discussion with regard • Small group teaching achieving at or above the National to improving student achievement • Structured Literacy hour Standard for reading • Professional Learning Plan: teachers set • Comprehensive reading Target group: A group of Years 4 males learning goals linked to the learning programme(First steps) were below the National Standard in needs of their students which in turn • Phonics programme Reading in 2011. This group will be linked to performance management continued/professional development achieving at or above the Year 5 • Teacher aide training in literacy with Yolanda Soryl National standard for reading by the end skills/phonics of the year. • Writing (recount) Evaluation associates • Reading teaching and data analysis support from Karen Allen Literacy co- Links to Strategic Planning ordinator Improve teaching, learning and • AFL- Evaluation Associates – Brenda achievement in reading across all Weal year levelsBaseline Data Historical position ReportingTerm 4 2011 data analysis from data Ongoing /Comparative • Team meetings Assessment Reviewcollected using PM benchmarking and • Executive/ Team leader On-going term by term • Teachers monitor studente-asTTle assessment tools will be • meetings measurement of reading achievementused to group children according totheir ability and plan reading achievement using New • Monitored regularly at • BOT meetings twice a year PM benchmarking kits Team meetings • Student progress reportedprogrammes to cater for these needs. across the whole school • Class observations by to parents at student led • e-asTTle Y4-6 Literacy leader/DP/ Team conferences via e-portfolios • Star Y3 Leader/ • Analysis • ResourcingLiteracy Leader, Literacy support teacher and teacher aide,Resource Teacher of Literacy (Dyslexia)Professional development in reading (First Steps) Reading Community Involvementmaterial and resources to support the programme (new staff Parent education evenings/daysupskilled. Encourage parents to hear children read at home Visits to the library ELM 9
    • PARK SCHOOL LITERACY ANNUAL PLAN 2012 Action Who Costs When Expected outcomes Actual outcomes Set targets for Student Achievement • Analyse 2012 data in March and November Literacy Leader Term 1 An overview of achievement will be (asTTle, PM, Probe) evident and the next teaching steps will • Ascertain levels of achievement for all year be set, areas of weakness will be levels in Reading identified. • Ascertain levels of achievement in Writing • Monitoring of running records across whole school Accurate analysis of student • School Exemplar folders will be set up for achievement.Assessment and Monitoring recount writing On going • Analyse Maori student achievement Information available for teachers use to • Analyse Pacifica student achievement more accurately mark work Consolidate School Wide Assessment Procedures Literacy Leader Term 1 Evidence of student achievement will be • Review Benchmarking procedures more accurate. Teachers will have clear • Revise reading testing procedures and set guidelines to follow with clear deadlines. guidelines • Revise procedures for information and data to Term 1/2 Staff will us the exemplar folder and go into eTap based on guidelines moderation processes to accurately • Develop school wide moderation processes mark student writing • Syndicate and Sector meetings to be used to On going Accurate reporting to parents and clear discuss monitoring Staff goals and criteria to work to • Refine children’s goals in e-Portfolios Literacy Teacher • Devise school wide reading and writing Belinda Johnston Staff will have progressions which they progressions Term 1/2 will be able to use to assist children in goal setting and it will give a clear idea of what is to be achieved at each level 10
    • Establish in school support NetworkOngoing Training and Support for Teaching Staff • 1 staff meeting per term Literacy Leader Each term Clarification of expectations and Literacy Teacher procedures. • Literacy Leader and Literacy Teacher to work Support given to staff, stronger Literacy in rooms as identified through appraisal visits teaching will be evident, student • Staff observed twice a year achievement will be higher. • Opportunity for teachers to observe – use of Literacy Leader CRT Literacy Teacher All staff Feedback will be given to staff to • Use of the school-wide Literacy area in improve their teaching. KnowledgeNet/e-Portfolio Belinda Johnston As needed Support the integration of ICT into • Support for all staff in First Steps Literacy Leader Literacy programmes. Higher standard Wendy Rundle Each term of goal setting and reporting to parents • On going PD for AFoL Leaders Consortium for Profession The continued implementation and Learning Each term – knowledge of the programme Syn Meet $27,0000 Sec Meet To ensure the on going implementation (Relievers Staff Meet of AFoL and the sustainability of the for AFoL AFoL Meet programme, to up skill all staff across PD across the school the school) Support in planning programmes • Planning of oracy, reading and writing to be Literacy Leader Each term Planning will support student learning. specific Literacy Teacher Groups of students will be identified withProgrammes Planning of • Literacy programmes to integrate with other All staff specific learning intentions noted. curriculum areas where possible Guidelines will be followed. • Planning to be monitored Literacy Leader Monitored planning will ensure that each • All staff to follow the school-wide timetable Team Leaders area is thoroughly planned meeting the • First Steps to be specifically planned for an Literacy Leader identified needs of students implemented in literacy programmes Team Leaders 11
    • Teaching Resources • Each teacher will have access to specific Literacy Leader Term 1 Clearer guidelines for staff. Guidelines resources which are expected to be used to Literacy Leader adapted to the NZ Curriculum. plan class programmes Literacy Teacher Term 1/2 Curriculum Resource Phonics • New resources will be purchased – PM Programme, First Steps Reading, NZ Readers, Sunshine, Sails Literacy, CD, Literacy Leader Each Term Curriculum replace current texts where needed, Literacy Teacher $5000Resource Management activities ESOL Teacher A planned approach to buying will • Shared books/Listening post sets/Poems – ensure that the identified needs of specifically bought to be used as a teaching $2000 students are met and purchases support resource planned programmes. • Teacher resources which support student Literacy Leader texts and professional learning texts will be $500 purchased to support quality programmes • Development of the school-wide Literacy e-Learning Ongoing Support the integration of ICT into area in KnowledgeNet Director Literacy programmes. • Purchase further PM Reading testing kits Literacy Leader More accurate test results across the $3500 school • Teacher PD - Ready to Read Resource to be used and implemented in the reading Literacy Leader Teachers gain an understanding of the programme free resource – purpose and use Catering for CWSN/CWSA/ESOL • Teachers are to identify students in each All teachers Each Term It is expected that by the identification of area these students programmes will meetAchievement • Specialist teachers will be provided by the Support the needs and student achievement will Student school when possible to meet identified programmes increase. needs All teachers • Teaching staff are to plan for the needs of these students in their daily planning • Effective use of syndicate and sector Team Leaders On going meetings to analyse student data Review of Curriculum DocumentCurriculumDocument • Development of school-wide Literacy Literacy Leader During the Clearer processes and teaching prescription to be created Literacy Teacher year expectations, incorporating the school wide reading and writing progressions Support from Outside Agencies • First Steps Reading Professional Learning Wendy Rundle $500 At School wide teaching strategies will be appropriate in place.Professional learning Attendance at the NZ Reading Association times Conference or other Literacy professional Support for staff, improvement across development that meets the needs of the Literacy Leader $3500 When the school in all areas of literacy students and staff ESOL Teacher advertised Lit Support Identified staff Staff will have a shared understanding of In school support from Team Solutions literacy expectations Staff will be more confidently able to During year analyse their reading data Staff will be able to use Teaching as Inquiry to inform their teaching practice 12
