Parent  Orientation &   Information Evening 2010
Programme <ul><li>Welcome & Rationale </li></ul><ul><li>Introduction to B.O.T. and PTA Chairpersons (David McKeown, Karen ...
School Organisation & Introductions <ul><li>Year 6 – Takahe </li></ul><ul><li>Team Leader (T1/2) Mrs Rochelle Stansfield  ...
School Organisation & Introductions <ul><li>Year 5 – Kakapo </li></ul><ul><li>Team Leader Miss Amber Sanders  </li></ul><u...
School Organisation & Introductions <ul><li>Year 4 – Kotuku </li></ul><ul><li>Team Leader (rel. 2010 ) Mrs Sara Pickering ...
<ul><li>School Organisation & Introductions   </li></ul><ul><li>Year 3 – Weka </li></ul><ul><li>T eam Leader Mrs Ivy Narot...
<ul><li>School Organisation & Introductions   </li></ul><ul><li>Year 2 – Tui </li></ul><ul><li>Team Leader Mrs Pauline Wha...
<ul><li>School Organisation & Introductions </li></ul><ul><li>Year 1 – Kea </li></ul><ul><li>Team Leader Mrs Susan Harder ...
<ul><li>Part-time Teachers </li></ul><ul><li>Mrs. Kirsten Bell .2 BT Release  </li></ul><ul><li>Mrs.. Vikki Bardo  .2 BT R...
<ul><li>Office </li></ul><ul><li>Mrs Ginny Gartland  Principal’s PA/Office Manager   Mrs. Cheryl Nichol  Assistant  (Tuesd...
<ul><li>Principal  </li></ul><ul><li>Mr. Graeme Lomas </li></ul><ul><li>Deputy Principal </li></ul><ul><li>Mr. Darrel Goos...
“ Same Same, But Different”
<ul><li>Same, Same… </li></ul><ul><li>High quality classroom programmes based on an excellent understanding  of and empath...
<ul><li>Same, Same… </li></ul><ul><li>Allowing and encouraging our pupils to have a significant voice in the school and by...
<ul><li>Same, Same… </li></ul><ul><li>Maintaining open and honest communication with all parents - let them know that thei...
But Different… <ul><li>Through an improvement on our 2009 performance in all areas </li></ul><ul><li>The implementation of...
But Different… <ul><li>Curriculum Development - development of a spiral of skills in Science, implementation of the revise...
<ul><li>Cockle Bay School Curriculum  </li></ul><ul><li>RICH, REAL, RELEVANT, RESPECTFUL </li></ul><ul><li>Our Curriculum ...
<ul><li>Cockle Bay School Curriculum is Delivered through: </li></ul><ul><li>Quality teaching </li></ul><ul><li>High expec...
 
 
 
 
 
Scientific Method
Reporting to Parents <ul><li>RATIONALE </li></ul><ul><li>Reporting to parents requires informing parents as to the progres...
Reporting to Parents <ul><li>PURPOSES </li></ul><ul><li>To keep parents informed of their child's development and learning...
Reporting to Parents <ul><li>GUIDELINES </li></ul><ul><li>1. Reporting to parents must be seen as an integral part of the ...
 
Avenue When Reason Parent/Teacher Discussion February Setting the scene Defining needs-parental input, last report Cementi...
National Standards <ul><li>Address the overall purpose of reading, writing and mathematics in learning  </li></ul><ul><li>...
Ministry of Education Expectations for the First Year of Implementation <ul><li>Help students understand the standards and...
Ministry of Education Expectations for the First Year of Implementation <ul><li>Provide at least two plain-language, writt...
What We Are Doing <ul><li>Continue to use assessment tools that help identify strengths and gaps  </li></ul><ul><li>Report...
What We Will Do <ul><li>Continue to use these to provide students with next steps to enhance teaching and learning - tweak...
What We Will Do <ul><li>Student goal cards this term will reflect changes in line with National Standards  </li></ul><ul><...
More Information To Come… <ul><li>We will be having further meetings - both formal and informal - to explain National Stan...
Homework <ul><ul><li>RATIONALE </li></ul></ul><ul><li>At Cockle Bay School homework is set to allow children to practice a...
Homework <ul><li>PURPOSES </li></ul><ul><li>To revise, reinforce and/or supplement work already covered </li></ul><ul><li>...
Homework <ul><li>GUIDELINES </li></ul><ul><li>1. No new work should be introduced as homework. </li></ul><ul><li>2. Work s...
Uniform
Special Programmes SENCO Role for Learner Support Foundation Skills Occupational Therapy Reading Recovery  Rainbow Reading...