    • 21 Teaching and learning programme NUMERACY Staff and personal professional development and / or focus ACHIEVEMENT development TARGET FOR 2012 • Cross grouping within some teams • Professional development for teachers to • Appoint numeracy leader (1 unit) Annual Aim improve teaching practice in Numeracy • Numeracy support personnel will provide for improving student achievement: • Modelling of best practice for staff support To increase the number of students • Numeracy catch up workshops for staff • Numeracy facilitator will observe and achieving at or above the National who have not been part of the Numeracy support standard for Numeracy. project • Staff meetings Target group: • PLC (professional learning communities • Staff observe experts A group of Year 2 Maori males were to provide active discussion with regard achieving below the National Standard to improving student achievement for 2011. This group will have made • Professional Learning Plan - teacher’s accelerated progress and be at or above learning goals linked to performance the Year 3 National Standard for management set specific to the learning Numeracy by the end of 2012. needs of their students • Linked to performance management • Numeracy facilitator and leader Links to Strategic Planning Raise the level of achievement in Numeracy across the school Baseline Data Historical position Reporting • Team meetings • 2010 Data Ongoing /Comparative • Team leaders meetings Assessment Review • Numeracy results from Term 1 • Executive meetings 2011 • Review 2011 data • BOT twice a year • Data analysis • Ongoing term • Teachers monitor • Student progress reported to • e-asTTle results Y4-6 assessment of achievement weekly parents Numeracy achievement review at team meetings • GLOSS H testing • Curriculum leader/numeracy • IKAN using GLOSS tests and • Class observations by leader IKAN Numeracy facilitator and leader Resourcing • Professional development in Numeracy / release Community Involvement • Release of Numeracy leader for observations • Parent education evenings in Numeracy • Mathematics equipment • Encourage parents to look at Mathletics results on line • Mathletics programme Y4-6 • Encourage parents to help children learn basic facts 13
    • ELM PARK SCHOOL NUMERACY ANNUAL PLAN 2012 Action Who Costs When Expected outcomes Actual Outcomes Set targets for Student Achievement • After testing in Weeks 3-5 2012 ascertain Numeracy Term 1 Staff will have an overview of stages of achievement for all year levels Leader achievement expectations; next • Identify Maori & PI student achievement teaching steps will be set, areas of level so these students can be monitored Class weakness will be identified. These • Team Leaders will prepare a report on the teachers areas can be addressed in staff spread of the achievement levels across the professional development sessions team and identify targeted interventions. in Sector Meetings. School achievement expectations will be setAssessment and Monitoring • with corresponding alignment of e-portfolio A new graph format will be graphs developed that aligns with the NZC Management and Nat Standards. Team/ICT Leader Consolidate School-Wide Assessment Procedures Student achievement data will be • Review assessment procedures Numeracy Term 1 more accurate. Teachers will have • Set systems for Numeracy testing eg GloSS Leader and clear guidelines to follow with clear (3 domains), e-asTTle, & IKAN data; Junior ongoing deadlines. Refer to assessment Assessment Test (JAM) for years 1-3; PD Support guidelines in the Yellow Numeracy NumPA Personnel Admin folder. • Update e-Tap with current test data • Set up procedures for information and data Teachers to be entered into eTap • Teachers to use Refined GloSS Items to better identify student achievement to use as evidence when moving children up Stages. Establish in school support Network Clarification of expectations and • Minimum 1 PD sector meeting per term Numeracy Each procedures.Ongoing Training and Support for Leader term Support given to staff, stronger • Numeracy Leader to work in rooms as Numeracy teaching will be evident, identified through appraisal visits New PD $2000 student achievement will be higher. • PRT support as part of PRT programme Advisory Teaching Staff • Establish a mentoring programme with staff Each Feedback will be given to staff to developing programmes which meet student term improve their teaching. needs All Staff Each To provide opportunity for staff to • Staff observed through MBWA, (AFOL term reflect on own practise and observe model) appraisal and formal observation quality teaching. • Opportunity for teachers to observe each Each other All staff term Each term 14
    • Review of Curriculum Document Policy updated according to currentCurriculumDocument • Curriculum document reviewed Numeracy Ongoing practice and shared with Staff. Leader & Numeracy Cttee Support in planning programmes • Planning of Numeracy teaching to be Numeracy Each Planning will cater for the identified specific Leader term learning needs of the students. All staff Groups of students will be identified with specific learning intentions • Planning to be monitored Numeracy noted. Guidelines will be followed.Programmes Leader Monitored planning will ensure that Planning of Team Numeracy is thoroughly planned • Development of the Mathematics Leaders and is meeting the identified needs progressions with interested teachers; and of students input from all teaching staff. Maths LT, Maths Committee, DPs and any other interested person Teaching Resources • EPS curriculum guidelines will be revised Numeracy Term 1 Clearer guidelines for staff. Leader Guidelines adapted to the NZ • Each teacher will have access to specific Term 1/2 Curriculum. resources which are expected to be used to Numeracy plan class programmes Leader • Ongoing monitoring. of current resources $3000 and replacement or purchase of what is needed Numeracy Each The Pearson planning resource will • Teacher resources which support student Leader Term ensure that the identified needs ofResource Management programmes and professional learning texts students are met and mathematics will be purchased to support quality Numeracy $1000 teaching will be strengthened in the programmes Leader Middle school. • Release for the Numeracy leader to work in $1000 rooms with the teachers as required. Programmes will be monitored. Yr 3 • Numeracy Leader to keep staff regularly 2 days & 4 teachers will trial the Pearson updated after LT Workshops and other PD. each teaching materials and planning • Geoff Woolford modelling for teachers in Ex Team to term- if formats. Yrs 1-2 and 5-6 will work class in areas they wish to target. release same as towards consistency in planning and 2011 teaching. $2000 15
    • Catering for CWSN/CWSA/ESOLStudent Achievement • Teachers are to identify students in the All teachers Each Term It is expected that by the class description Support identification of these students • Teaching staff are to plan for the needs of programmes programmes will meet the these students in their daily planning All teachers needs and student • CWSA Programmes- Friday enrichment Geoff Term 2-4 achievement will increase. o Otago Maths (Ongoing monthly) Woolford o Mathex (Term 3) Num Leader o Clear classroom planning for these Num students. Leader/GW • e-Portfolios Students Ongoing Parents will be able to use theirReporting to Parents • Student-led conferences Teachers individual logins to monitor Parents their child’s progress. Students will be more able to articulate and reflect on their learning and where to next? School-wide enjoyment of mathematics All teachers Ongoing Children will develop a love of • Maths events such as Maths Olympiad Mathematics and enjoy being • Celebration of best practice involved in school eventsStudent Engagement • NZ Maths Week throughout the year. • Presentations in assembly A positive attitude to • Optimum use of Mathletics- teacher Mathematics will influence their demonstrations/PD by 3PL achievement in this subject. Support from Outside Agencies • PD Support will be clarified following TBA Cost? Whole year School-wide teaching changes at end of 2011; could include a strategies will be in place. cluster of schools in the area leading the When notifiedProfessional learning PD. Targeted professional • Numeracy Leader will attend appropriate TBA $1000 TBA development to meet the professional development needs of EPS Staff. • Staff attend other PD as identified • Teams and Team Leaders to send professional learning needs to Numeracy Leader. ELM PARK SCHOOL 16
    • COMMUNITY ANNUAL PLAN 2012Strategic Goal: Actively consult and encourage community participation in the school TIME ACTION TO MEET TARGET PERSONNEL RESOURCES EXPECTED OUTCOMES ACTUAL OUTCOMES FRAMECommunication Principal Time• Establish clear lines of communication with Trish Plowright Data Ongoing Accurate analysis of student achievement. community to discuss student achievement projectors/screens throughout data and programmes associated with school e-learning PowerPoint the year Parents have a better understanding of the focus areas: facilitator presentations concepts and contexts of teaching and• Parent information evenings: Belinda Johnson Laptops expectations in target areas Literacy,• Meet the teacher evening Smartboards Numeracy, ICT• Parent interviews Staff• Student led conferences• Assemblies• Food and Family evening• Special events, sports days, discos, book week, art exhibition, production, school tripsNewsletters Principal Paper Ongoing Community is well informed about school• Community kept well informed through Admin Staff /photocopying events achievement, staffing and school newsletters and notices, (Translation in All staff vision etc Mandarin and Cantonese)• E-portfolios/homepages• Website, Twitter, FacebookConsultation Principal Time Term 2/3 Whanau Huis will be held• Reference groups including BOT, parent Executive Work with Team Solutions Maori representation from (40) ethnic groups, BOT programme Esther Allen, Lisa Smith including Maori and Pasifika, to establish Parents parents vision for their children and their Children st education in the 21 Century in line with the NZ curriculum frameworkWider Community Time On-going Develop a sense of community and• Interschool sports days involving other local Principals belonging within the area. schools in the area across the sector. ParentsBuilding Better Schools Through Business OrganisersPartnerships:• National Bank, and ANZ Banks to support the Bank school wherever and whenever required. representatives• ASB Sponsorship funding applications for Executive building projects Financial officer Ongoing Financial & personal support for projects Norma Foster within the school. Ie Eco agents t-shirts, library books, computers 17
    • ELM PARK SCHOOL ENVIRONMENT ANNUAL PLAN 2012STRATEGIC GOAL: Develop a safe and attractive environment that is conducive to learning in the twenty-first century. TIME ACTION TO MEET TARGET PERSONNEL RESOURCES EXPECTED OUTCOMES ACTUAL OUTCOMES FRAMEClassrooms – Modernisation of Junior block/toilet Principal Time End of T3 Progress being madeblock MOE facilitator Budget – 5YA 2012 Construction company obtainedStrategic plan for whole school remodelling and Property manager MOE $500,000 Consent from council obtaineddevelopment Waitakere Construction started Term 2,Waitakere Architects 10 YP Architects to be completed Term 3 2012Shade cloth over Sensory garden PTA PTA funded Term 1 2012 Provide shade for students in the sensory Principal garden Property managerKids Korner/ Music room Room 27 Staff Term 1 Relocate to Room 27 Music studio Piano from Hall relocated into Room 27Playground enhancement Principal Plans Ongoing Facilities enhanced Ex team Budget Ongoing all children involved as part of Community Equipment their inquiry unit. Children have plans for Facilities enhancement of gardens etc 18
    • ELM PARK SCHOOL ENRICHMENT PROGRAMME ANNUAL PLAN 2012 ACTION WHO COSTS WHEN EXPECTED OUTCOMES Actual Outcomes Set targets for Student Achievement • Develop criteria to identify high achieving Staff • Identification criteria form created and students across the school implemented • Analyse achievement data across the Assessment and Monitoring school • Ascertain levels of achievement in Reading, Writing, Numeracy, Music, PE, Art Consolidate School Wide Assessment • Accurate analysis of student data to inform Procedures planning to cater for learning needs in • Implement assessment procedures All particular enrichment group school wide staff/specialist • Continue to refine assessment procedures to • Reading comprehension – Probe/PM teachers identify high achieving students across the • Writing (Recount) EP exemplars, school • e-asTTle Y4-6 • Numeracy GLOSS • Music (audition) • PE Establish in school support NetworkOngoing Training and Support for • Clarification of expectations and procedures Staff will require specific training and • Staff catering for CWSA students within the understanding in each of the following areas: PD as required classroom programmes regardless of gender, • Concepts of giftedness and talent and culture or disability Teaching Staff related behaviours • Curriculum differentiation is evident in all • Identification methods learning environments • Programming options and curriculum • Programmes in place to provide extra differentiation motivation and opportunities for high • Teaching methods and materials achieving students. • Awareness of gender, culture and • Art ,Music,PE,ICT,Science,Maths disability • Enrichment programmes operating on Fridays with specialist teachers both internally and externally Support in planning programmes Geoff • Clear guidelines implemented related to G&T Woolford Release Fridays booklet from MOE • EPS Enrichment guidelines to be revised (Numeracy) time • Planning will support student learningProgrammes Planning of Raenette Release • Specific learning intention and success criteria Taljaard Teacher will be developed to cater for learning needs (Music) Specialist Nick Fitzgerald Teachers (PE) Keryn Scott $6,000 (Art) 19
    • Teaching Resources • Resources purchased to support learning Keryn - Art programmesManagement Resource • Resources purchased where necessary Sue H - to support programmes Numeracy Raenette – Music Nick- PE Catering for CWSN/CWSA/ESOL • It will be expected that by the identification of Student Achievement Teachers these students, programmes will be • Teachers identify students in each area Specialist developed to meet their needs • Specialist teachers will be provided by teachers • Student achievement will be raised as a result the school to support the variety of GKP of specific programmes tailored to meet the CWSA One Day needs of these students • Teaching staff will cater for learning school needs of these students in their planning of programmes Review of Curriculum Document • Clear process for identification and delivery ofCurriculum Ex TeamDocument extension programmes • Review school wide prescription Senior leaders • Refer to Gifted and Talented students document Support from Outside Agencies • School wide teaching strategies will be inProfessional • Team solutions to support professional Team place learning learning solutions • TKI website Conferences 20
    • ELM PARK SCHOOL NATIONAL STANDARDS IMPLEMENTATION ANNUAL PLAN 2012 Action Who Budget When Expected outcomes Actual Outcomes Set targets for Student Achievement Leadership SMS assessment T1-4 2012 • Student led conferences twice a yearAssessment and Monitoring • Review current assessment $? • E-Portfolios - ongoing reporting to schedule to meet with new parents on student achievement requirement NAG 2A. Consolidate School Wide Leadership T1-4 2012 • Refer Afol action plan. Assessment Procedures • Align National Standards requirements with effective formative assessment practice. Establish in school support Network Senior • Staff meetings informing teachersOngoing Training andSupport for Teaching • Attend National Workshops. Leadership about material from workshops. • Staff will understand and use National Standards. Staff • Leadership to be proactive and Leadership Ongoing • Share info with leadership team – stay informed about current 2012 ongoing. developments and expectations. • Regular information to teachers through team meetings. Support in planning programmes SENCO Refer curriculum Ongoing • Diagnostic assessment eg: 6 yr net,Programmes Planning of • Learning Programmes to target and staffing in 2012 dyslexia. Learning annual budget student needs • IEP’s for targeted children. Assistants • G&T • Differentiated planning in all classes Teaching Resources Leadership No MOE T2-4 2012 • Effective use of CRT, only releaseManagement • Support staff implement allocation time for assessment, moderation and Resource moderation process (Afol currently report writing. facilitators • Teams release to moderate writing. EP) Teacher release days • Leadership to moderate across the school. 21
    • Catering for CWSN / CWSA / ESOL Principal N/A Refer • Strengths and identified areas forAchievement • Report to BOT on student and reporting improvement. Student achievement as per National Leadership guide • Planned action for lifting Standards achievement. • Basis for identifying areas of improvement (evidence based). Review of Curriculum Document Principal Refer curriculum Ongoing • School programmes aligned withCurriculumDocument • Implementation of NZC, budgets 2012 NZC Leadership incorporating National Standards • Refer action plans for literacy, Curriculum numeracy etc. Leaders Support from Community Farm Cove N/A March and • Ongoing info in newsletter. • Engaging and informing our Cluster ongoing • EHSAS community meetings. community of National Standards Schools – 2012EngagementCommunity Principals • Meet annual reporting Principal N/A 2012 • NAG 2A in (i) and (ii) - reporting how requirements NAG 2A students are progressing against the standards and achieving. • Report Maori / Pacifika / gender 22
    • ELM PARK SCHOOL ENVIRONMENTAL EDUCATION ANNUAL PLAN 2012 Action Who Costs When Expected outcomes Actual Outcomes Set targets for Student Achievement • Work with senior students and identify Environmental Ed $100 Term 1 Form an Envirogroup to work as an children with a high order thinking and Leader effective communication channel for theAssessment and effective communication skills whole school. Monitoring Consolidate School Wide Assessment Procedures Class teachers $60 Term 1/2/3 Create a Whole School care code that • Completion of a school care code Cate Jessep will be the basis for developing a • Continue using vision Map Envirogroup sustainable school • Introduce audits for water, waste and Complete actions on map living landscape. Gather baseline data to track progress Establish in school support Network • Plan staff meetings to support further Environmental Ed $30 As needed Increase professional knowledge and development Leader teaching skillsOngoing Training and Support for • Establish a steering committee Teachers and To develop a structure to support Environmental Ed Term 1 teachers, develop and maintain projects, Leader improve communication and monitor Teaching Staff • Opportunity for teachers to be up progress skilled by pairing up with teachers As needed new to enviroschools and those with Staff to share teaching strengths and experience Environmental Ed knowledge with each other and improve Leader, IT Director, On going their practice • Use of the school-wide Enviro area in Class Teachers, KnowledgeNet Enviro Group Support the integration of ICT into Cate Jessep Enviroschools programme • Use the Enviro Schools Facilitator As needed Provide expertise in Enviroschools programme Support in planning programmesProgrammes Attend Staff meetings and share Environmental Ed On going Planning will support teachers to Planning of • planning ideas Leader improve student learning and • Assist staff to implement the Cate Jessep environmental action schoolwide plan with the future focus -Globalisation 23