Special Programmes GATE Role for Enhancement Programmes GATE identification and tracking  Differentiated Learning across t...
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Parent Orientation Evening 2010

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Parent Orientation and Information Evening February 2010

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Parent Orientation Evening 2010

  1. 1. Parent Orientation & Information Evening 2010
  2. 2. Programme <ul><li>Welcome & Rationale </li></ul><ul><li>Introduction to B.O.T. and PTA Chairpersons (David McKeown, Karen Taylor) </li></ul><ul><li>School Organisation - Introduction to staff & teams </li></ul><ul><li>“ Same same, but different” </li></ul><ul><li>The Cockle Bay School Curriculum (Darrel) </li></ul><ul><li>Reporting to Parents </li></ul><ul><li>The National Standards (Malene) </li></ul><ul><li>Guiding policies - Homework, Uniforms </li></ul><ul><li>Special Programmes (Jayne) </li></ul><ul><li>Questions </li></ul>
  3. 3. School Organisation & Introductions <ul><li>Year 6 – Takahe </li></ul><ul><li>Team Leader (T1/2) Mrs Rochelle Stansfield </li></ul><ul><li>Room 12 Ms Miller (0.6) Mrs Michell (0.4) Term1/2, Mrs. Casey Term3/4 </li></ul><ul><li>Room 13 Miss Charlotte Fordyce </li></ul><ul><li>Room 14 Mrs Rochelle Stansfield </li></ul><ul><li>Room 15 Miss Anthea Walker </li></ul><ul><li>PE/Dance Specialist Mrs Sian Redshaw </li></ul>
  4. 4. School Organisation & Introductions <ul><li>Year 5 – Kakapo </li></ul><ul><li>Team Leader Miss Amber Sanders </li></ul><ul><li>Room 10 Mrs Darryl Lynn </li></ul><ul><li>Room 11 Mr Adam Chung </li></ul><ul><li>Room 16 Miss Erin Bradshaw </li></ul><ul><li>Room 17 Miss Amber Sanders </li></ul><ul><li>Music Specialist/CRT Mrs Kathy Currey </li></ul>
  5. 5. School Organisation & Introductions <ul><li>Year 4 – Kotuku </li></ul><ul><li>Team Leader (rel. 2010 ) Mrs Sara Pickering </li></ul><ul><li>Room 5 Ms Megan Williams </li></ul><ul><li>Room 6 Mrs Sara Pickering </li></ul><ul><li>Room 7 Miss Stacey Neale </li></ul><ul><li>Room 8 Miss Teri Doyle </li></ul><ul><li>Room 9 Miss Kirsten Holmes </li></ul>
  6. 6. <ul><li>School Organisation & Introductions </li></ul><ul><li>Year 3 – Weka </li></ul><ul><li>T eam Leader Mrs Ivy Narot </li></ul><ul><li>Room 1 Mrs Ivy Narot </li></ul><ul><li>Room 2 Mrs Bridget Bear </li></ul><ul><li>Room 3 Mrs Sanober Saher </li></ul><ul><li>Room 4 Miss Sarah Wallace </li></ul><ul><li>Team Leader Release/ Mrs Krissy Tantrum </li></ul><ul><li>Maths Support </li></ul>
  7. 7. <ul><li>School Organisation & Introductions </li></ul><ul><li>Year 2 – Tui </li></ul><ul><li>Team Leader Mrs Pauline Whaitiri </li></ul><ul><li>Room 18 Miss Emily Denham </li></ul><ul><li>Room 19 Mrs Pauline Whaitiri </li></ul><ul><li>Room 20 Mrs Rona Wulff </li></ul><ul><li>Room 21 Mrs Pauline Franks </li></ul><ul><li>Reading Recovery/Literacy support: </li></ul><ul><li>Mrs Barbara Spargo (9.00 - 12.00am) </li></ul>
  8. 8. <ul><li>School Organisation & Introductions </li></ul><ul><li>Year 1 – Kea </li></ul><ul><li>Team Leader Mrs Susan Harder </li></ul><ul><li>Room 25 Mrs Judy Lee </li></ul><ul><li>Room 26 Mrs Mellini Pillay </li></ul><ul><li>Room 27 Mrs Hannake Louw </li></ul><ul><li>Room 28 Miss Gemma Rushbrook </li></ul><ul><li>Room 29 Miss Jenna Brackenreg </li></ul><ul><li>Room 30 Mrs Susan Harder </li></ul>
  9. 9. <ul><li>Part-time Teachers </li></ul><ul><li>Mrs. Kirsten Bell .2 BT Release </li></ul><ul><li>Mrs.. Vikki Bardo .2 BT Release </li></ul><ul><li>Mrs. Deb Michell .2 BT Release </li></ul><ul><li>Teacher Aides </li></ul><ul><li>Mrs. Stacey Welham Rainbow Reading </li></ul><ul><li>Mrs. Katarina Unkovich Mrs. Mel Woollaston </li></ul><ul><li>Mrs. Kerry Mens Mrs. Hilary Mckee </li></ul><ul><li>Mrs. Karen McNeill Mrs.Carol Dorey </li></ul><ul><li>Mrs. Anna Staples Mrs. Noelene Roberts </li></ul><ul><li>Mrs. Cecelia King Mrs. Annette Hirst </li></ul><ul><li>Mrs. Chris Clarke Mrs. Marianne Uys </li></ul><ul><li>Mrs. Cheryl Peters </li></ul>
  10. 10. <ul><li>Office </li></ul><ul><li>Mrs Ginny Gartland Principal’s PA/Office Manager Mrs. Cheryl Nichol Assistant (Tuesday - Friday) </li></ul><ul><li>Mrs. Merle Campbell Assistant (Monday – Thursday) </li></ul><ul><li>Mrs Dale Matthews Assistant (Monday) </li></ul><ul><li>Property Manager </li></ul><ul><li>Mr. Nick Want </li></ul><ul><li>Mr. Tonie Botha Assistant </li></ul><ul><li>Resource Manager/Library Team Mrs. Liz Jones </li></ul><ul><li>Mrs. Dianne Davies NLOE (0.5) Wednesday - Friday </li></ul><ul><li>IT Technician </li></ul><ul><li>Mr. Dave O’Kane </li></ul>