    • Teaching ResourcesResource Management • Each teacher will have access to Environmental $ 250.00 On going Use Enviroschools handbook, Enviro specific resources which are expected Ed Leader education Guidelines and “Me In My to be used to plan class programmes Environment” and resources from other • New resources will be purchased as $ agencies needed Buying new resources and equipment, • Planned immersion activities to support Activity fee trips out, use of outside agencies etc. student understanding and encourage where will be targeted and specific to support enthusiasm necessary programmes effectively • Tools to assist each class and Green Environmental Term 1 Team to care for our school Ed Leader $ 400.00 Support student learning and action environment projects Catering for CWSN/CWSA/ESOL • Enviro Group Environmental $ 200.00 On going Planned programmes for identifiedAchievement • Green Team Ed Leader students will meet their needs and Student • Eco Warriors student achievement will increase. Review of Curriculum DocumentCurriculumDocument • Review Environmental Education Environmental Term 4 Clearer processes and teaching Guidelines which guides teaching and Ed Leader expectations learning Support from Outside Agencies Seek assistance from outside agencies Environmental On going Support for Staff to improve theirProfessional • Ed Leader knowledge of the Enviroschools learning where needed • Use Auckland Council programme • Use other Enviro Schools and eastern cluster to assist in development $250.00 Set targets for Student Achievement • Work with senior students and identify Environmental $100 Term 1 Form an Envirogroup to work as anAssessment and Monitoring children with a high order thinking and Ed Leader effective communication channel for effective communication skills the whole school. Consolidate School Wide Assessment Procedures Class teachers $60 Term 1/2/3 Create a Whole School care code that • Completion of a school care code Cate Jessep will be the basis for developing a • Continue using vision Map Envirogroup sustainable school • Introduce audits for water, waste and Complete actions on map living landscape. Gather baseline data to track progress 24
    • Establish in school support Network • Plan staff meetings to support further Environmental $30 As needed Increase professional knowledge and development Ed Leader teaching skillsOngoing Training and Support for • Establish a steering committee Teachers and To develop a structure to support Environmental Term 1 teachers, develop and maintain Ed Leader projects, improve communication and Teaching Staff • Opportunity for teachers to be up skilled monitor progress by pairing up with teachers new to As needed enviroschools and those with Staff to share teaching strengths and experience Environmental knowledge with each other and Ed Leader, IT On going improve their practice • Use of the school-wide Enviro area in Director, Class KnowledgeNet Teachers, Enviro Support the integration of ICT into Group Enviroschools programme • Use the Enviro Schools Facilitator Cate Jessep As needed Provide expertise in Enviroschools programme Support in planning programmesProgrammes Attend Staff meetings and share Environmental On going Planning will support teachers to Planning of • planning ideas Ed Leader improve student learning and • Assist staff to implement the schoolwide Cate Jessep environmental action plan with the future focus -Globalisation Teaching Resources • Each teacher will have access to Environmental $ 250.00 On going Use Enviroschools handbook, EnviroResource Management specific resources which are expected Ed Leader education Guidelines and “Me In My to be used to plan class programmes Environment” and resources from other • New resources will be purchased as $ agencies needed Buying new resources and equipment, • Planned immersion activities to support Activity fee trips out, use of outside agencies etc. student understanding and encourage where will be targeted and specific to support enthusiasm necessary programmes effectively • Tools to assist each class and Green Environmental Term 1 Team to care for our school Ed Leader $ 400.00 Support student learning and action environment projects Catering for CWSN/CWSA/ESOL • Enviro Group Environmental $ 200.00 On going Planned programmes for identifiedAchievement • Green Team Ed Leader students will meet their needs and Student • Eco Warriors student achievement will increase. Review of Curriculum DocumentCurriculumDocument • Review Environmental Education Environmental Term 4 Clearer processes and teaching Guidelines which guides teaching and Ed Leader expectations learning 25
    • Support from Outside AgenciesProfessional • Seek assistance from outside agencies Environmental On going Support for Staff to improve their learning where needed Ed Leader knowledge of the Enviroschools • Use Auckland Council programme • Use other Enviro Schools and eastern cluster to assist in development $250.00 26
    • ELM PARK SCHOOL PERSONNEL ANNUAL PLAN 2012STRATEGIC GOAL: Develop quality expectations that are consistent throughout the school COSTS/ TIME ACTUAL OUTCOMES ACTION TO MEET TARGET PERSONNEL EXPECTED OUTCOMES RESOURCES FRAMEBOT members attend BOTtraining Principal • Roles clearly defined and understood $700.00 OngoingAttend NZSTA annual conference BOT • Ongoing support and dialogueor online training sessionsContinue MBWA system and Principal • Teachers set goals to target learners and their own PD.formal observations for attestation Executive • In class observations for all staff by leadersand appraisal Team leaders Team leader PD Dec 2011 • Feedback via Learning conversations Curriculum • Coaching and modelling of quality teaching practice leaders • Ex Team/ Team Leaders to do MBWA • Notes of recognition/appreciation Healthy • High quality professional development and feedback Professional • Literacy/ Numeracy and ICT PD Executive team On goingAttract and retain high quality staff development • Allocate units to staff for leadership roles as per NZEI guidelines All staff budget • 1 unit for each for co-ordinators in ICT, sport, music, visual art, Scholarship fund environment, cultural leadership roles across the school • Scholarship fund for study eg BEd, Masters papers Executive team SEG • Staff feel supported, improved student behaviour and learningSupport for staff who have . RTLB support On going • ESOL and Literacy supportCWSN, behavioural problems Principal BH funding • Outside agency support , RTLBs, CounsellingSupport and guidance for PRT’s Team Leaders • CYFS, RTLit, GSE on needs basisand teachers who require support Deputy Principal Release for T1-4 • Mentor PRT NSTA PRT’s • Mentor and support other teachers as required As advisedStaff appointments, Permanent Advertising • High performing staff appointed to permanent positions as and Executive team by staff onFixed term positions costs when they become available leave PD for team • Strong effective leadership team modelling best practise in .Building high quality leadership Principal leaders and On going teaching, learning and leadership supporting the school vision andskills within the Team leaders executive team enhancing the culture of the school • Student led conferences • End of Term assemblies • Class trips • Sporting activities, sports days BOT On goingInvolve BOT c personnel, • Literacy and ESOL interviews for parents of children on support Executivecommunity, PTA group in Survey programmes PTAacknowledgement of cultural community • Parent education evenings Membersdiversity • Consultation about education at EP with diverse cultural groups All staff (Reference groups) • Celebration concert • Book fair/ Art exhibition 27
    • ELM PARK SCHOOL ESOL ANNUAL PLAN 2012 Action Who Costs When Expected outcomes Actual Outcomes Set targets for Student Achievement • Students will be aware of what they are expected • Analyse 2011 end of year data (asTTle, PM, Probe) 6yr Literacy TA funding Term 1 to know at their level. net Leader ESOL On-going • Teachers are able to use ELLP to track, monitor • Ascertain levels of achievement for all year levels in ESOL funding to and report on identified ELLP.Assessment and Monitoring Reading (OTJ) Foundation level teacher support • Use ELLP to inform teaching and learning • Ascertain levels of achievement in Writing through school Teachers teacher programmes. benchmarking and moderation process (ELLP ) Office staff • Effective enrolment and identification processes for • (ELLP) Y1-4 up to Stage 1 ELLs in place. • (ELLP) Y5/6 up to stage 2 • Complete MOE/AF for identified ELLs Consolidate School Wide Assessment Procedures • Evidence of student achievement will be more • Set benchmarking according to Foundation levels (ELLP) Literacy Time On-going accurate. • Monitoring of ESOL students across whole school Leader • Teachers will have clear guidelines ESOL • Teachers will feel supported in their Teacher implementation ELLP and ESOL strategies to Teachers support teaching and learning programmes across the curriculum. Support in planning programmes • Planning will support student learning across all • Planning of oracy, reading and writing to be specific ESOL Costumes On-going areas of the curriculum • Assisting teachers with planning for ELLs Teacher Visual • Groups of students will be identified with specificPlanning of Programmes • Support for teachers and targeted ELLs through displays learning intentions noted. Guidelines will be withdrawal and in-class support programmes All staff followed. • ESOL TA’s planned for specific groups teaching evident • Monitored planning will ensure that each area is in teachers daily planning Specialist thoroughly planned meeting the identified needs of • Performing at the Celebration Concert at the end of the teachers students year. • Teachers will feel supported in their • Cultural dance for G&T students in the area of cultural implementation ELLP and ESOL strategies to dance. support teaching and learning programmes across • Evidence ESOL strategies in the classroom to scaffold the curriculum. and support ELLs. • Visual evidence in classrooms to show a cultural awareness. Catering for CWSN/CWSA/ESOL • Teachers are to identify ESOL students All On- It is expected that by the identification of theseAchievement • ESOL teacher/ TA will be provided by the school where teachers going students programmes will meet the needs and Student possible to meet identified needs student achievement will increase. • Teaching staff are to plan for the needs of these students ESOL in their daily planning Teacher Teacher Aides 28
    • Teaching Resources Jean Resources On-going • Teachers will know where and how to access Each teacher will have access to resources. Russell effective resources to support their classroom Staff awareness of what resources exist in the school. Sarah Choi programmes. • ESOL online • A planned approach to buying will ensure that the • NZ Curriculum Exemplars Karen Allen identified needs of students are met and purchases • Key competencies support planned programmes. • National Standards • Effective Literacy Practice Years 1-8 • English Learning Learning Progressions • Self review tools for teachers (online)Resource Management • Focus on English (6 packs) • ESOL Funding Assessment Guidelines • ESOL progress Assessment Guidelines • Refugee Handbooks for schools English Language Intensive Programme (ELIP) • Supporting English Language Learning in Primary Schools (SELLIPS) • Making Language and Learning Work 3 - DVD • Language Enhancing Achievement of Pasifika (LEAP) • Selections Series • Learning Through Talk • ESOL Funding Assessment guidelines • ESOL Progress Assessment • MOE CD ROMs (texts) • Sounds and Words • Effective Literacy Practice • Many Voices Review of Curriculum Document Literacy On-going Clearer processes and teaching expectationsCurriculumDocument • Development of school-wide prescription to be created Leader ESOL Teacher Support from Outside Agencies Kay On-going School wide teaching strategies will be in place. • Staff PD ongoing Nielson Integration of ICT tools, on line tools and digitalProfessional • National Standards workshops Team learning objects will be embedded in the learning • Support from Team Solutions & Evaluation Associates Solutions Literacy/Numeracy (Integrated curriculum Jean Support for staff, improvement across the school in Russell all areas of Literacy,Numeracy,Integrated curriculum • Meetings to be organised to discuss programme with ESOL On-goingReporting to parents teacher parents • Focus groups of parents with first language support TA • Report given to parents to record achievement Teachers • Student led conferences • E-portfolios 29
    • ELM PARK SCHOOL VISUAL ARTS ANNUAL PLAN 2012 Action Who Costs When Expected outcomes Actual Outcomes Set targets for Student Achievement Keryn Scott - T 2,3,4 Students will begin to reflect in To encourage staff with examples of Visual Art, on their achievementAssessment and artworks. against learning intentions To support teachers to gather evidence established last year. Monitoring that informs their next steps. Consolidate School Wide Assessment - Procedures Whole school Term 2,3,4 Teachers will be able to assess Staff Meeting to demonstrate practical their learning intentions/ and ideas relating to the School wide prescription. success criteria when planning their terms art programme. Establish in school support Network One major piece of Artwork willOngoing Training and Support for Motivate staff for the Art Exhibition Keryn Scott - Term 2,3,4 be produced each term. Run a staff meeting to show practical ideas The Art Exhibition is to be part of use in the classroom and Art Exhibition our planned art programme. Build up a photo album so Teachers can refer Teaching Staff to it for motivation and ideas. Continue to take part in the Art Cluster Group set up in 2011 and report back ideas and resources to staff. Support in planning programmesPlanning of Programmes To revisit the Art Prescription and adjust as The Art Prescription becomes a necessary. useful document when planning Continue to work with and assess children for Keryn Scott - Term 1,2,3,4 art. the Enrichment group. The School Community takes Year 5/6 Enrichment groups to work only on pride in the art work throughout murals around the school. the school 30
    • Teaching Resources Many staff will be unaware of theManagement Photos of artwork to be kept in albums for Keryn Scott All year art resources within our school. Resource easy referral. To ensure staff are familiar with Bring all resources to the attention of staff all resources. during a staff meeting. Catering for CWSN/CWSA/ESOLAchievement Student Working with teachers to assess the Constant discussion about Enrichment students for 2012 Keryn Scott - students abilities within the Term 2,3,4 classroom. Review of Curriculum DocumentCurriculumDocument Revisit the Art document . This document will support all staff in their art planning. - Keryn Scott Support from Outside Agencies Encourage teachers to furtherProfessional learning Any courses or gallery displays will be past develop their own, and that of onto staff to further enhance learning. their students, art experience. 31
    • ELM PARK SCHOOL TE REO ANNUAL PLAN 2012 Action Who Costs When Expected outcomes Actual Outcomes Set targets for Student Achievement Te Reo Team and School Management will be * Work with Team Solutions and Senior Te Reo Team On going clear on next steps to take as a school. Management on Scoping Tool to identify areas Senior of need. Continue to work with Year 1 – 6 Management Students will be aware of what they are expected to students and identify students with appropriate know at their level.Assessment and Monitoring skills. Consolidate School Wide Assessment Students and teachers will be able to celebrate new Procedures learning and share their success with others. Term 4 • Performing at the Celebration Concert at Te Reo Team $500 Scoping Tool will successfully be used to guide and the end of they year. Class teachers inform planning and give guidance for where to next as a school. • Evidence of Te Reo in the classroom. Class teachers • Survey in Term 3 to identify Class teachers achievements and current needs for teachers. Te Reo Team • Work with Scoping Tool and become Senior confident in its implications for our Management school Establish in school support NetworkOngoing Training and Support for Teaching Staff • Set up a Te Reo resource page in Te Reo Team On going Teachers will feel supported in their implementation knowledge net. of Te Reo Maori. Te Reo Team Term 2/3 • Staff meetings to up-skill teachers. Te Reo Team • Attending syndicate meetings to support Term 2/3 teachers. Te Reo Team On going • Working with staff wanting further assistance in Te Reo instruction. Te Reo Team TBC • Explore possibility of Te Reo courses as Senior directed by Team Solutions for teachers Management wanting to improve their Te Reo. • Identify people within the community Te Reo Team who can guide us in the stories for our Senior On going area and provide knowledge and Management support. Classroom teachers 32
    • Support in planning programmes The school will be able to enjoy some whole schoolPlanning of Programmes events that centre around Te Ao Maori. * Assisting teams with planning of Te Reo. Te Reo Team On going * Plan activities for Te Reo Maori week. * Schoolwide information and programme for Matariki. * Providing knowledge and support for teachers as well as putting Maori perspectives and explicit teaching moments into school wide planning. Teaching Resources Teachers will know where and how to access • Each teacher will have access to specific effective Te Reo resources to support their resources, which are expected to be Te Reo Team classroom programmes. used in class programmes (Te Ao Maori Class teachers On going folders). Te Reo Team to add andResource Management update as necessary. • Continued staff awareness of what resources exist in the school. • Use of video resources that have been developed by students over previous 2 years. • Staff meeting about TKI site and online Maori lesson plans and support materials. Catering for CWSN/CWSA/ESOL Students with skill in Te Reo Maori will feel * Te Reo Leader identify children for Enrichment Te Reo Leader extended and motivated to learn more. class: year 1 – 3 & year 4 – 6. Class to be On going focussed around raising student identity of being Maori students will feel connected to their cultureStudent Achievement Maori. Lessons to support learning back in the and feel they have some knowledge to give back to classrooms. their classes. Te Reo Team * Pacifika Group Parents * Kapa Haka Group (senior & Junior) Te Reo Leader Cost Term 1 Teachers will feel supported in teaching of Kapa * Contact Tu Edwards at beginning of year to unknown – Haka in preparation for Koanga Festival in Term 3 organise support for Kapa Haka group in needs to be 2011. preparation for participation in the Koanga investigated Festival. further. 33
    • Review of Curriculum Document Te Reo Team will be able to effectively implement • Te Reo Team to familiarise themselves Term 1 and support programmes within the school. with “Te Aho Arataki Marau mo te Ako i Te Reo LeaderCurriculumDocument Te Reo Maori”. Term 1 - • Continue to develop draft school 4 overview for teaching Te Reo. Add to or adapt current overview as necessary. Support from Outside Agencies Te Reo leader will be able to effectively implement Possible and support programmes within the school and • Continued support from Team Solutions Ella Newbold koha as a Ongoing seek advice where appropriate. in Leadership and Te Reo development. Lisa Smith thanks forProfessional learning assistance • Support from community members once they have been identified. TBC • Support from parents/experts in Pacific TBC dance. • Support from Pakuranga Intermediate Stuart Meyers and Pakuranga College as part of inter- Michael Williams school partnership being developed. 34