  11. 11. <ul><li>Principal </li></ul><ul><li>Mr. Graeme Lomas </li></ul><ul><li>Deputy Principal </li></ul><ul><li>Mr. Darrel Goosen </li></ul><ul><li>Assistant Principal </li></ul><ul><li>Mrs. Malene Russell </li></ul><ul><li>Special Needs/Abilities Programmes </li></ul><ul><li>Mrs. Jayne de Groot </li></ul>
  12. 12. “ Same Same, But Different”
  13. 13. <ul><li>Same, Same… </li></ul><ul><li>High quality classroom programmes based on an excellent understanding of and empathy for the pupils of our school </li></ul><ul><li>Excellent planning, based on effective assessment/evaluation </li></ul><ul><li>Provision of rich experiences for our pupils through our Infusion Learning and other CBS programmes </li></ul><ul><li>The provision of high quality feedback and feedforward so that all pupils can articulate where they are at with their learning and development and where they are going </li></ul><ul><li>Quality classroom environments </li></ul>
  14. 14. <ul><li>Same, Same… </li></ul><ul><li>Allowing and encouraging our pupils to have a significant voice in the school and by all staff practising active listening to and with our pupils </li></ul><ul><li>Being a professional and supportive staff member </li></ul><ul><li>Being reflective practitioners - positively questioning your own and school practice - what is going well? (celebrate) What could be done better? (make changes), Is what I am doing important? Will it make a difference to my children's learning? </li></ul>
  15. 15. <ul><li>Same, Same… </li></ul><ul><li>Maintaining open and honest communication with all parents - let them know that their child is special - be proactive </li></ul><ul><li>Understand, utilise and live the 4 Cs </li></ul><ul><li>A commitment to cater for both GATE and special needs students through the provision of differentiated programmes </li></ul><ul><li>A prioritised curriculum with a focus on Literacy, Numeracy and ICT </li></ul>
  16. 16. But Different… <ul><li>Through an improvement on our 2009 performance in all areas </li></ul><ul><li>The implementation of recommendations from past reviews including The Visual Arts and Science </li></ul><ul><li>By a commitment to our anticipated or recent innovations, including; Sustainability projects, weather station, the introduction of Newsmaker (streamed T.V.), increased emphasis on Science and more explicitly, ‘hands-on’ Science through such things as the new Science Trolley, School Art Exhibition etc. </li></ul>
  17. 17. But Different… <ul><li>Curriculum Development - development of a spiral of skills in Science, implementation of the revised P.E. programme developed by Mrs Redshaw in 2009 </li></ul><ul><li>Major Parent Education Programmes - in particular, revolving around our Reporting procedures (PPPs and Ultranet) , development of a DVD on how to read and interpret your child’s report, and National Standards </li></ul><ul><li>An introduction to the concept of Learning Conversations </li></ul><ul><li>Utilisation of our Cockle Bay School Inquiry model </li></ul>
  18. 18. <ul><li>Cockle Bay School Curriculum </li></ul><ul><li>RICH, REAL, RELEVANT, RESPECTFUL </li></ul><ul><li>Our Curriculum is based on: </li></ul><ul><li> NZ Curriculum statements </li></ul><ul><li>Full integration of key competencies </li></ul><ul><li>Our Mission statement </li></ul><ul><li>School vision, values and goals </li></ul><ul><li>Articulation of the 4Cs </li></ul><ul><li>A culture of quality </li></ul><ul><li>Learning how to learn </li></ul><ul><li>Meaningful assessment of and for learning </li></ul><ul><li>Spiral of skills in identified learning areas </li></ul><ul><li>Specific teaching of key concepts, skills and understandings </li></ul><ul><li>Higher order thinking </li></ul><ul><li>Prioritised curriculum – literacy, numeracy, science and technology </li></ul><ul><li>Parental and pupil consultation </li></ul><ul><li>Powerful big ideas for Infusion Learning </li></ul><ul><li>Reflection of current issues </li></ul><ul><li>Sustainability and future focus </li></ul><ul><li>Schoolwide interaction across year levels </li></ul>