    • 2012 EPS TE REO MAORI IMPLEMENTATION PLAN Curriculum Document: Te Aho Arataki Marau mō to Ako i Te Reo Māori – Level 1Goals at each Syndicate level:Year 1: For students and teachers to be proficient in 2 A.O at Level 1 Te Whakatōtanga –Year 2: For students and teachers to be proficient in 4 A.O at Level 1 Beginning to use te reoYear 3: For students and teachers to be proficient in 6 A.O at Level 1 MāoriYear 4,5,6: For students and teachers to be proficient in 7 A.O at Level 1 Year 1 Year 2 Year 3 Year 4, 5 & 6 To cover Year 1 Terms 1-4 To cover Year 1 Terms 1 & To cover Year 1 Term 1, Year 2 To cover Year 1 Term 1, Year 2 2, Year 2 Terms 3 & 4 Term 2, Year 3 Term 3 & 4 Term 2, Year 3 Term 3, Year 4,5,6 Term 4• To be successful in AO 1.1 • To be successful in AO 1.1 • To be successful in AO 1.1 • To be successful in AO 1.1• To be successful in AO 1.2 • To be successful in AO 1.2 • To be successful in AO 1.2 • To be successful in AO 1.2 • To be successful in AO 1.3 • To be successful in AO 1.3 • To be successful in AO 1.3 • To be successful in AO 1.4 • To be successful in AO 1.4 • To be successful in AO 1.4 • To be successful in AO 1.5 • To be successful in AO 1.5 • To be successful in AO 1.6 • To be successful in AO 1.6 • To be successful in AO 1.7Assessment: Assessment: Assessment: Assessment:Term 1 Week 7 data entry by Term 1 Week 7 data entry Term 1 Week 7 data entry by Term 1 Week 7 data entry byclassroom teacher and by classroom teacher and classroom teacher and analysis. classroom teacher and analysis.analysis. analysis. Term 3 Week 6 data entry by Term 3 Week 6 data entry byTerm 3 Week 6 data entry by Term 3 Week 6 data entry classroom teacher and analysis. classroom teacher and analysis.classroom teacher and by classroom teacher andanalysis. analysis. 35
    • Elm Park School Te Ao Maori Overview 2012 He taonga te reo, he taonga āno ngā tikanga. He taonga ngā tamariki. He taonga anō ngā pouako, inā hoki ko rātou e āwhina ana ki te poipoi i te reo hei reo e ora ana, e kaha ana, e haumako ana. Our language and culture are taonga (treasure). Our children are taonga. The teachers of te reo Māori are also taonga because they are helping to secure the future of te reo Māori as a living, dynamic, and rich language.Our Aim: By the end of 2012 we will be working towards proficiency of between 2 and 7 achievement objectives, dependent onSyndicate Year level, within Level 1, “Te Whakatotanga” (Beginning to use te reo Maori) of Te Aho Arataki Marau mo te Ako i TeReo Maori.Goal for Teachers and Students:Year 1: For students and teachers to be proficient in 2 A.O at Level 1:1.1, 1.2Year 2: For students and teachers to be proficient in 4 A.O at Level 1:1.1, 1.2, 1.3, 1.4Year 3: For students and teachers to be proficient in 6 A.O at Level 1:1.1, 1.2, 1.3, 1.4, 1.5, 1.6Year 4,5,6: For students and teachers to be proficient in 7 A.O at Level 1:1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7“Students make rapid progress in te reo Māori when immersed in a language-rich environment. Teachers are encouraged to use te reo Māori as the language of classroom instruction. This reinforces thecommunicative purpose of language and provides multiple opportunities for students to learn pronunciation and basic sentence patterns. Students will soon understand the essence of new language even if theydon’t understand each of the words or structures within it. There is no need to provide an English translation for each instruction given in te reo Māori. Teachers will keep to a fairly limited repertoire with beginnerlearners.”Teachers and Students will be able to: • 1.1 Greet, farewell and acknowledge people and respond to greetings and acknowledgements; • 1.2 Introduce themselves and others and respond to introductions; • 1.3 Communicate about number, using days of the week, months and dates; • 1.4 Communicate about personal information such as name, parents and grandparents, iwi, hapu, mountain, and river, or home town and place of family origin; • 1.5 Communicate about location; 36
    • • 1.6 understand and use simple politeness conventions (for example, ways of acknowledging people, expressing regret, and complimenting people); • 1.7 use and respond to simple classroom language (including asking for the word to express something in te reo Māori). • Identify the sounds and letters of the Maori alphabet, letter combinations, intonation and stress patterns. • Recognise and understand simple, familiar spoken words, phrases and sentences. • Count up to 100 in Māori • Identify up to 10 colours in MāoriPossible Assessment Activities: • Complete assessment rubric at the end of each term • Take turns to role-play. • Filling in gaps in a familiar oral or written dialogue to complete the message. • Cutting up a dialogue into two segments (one for the first speaker and one for the second speaker) and, in pairs, each saying their part of the dialogue so that it is reconstructed. • Cutting up a dialogue into individual lines or phrases, jumbling them up, and reconstructing the dialogue from the pieces. • Reciting pepehā and identifying the iwi and/or hapū they are associated with.Teachers are to assess students and keep records of progress as identified in the 2012 Te Reo Māori Implementation Plan – (if possibleteachers to enter data on eTap) and analysis by Te Reo Māori Curriculum Area Leader / Snr Management. Feedback to be given asrelevant.Teaching of “Te Ao Maori” will be evident through classroom wall displays, student understanding of simple vocabulary and comprehensiveteacher planning.Other Ideas for Lessons:1.1 • Observing greetings, introductions and leave-taking (for example, on DVD or videotape) in different contexts and taking turns to role- play. • Singing waiata about greetings and responses to greetings. • Filling in labels on pictures to indicate appropriate greetings, eg tēnā kōrua. • Playing a pronunciation-based board game involving picking up cards on which sentences are written and then saying these sentences as naturally as possible. • Introducing a visitor from the local iwi to the class, using te reo and tikanga Māori.1.2 Introduce themselves and a friend to the rest of the class1.3 37
    • • Playing number games involving adding, subtracting and/or number patterning. • Singing simple number songs and songs about days and months. • Playing games such as bingo. • Making calendars.1.4 • Simple role-playing. • Interview a partner and then introduce them to a group. • Creating a form, eg an ID card with spaces for personal information details. • Conducting surveys, eg the students could ask one another about their age and other personal details and fill these details in on computer-generated forms. They could ask and answer questions using completed forms, with one student role-playing the person named on the form.1.5 • Identify where classroom objects are by using the words runga, raro, roto, waho1.6 • Beginning to use simple phrases to express politeness conventions1.7 • Play a game of asking a friend to find the Māori words for objects – can use Māori dictionary software on computers or www.maoridictionary.co.nz, or a Māori dictionary 38
    • EPS PASIFIKA PLAN TERM 1 - 2012The purpose of our Pasifika Program 2012 is designed to cater to the cultural needs of our students who have identified a Pacific Ethnicity ontheir enrolment form. The students will explore their ethnic Pasifika identities as well as those of their peers in the same program. Dependingon student numbers and parental approval students in Years 3-6 will be targeted for this program.There will also be a small Samoan Sasa group involving students in Years 1-2 that will be run by Mrs Caroline Young (parent) overseen byVanessa Koroa/ Karen Allen / Kerry Tetupu.In addition, there will also be a Senior Samoan Girls Dance group run by one of the students (Keziah) overseen by Vanessa Koroa/ Karen Allen /Kerry Tetupu.Language Achievement Objective Learning Intentions Success CriteriaStudents should be able to: • Greet, farewell, and acknowledge • We are learning to greet each other by I will know I am successful when I can say a people and respond to greetings learning and saying a variety of pacific variety of greetings in the pacific language and acknowledgements island greetings(A.O transferred from Te Aho Arataki Marau mō te Ako i te reo Māori)Other Key Concepts to be explored:- Language, Cultural Identity, Cultural Practices(AO’s and L.Is to be developed)Within the program students will explore concepts of language, cultural identity and practices. There may also be art forms and games studiedspecific to the pacific islands cultures. At each weekly session, students will focus on one specific pacific island where they will be encouragedto explore and share their findings with the group using classroom laptops as research tools. Family and Friends are also encouraged to attendand share in these sessions with their children.The Pacific Islands to be studied will be determined by the ethnicities belonging to the group. For example:  Samoa  Tonga  Niue 39
    •  Fiji  Cook IslandsPossible research questions:-  Find the National Flag of Samoa. Draw and colour it in in the rectangle shape provided.  What do the colours/pictures on the flag mean?  What is the National Greeting of this country?  What is the National Flower?  What is their currency (money) called in their language?  What does the word ‘__________’ mean?  How many islands are there that make up ___________?  Find one other piece of information to share about this country.Research tools/ resources: - Laptops - Library books - School Journals - Students as experts - Family / Visiting speakersConsultation/Discussion:Draft Plan development: Vanessa KoroaFacilitator: Kerry TetupuOverseen by: Trish Plowright 40
    • ELM PARK SCHOOL MUSIC ANNUAL PLAN 2012 Action Who Costs When Expected outcomes Actual Outcomes Set targets for Student Achievement All students develop literacies in Raenette Taljaard Term 1,  Awareness of music literacies increases music as they listen and respond, Week 6 to and is established school wide. sing, play instruments, create and Classroom Term 4  Students with special musical abilitiesAssessment and Monitoring improvise, read symbols and Teachers showcase their talents individually and in notations, record sound and music group context, eg. choir / talent show / works, and analyse and appreciate assembly performances. music. This enables them to develop  Music will be incorporated in classroom aural and theoretical skills and to programmes, to enable that all students are value and understand the reached, and not just a core group. expressive qualities of music. Consolidate School Wide Assessment To be discussed  Assessment will meet with required  Procedures standards. Establish requirements of National Standards Framework. 41
    • Establish in school support Network Week 3,  Teachers have more confidence and a  Raenette Taljaard Cost of Term 1 wider range of strategies to incorporate music Run DRUMBEAT / Ukulele / Sound instrum into lessons. System information workshops and ents / include ideas for integrating music in resourc  Resources are available and accessible, st curriculum. (School-wide) es. and meet the needs of 21 Century Learners. Establish folder on server with songs Cost of  Teachers with expert knowledge areOngoing Training and Support for Teaching Staff and lyrics suitable for classroom use. PD. acknowledged, and encouraged to share their skills. Ensure resources are accessible and issued on computer system. Old and  Teachers are informed and aware of the broken resources are replaced. requirements of the NZ Curriculum and their Additions are made as indicated by planning reflects this. need.  Teachers are familiar with the NZ Arts Online website, and know how to access music lessons Identify teachers who are experts in and resources for classroom use. specific areas of Music. Enable teachers to attend PD sessions to  A small group of students (Digikids) will enhance teacher’s knowledge of be empowered to manage sound equipment, music and/or choir training. and to support teachers during assemblies Raenette Taljaard, and performances. Establish and train Technical Sound Belinda Johnston Team, comprised of students, to manage sound equipment during assemblies and other performances on a roster basis. 42
    • Support in planning programmes Raenette Taljaard Ongoing. Students will: Building on and revisiting learning from previous levels, music programmes provide  Communicate and interpret a variety of progressions of learning opportunities in all musical genres by sharing with others, and four strands: Explore and share ideas about music from a range of sound environments  Understand music – Sound arts in and recognise that music serves a context variety of purposes and functions in o Sound Technicians their lives and in their communities. o Musical Theatre: sound,  Explore how sound is made, as they microphone skills listen and respond to the elements of  Develop practical knowledge of music – sound arts music: beat, rhythm, pitch, tempo, o Ukulele dynamics, and tone colour.Planning of Programmes o Hand drumming  Explore and identify how sound is made o Recorder and changed, as they listen and o Choir respond to the elements of music and o Musical Theatre structural devices. o Class and whole school  Explore and express sounds and singing musical ideas, drawing on personal  Develop ideas in music – sound experience, listening, and imagination. arts o Musical Theatre  Explore ways to represent sound and o Hand drumming create musical ideas. and perform own songs  Share music making with others, using o Gumboot Dancing – basic performance skills and syncopation techniques. o Talent Show Kids for Kids:  Respond to live and recorded music.  Communicate musically and Mehernaz interpret musical communication Darukhanawalla o Ukulele o Hand drumming HPPA Choir: o Recorder Raenette o Choir (Senior and Junior) o Musical Theatre o Gumboot Dancing o Talent Show 43
    • Teaching Resources rd • Resource books and CDs available to Raenette Taljaard $1000 End 3  Music resources will be updated as needed. all staff on server and in resource Vanessa Kernot Term  Musical instruments will be maintained room. regularly, and issued electronically. Maintenance and stock-take of  Other equipment will be acquired, as indicatedResource Management • musical resources, including by need. instruments.  Teaching resources and material will be made • Digital inventory updated. available to enhance music programmes in • Updating musical equipment to meet Norma Foster / RT classrooms. st needs of 21 Century.  Suitable storage space will be cleared out • Purchase of two more djembe drums beneath Auditorium seating for instruments, to complete set of 10. props and costumes used in Enrichment • Establish and maintain folder on All programme. Staff disk with songs and music for school-wide use. • Sort and create system for props and costumes for use in all performances. Catering for CWSN/CWSA/ESOL Raenette Taljaard • Students are identified and included in Term 1,  Choir will have set practice times every week enrichment programme. These Week 5, for (Fridays: RT full day release) and will be ready students may be included due to their Term 2 – 4. to perform at assemblies and selected music festivals.Student Achievement talent, or as a tool to support special needs, or to develop communications  Various music groups are given opportunities skills through music. to perform regularly. • Instrumental groups for recorder, All year  Liaison with teachers of other activities, such ukulele and musical theatre are as sport, to prevent clashes with music established. enrichment programme and choir rehearsals. • DRUMBEAT program (with Holyoake  Create opportunities for musical groups to Drumbeat) continued as a social perform at school or to wider audiences. intervention program through music. • Choir established and at least one performance each term, and at festivals as decided by management. 44
    • Review of Curriculum Document  Creating opportunities from Y1 to 6 for all  Ongoing students to build skills, knowledge attitudes According to the NZ Curriculum: and understandings in all four strands of music: Understanding music in Context, Developing Practical Knowledge in music, ‘Through arts practices and the use of Developing Ideas in music, and Curriculum Document traditional and new technologies, students’ Communicating and Interpreting in music. artistic ideas are generated and refined through cycles of action and reflection. Over the course of years 1–8, students will learn in all four disciplines: dance, drama, music – sound arts, and visual arts. See: http://artsonline.tki.org.nz/engageinarts/musi c/ao.php Support from Outside Agencies  Curriculum requirements are met school-wide Individual support / workshops to Raenette Taljaard in a structured way, and reflected in the area ofProfessional • learning teachers as needed. music – sound art development. • PD as requested for staff, or as  Music / sound art is integrated in a wide range opportunities present themselves. of learning activities. • Outside groups: performances as  Every student is given the opportunity to opportunities arise. create, listen to and enjoy music, and to reflect on the music created by others. 45
    • ELM PARK SCHOOL E-LEARNING ANNUAL PLAN 2012VISION: To provide for the education needs of students living in the 21st century and assist teachers to facilitate personalised learning in an environment wherestudents are active participants in what and how they learn. TEACHING AND LEARNINGACTION WHO COSTS/ TARGET EXPECTED OUTCOMES ACTUAL RESOURCES DATE OUTCOMESContinue e-Portfolios for all Year 0 All teachers School resource Term 1 • Guidelines and expectations clarifiedto 6 students ongoing for 2011 • Introduction of Writing Learning • Staff/sector meetings Journals • Unconference workshops • Introduction of learning progressions • In-class support • Learning evidence and student • Parent Information evenings reflections uploaded • Reading and numeracy graphs for assessment data uploaded • Teacher, parent and peer commentsSchool-wide introduction of SOLO Pam Hook, all As per budget Term 1 • Two professional learning days withincorporated into EPS inquiry teachers ongoing Pam Hookmodel and other curriculum areas • Term 2-3 inquiry plans developed for theme ‘Globalisation’ • SOLO HOT tools and vocabulary embedded into classroom programmes including inquiry, literacy, numeracy • Learning @ EPS booklet updatedReview and update cybersafety BJ/ Lead School resource Term 1 • Staff have up-to-date awareness ofguidelines, use agreements and Teachers/All ongoing school cybersafety policies andprivacy issues. staff procedures. • Teachers and students have access to cybersafety resources. • Super Clubs Plus trialled in Year 5 and 6 classes 46