  19. 19. <ul><li>Cockle Bay School Curriculum is Delivered through: </li></ul><ul><li>Quality teaching </li></ul><ul><li>High expectations </li></ul><ul><li>Collaborative purposeful planning </li></ul><ul><li>Prioritised time allocation </li></ul><ul><li>Integration of learning areas (Infusion Learning) </li></ul>
  20. 25. Scientific Method
  21. 26. Reporting to Parents <ul><li>RATIONALE </li></ul><ul><li>Reporting to parents requires informing parents as to the progress, achievements, strengths and/or weaknesses of their child in a format which is clear, simple and direct. </li></ul>
  22. 27. Reporting to Parents <ul><li>PURPOSES </li></ul><ul><li>To keep parents informed of their child's development and learning against National and School Standards and expectations </li></ul><ul><li>To foster co-operation and a partnership between parents and teachers </li></ul><ul><li>To empower pupils by ensuring that they understand and can discuss their learning and next step learning with their parents </li></ul><ul><li>To encourage parents to become actively involved in their child’s learning and provide assistance so that they may support their child’s learning at home </li></ul><ul><li>To keep teachers informed of parental concerns about their child </li></ul><ul><li>To help parents become actively involved in their child's learning </li></ul>
  23. 28. Reporting to Parents <ul><li>GUIDELINES </li></ul><ul><li>1. Reporting to parents must be seen as an integral part of the total assessment/evaluation process and always focused on improving educational outcomes for students. </li></ul><ul><li>2. It must be regular, transparent, relevant and open. </li></ul><ul><li>3. It will be based on concrete data/evidence and good formative assessment. </li></ul><ul><li>4. Reporting at Cockle Bay School will follow the following format, with each component being seen as part of the total ‘package’. </li></ul>
  24. 30. Avenue When Reason Parent/Teacher Discussion February Setting the scene Defining needs-parental input, last report Cementing a partnership PPP (Pupil Progress Presentation) Year 2-6 June What have I achieved/not achieved to date? What are my next learning steps? What evidence do I have for my learning journey? Are my parents aware of how I stand against the National Standards? Parent/Teacher Meeting (if Requested by either party) June To follow up points/issues raised at PPP To discuss issues that are not suitable to discuss with the pupil present. How parents can assist their children in the next learning step. Mid Year Report June Teachers written summary of above To support the PPP End of Year Written report December Summary of child’s progress for year in all areas Future learning goals Summary of achievements Other  e-portfolio, Ultranet Books-sent home on regular basis  Parent/Teacher initiated meetings Special events, open days, informal discussions, newsletters All year To provide another avenue for sharing learning & achievements To share work in progress and completed To share appropriate assessment rubrics To help maintain an on-going dialogue
  25. 31. National Standards <ul><li>Address the overall purpose of reading, writing and mathematics in learning </li></ul><ul><li>Are a consistent way for teachers to make judgements about student’s learning </li></ul><ul><li>Nationally referenced </li></ul><ul><li>They do not distinguish all the items of knowledge or specific skills and attitudes that students use as they read, write and computate </li></ul><ul><li>Teachers will use the standards to guide them when deciding the ‘best fit’ level for each child </li></ul><ul><li>Are a tool to guide ‘where to next?’ </li></ul>
  26. 32. Ministry of Education Expectations for the First Year of Implementation <ul><li>Help students understand the standards and their goals in relation to them </li></ul><ul><li>Assess student’s progress and achievement against the standards using a range of assessment methods </li></ul><ul><li>Ensure students understand their progress and achievement and what the next steps are in their learning </li></ul>
  27. 33. Ministry of Education Expectations for the First Year of Implementation <ul><li>Provide at least two plain-language, written reports to family about their child’s progress in relation to the standards </li></ul><ul><li>Support parents and family to understand the process and format of reporting and how they can work with schools to support their child’s progress </li></ul>
  28. 34. What We Are Doing <ul><li>Continue to use assessment tools that help identify strengths and gaps </li></ul><ul><li>Reporting to parents in writing twice a year </li></ul><ul><li>Trialed reporting against draft National Standards in Year 1 2009 </li></ul><ul><li>Reporting on progress, achievements and next steps </li></ul><ul><li>PPPs - 2009 trialed draft National Standards progress grids in reading, writing and mathematics </li></ul><ul><li>PPPs - students shared learning, expectations and their progress with parents </li></ul>
  29. 35. What We Will Do <ul><li>Continue to use these to provide students with next steps to enhance teaching and learning - tweak our current goal cards to reflect changes </li></ul><ul><li>Continue to inform students need to know how well they are achieving and what they need to do to improve their learning </li></ul><ul><li>Explicitly teach the gaps that the standards identify </li></ul><ul><li>Continue to celebrate growth in student achievement </li></ul><ul><li>Communicate effectively with students and parents on National Standards and next learning steps </li></ul>
  30. 36. What We Will Do <ul><li>Student goal cards this term will reflect changes in line with National Standards </li></ul><ul><li>PPPs and mid and end of year reports this year will reflect and report on National Standards </li></ul><ul><li>Explicitly teach the gaps that the standards identify </li></ul><ul><li>Continue to celebrate growth in student achievement </li></ul><ul><li>Communicate effectively with students and parents on National Standards and next learning steps </li></ul>
  31. 37. More Information To Come… <ul><li>We will be having further meetings - both formal and informal - to explain National Standards in reading, writing and mathematics before mid-year PPPs and reports. </li></ul>
  32. 38. Homework <ul><ul><li>RATIONALE </li></ul></ul><ul><li>At Cockle Bay School homework is set to allow children to practice and consolidate skills previously taught at school with the focus on Literacy and Numeracy. </li></ul>
  33. 39. Homework <ul><li>PURPOSES </li></ul><ul><li>To revise, reinforce and/or supplement work already covered </li></ul><ul><li>To develop children’s ability to organise their time and self management skills </li></ul><ul><li>To afford parents the opportunity to observe children’s work habits and attainment </li></ul><ul><li>To communicate to parents programmes of work currently being studied within the classroom </li></ul>
  34. 40. Homework <ul><li>GUIDELINES </li></ul><ul><li>1. No new work should be introduced as homework. </li></ul><ul><li>2. Work set should be within the child’s capability and well understood. </li></ul><ul><li>3. Homework will be seen and checked by the teacher. </li></ul><ul><li>4. Homework must be relevant to class work being studied. </li></ul><ul><li>5. Resources required to complete homework should be available to the child. </li></ul><ul><li>6. Motivation should be intrinsic. </li></ul><ul><li>7. At the Year 1 - 3 the amount of homework set should be achievable within 30 minutes daily. At the Year 4 - 8 levels the amount of homework set should be achievable within 30 - 60 minutes daily. </li></ul><ul><li>8. Parental involvement should be positive and should encourage the child to complete the set of task(s) independently. </li></ul>
  35. 41. Uniform
  36. 42. Special Programmes SENCO Role for Learner Support Foundation Skills Occupational Therapy Reading Recovery Rainbow Reading NLOE Teacher Aides/ Teacher support/ Team Teacher Aides Government agencies- RTLB/SE/SLT/Moderate Needs
  37. 43. Special Programmes GATE Role for Enhancement Programmes GATE identification and tracking Differentiated Learning across the school Young Thinkers Yrs2/3 Mind Lab Yrs4-6 Meet a Metre Science new for Year 4 this year and continuing with Y5/6 from last year Specialty lunches eg Week 5 Term 1 glass bead art demonstration Workshop opportunities eg Art, Poetry Writing, Writers/Illustrators, Young Leaders, National Science Fair See website for other programmes and opportunities
  38. 44. Questions ?

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