    • • Privacy permissions recorded on eTap.1:1 m-Learning trial BJ/LA School resource Term 1 • Class set of iPod Touches trialled for minimum of one term in Room 21 • Teacher and students competently using the devices in literacy • Improved student engagement and achievement in literacy • Teacher has awareness of suitable educational apps for m-Learning good practicem-Learning Pods BJ/Lead School Term 1 • Small groups of iPods and iPads Teachers resource/ leased have been trialled at different levels iPads across the school • Students are using suitable apps to support learning in literacy and numeracy • Trial teachers report back on the benefits and issues of m-Learning • Recommendations and plans made for 2013 purchasing including possible parent contribution for lease to own deviceStudent Led Conferences TP/KA/BJ/all School resource Term 2, 4 • Goal setting meetings with teacher, teachers parent and student Term 1 • SLC guidelines for parents updated and sent home early Term 2 • Staff PD sessions Term 2 and 4 • Staff and caregiver surveys following Term 2 SLCs • Recommendations for improvement for Term 4Digikids GATE programme (Year BJ School resource Term 1 • Group of skilled students able to 47
    • 5/6) ongoing provide ICT support for teachers and students • Provision for GATE for students with ICT strengthsSubscribe all Year 4 to 6 students BJ/SH School Ongoing • Teachers are planning andin Mathletics programme and resource, as per monitoring Mathletics tasks eachmonitor use. budget week for each group • Students work on Mathletics in class programmes at least 30 mins/week • Improving student achievement levels PROFESSIONAL LEARNINGACTION WHO COSTS/ TARGET EXPECTED OUTCOMES ACTUAL RESOURCES DATE OUTCOMESIn-class and syndicate/sector BJ/Lead School resource Ongoing • Increased teacher/studentmeetings with ICT support for Teachers confidence and integration of ICTteachers and students. • Wide variety of ICT tools used in literacy learning • Increased student motivation, engagement and achievementICT professional development All School resource, Ongoing • Increasing variety ofsessions each term in staff/sector teachers Pam Hook evidence/reflections in learningmeetings: journals eg audio, video • Student confidence and • e-Portfolios participation at SLC is improving • Student Led Conferences • Shared understanding of EPS • Inquiry learning inquiry process and school-wide consistency 48
    • • SOLO Taxonomy • Shared understanding of EPS learning vocabulary and HOT toolsUnconference sessions and BJ/Lead School resource As • e-Learning is embedded into allteam/sector ICT sessions for “just Teachers required weekly and team planningin time” learning • Teachers are up-skilled to integrate required ICT tools needed each termAttendance at external PD events BJ/Lead As per budget Ongoing • Increased ICT leadership andeg ULearn12, Lead Teacher Teachers expertise in the schoolworkshops etc • Shared understandings of our vision • e-Learning team has presented at least once at an ICT eventPerformance Management All School resource Term 1 • All teachers have professional teachers ongoing learning plans on Google Docs • Principal, DP and Team Leader have access as appropriate • Professional learning plans are updated regularly by teacher, team leader and principalLearning Progressions All School resource Term 1 • Reading progressions PD sessions teachers ongoing held in Term 1 • Reading progressions used in class programmes and e-Portfolios starting mid Term 1 • Numeracy progressions developed Term 1 for trial later in yearDevelop confidence and capability BJ School resource, ICT Ongoing • Use a variety ofof Lead Teachers for sustainability lead teacher release facilitation/coaching skills to support staff • Attend fortnightly e-Learning Team 49
    • meetings • Attend external PD as required • Occasional release to provide in- class support for teachers ADMINISTRATION AND MANAGEMENTACTION WHO COSTS/ TARGET EXPECTED OUTCOMES ACTUAL RESOURCES DATE OUTCOMESLiven new website TP/BJ/KN School resource, Term 1 • Choose photos and parental permissions 2011 budget obtained • Finalise design with KN • Add content to each spaceGoogle Apps for Education BJ/AB/all School resource, Ongoing • Optional trial for teachers to use GD for teachers 2011 budget daily planning • All team planning created in GD • Staff Information book completed in GD by end Term 1 • Majority of administration documentation and communication moved to Google Apps as part of long term “cloud computing” strategy • Less dependence on server and school based services • Google Certified Teacher Training (BJ) • Staff, students and parents are able to share and collaborate more easily • Improved intellectual property protection • Easy transfer of student-owned documentation when they move schools • Investigate use of Teacher Dashboard for 2013 ($4 per student) 50
    • Single Sign On Contract BJ/AB/ MoE contract Term 1 • Watchdog completed all technical End of each Watchdog requirements term • AB to set-up individual students on server with authoxy • Staff and students are able to access internet, KN and GD with one login • Other logins to follow as available eg e- asTTle, Mathletics, Oliver, eTAP.Database rollover for SINA, BJ School resource Term 1 • Up-to-date student data from eTap hasKnowledgeNET, Mathletics, e- been imported into all databases eg KN,asTTle and Oliver Mathletics, Oliver • Students have full access to relevant databases from Term 1 Week 3 • New students are added on an ongoing basisSchool-wide staff calendar BJ School resource Term 2 • Shared calendar replaces Term Planners and KN staff calendar • All staff have access to most up-to-date calendar information • Set-up by BJ and maintained by admin staff • Reviewed by management end of Term 4 INFRASTRUCTURE AND HARDWAREACTION WHO COSTS/ TARGET EXPECTED OUTCOMES ACTUAL RESOURCES DATE OUTCOMESInstall new Ruckus wireless AB/ As per budget Term 1 • New access points installed school widenetwork Cardys • Increased wireless network accessibility and reliability for staff and students 51
    • • New wireless password added to all school wireless devicesSet-up visitor access to internet AB School resource Term 1 • Guest network access has regularly changing password access • Visitors and non-school devices are able to access the internet but not the EPS networkPurchase ICT peripherals needed BJ As per budget Term 1 • All teams have access to a working videofor teaching and learning cameraprogrammes • Each class has a digital camera with batteries, charger and memory card • Increased variety of ICT output used in e- Portfolios.Lease 15 new MacBooks for use BJ/AB As per budget Term 1 • MacBooks have been set-up andin classrooms distributed to Year 5 and 6 classes • eMacs from Year 5 and 6 classes are shared across other year levels • Increased student access for e-Portfolios and learning activities. 52
    • LIBRARY ACTION PLAN 2012VISION: The Hawaiikinui Discovery Centre, through literature and a rich information environment, supports our diverse learners in their quest for knowledge. TEACHING AND LEARNINGACTION WHO COSTS/ TARGET EXPECTED OUTCOMES REVIEW RESOURCES DATETarget spending for library BJ/KDH/ As per budget Ongoing • Books and resources purchased support inquiry and literacyand class set Team programmesbooks/resources Leaders • Staff and students are able to recommend books/resources to be purchased • Library books and resources purchased are high interest level for students to engage them in reading for enjoymentLibrary Monitors BJ/KDH School Resource, Ongoing • Library monitors are selected based on student applications at the Monitor badges end of 2011 • Through regular meetings monitors are trained to shelve books correctly, keep the library in tidy condition, log on computers for class use and close down at the end of the dayLibrary Events BJ As per budget Ongoing • Visiting authors and/or illustrators visit Elm Park School to meet with students • Book Character Parade end of Term 2 • Recognition of important library related dates eg Library Week, NZ Post Book AwardsWall Displays BJ/KDH As per budget Ongoing • Wall displays are regularly updated and link to teaching and learning programmes including current inquiry themes and author studies. • Art work is also displayed as available for Art GATE programme PROFESSIONAL LEARNING 53
    • ACTION WHO COSTS/ TARGET EXPECTED OUTCOMES REVIEW RESOURCES DATENew resources BJ/KDH School resource Ongoing • Staff are informed of new resources available in the library • New resources are being issued by students and/or incorporated into current classroom programmesOPAC staff training BJ/KDH School resource Ongoing • Teachers understand how to use the library OPAC (Oliver Junior) effectively and model this to students • Oliver Junior is being accessed remotely from classrooms as part of teaching and learning programmeResearch Skills / BJ School resource Ongoing • Teachers use part of weekly library session (or book additional sessions)Information Literacy to focus on information literacy skills in the library • Year 4 to 6 students are able to use the library independently for research in afternoon sessions ADMINISTRATION AND MANAGEMENTACTION WHO COSTS/ TARGET EXPECTED OUTCOMES REVIEW RESOURCES DATEOliver Database Rollover BJ/KDH School resource Term 1 • Up-to-date student data from eTap has been imported into ongoing Oliver • Students have full access to issue resources from Term 1 Week 3 • New students are added on an ongoing basisDevelop Library Procedures BJ/KDH School resource Term 2 • Procedures manual completedManual ongoing • Manual is available online in Google DocsLibrary Stock Take BJ/KDH School resource Term 4 • Annual stock take of library resources completed • Stock take summary completed for Exec Officer and auditing 54
    • purposes FURNITURE AND EQUIPMENTACTION WHO COSTS/ RESOURCES TARGET DATE EXPECTED OUTCOMES REVIEWDevelop Library Space BJ/KDH As per budget Term 2 ongoing • Additional shelving purchased for fiction books and display books. 55