Post on 25-Jun-2020
transcript
STRATEGY FOR STUDENT SUCCESS
2018
WITHERLEA SCHOOL
At the heart of the strategic planning is our desire for all our
students to reach their full potential as individuals. Our most
important strategic thought is our image of a successful future
learner and Witherlea Graduate;
Six overarching aspirations were identified as part of a
community consultation in 2017 across Marlborough;
All students including Maori and Pacifica students, students with
special needs and ESOL students are able to access the New
Zealand curriculum through the Witherlea Curriculum Delivery
Plan which reflects our local curriculum and community.
As evidenced by progress and achievement in relation to
curriculum levels, and demonstrated through Nga Matapono (the
Key competencies), our values and six overarching aspirations.
And through a kind, safe and fair environment that uses
collaborative teaching and learning, future focused and innovative
thinking.
Our Strategic Aim:
Demonstrates our commitment to raising student achievement
through our collaborative and combined efforts at Witherlea and
across Marlborough through the Piritahi Kahui Ako focusing on
four dimensions;
Our Strategic Thinking:
Strategy for Student Success:
Graduate Profile for our
Witherlea Learners:"Be Kind, Be Safe, Be Fair - Kia Atawhai, Kia Ora, Kia Tika"
Explore who they are, their heritage and develop cultural
awareness on a local and global scale.
Explore and start to understand and apply sustainable
approaches.
Explore creative & innovative thinking to their learning,
building the foundation for future problem-solving.
Build capacities for resilience, tenacity, adaptability and
confidence to succeed in anything they set out to achieve.
Through collaborative learning approaches, our students
explore and build relationships that help them to learn and
achieve together.
Be taught in personalised learning environments where they
are inspired and supported to be the best they can be.
OUR CHILDREN WILL;
HAUORASTRENGTHING TEACHER AND LEADERSHIP CAPABILITIESMONITORING AND EVALUATING PROGRESSCOMMUNITY, IWI AND MAORI ENGAGEMENT
Developing teacher capabilities through the 'Spiral of Inquiry'
model (Helen Timperley)
Global Identity: TuakiriPersonal Management: RangatiratangaCreativity and Innovation: AuahatangaStudent-Centred Learning: Ako ArotahingaEffective Relationships: WhakawhanaungatangaSustainability: Kaitiakitanga
OUR LEARNING PROCESS;
Making; connections for children
Making; explicit real learning
experiences
Practicing Skills and Key
Competencies in a variety of
authentic contexts
The individual student is at the
centre of all teaching and learning
Students need to know how to
learn as well as what to learn
Learning is VISIBLE for the students
and parents through 'walls that talk'
OUR
PILLARS;
TERM ONE Belonging
TERM TWO Environment
TERM THREE Discovery
TERM FOUR Celebrations
TARGET 1: MATHEMATICS TARGET 2: SCIENCE TARGET 3: CULTURE +ARTS
BASE LINE DATA 2019: WHY WE TARGET?
TARGET 1: MATHEMATICS
TARGET 2: SCIENCE
TARGET 3: CULTURE + THE ARTS
Across the school we had 107 learners who are below the benchmark for their age.
We have identified 'efficacy' in Mathematics as one initial indicator/problem
Historical data suggests we have a cohort at Year 5 that has been underachieving from their
early years in Mathematics and across Reading and Writing.
Witherlea had PLD in the area of Mathematics over 4 years ago and it is possible that this was
not fully embedded so that there is differing techniques, styles and philosophies schoolwide.
We have made changes to the the timetable and operations to allow for 'Arts afternoon' and Kapa
Haka as an opt in to increase the participation and provide opportunities back in classrooms to
within the areas of Culture and the Arts.
We have identified 'Culture and the Arts' as a vehicle to provide students with learning and
leadership opportunities in line with our new vision, six aspirations, and Poutama Pounamu PLD
New leadership positions provide time to investigate this area as a way to support and enhance
learner potential - this may lead to the creation of reporting and assessment tools
WITHERLEA SCHOOL TARGETS
Mathematics is the CONTEXT we will use as our baseline and summative
data for our Analysis of Variance. To make a difference to our target
learners we will use a focused approach to what we focus on, tracking
and monitoring every 5 weeks We will trial innovative strategies using a
whole school and collaborative 'Spiral of Inquiry'
IMPROVE TEACHING AND LEARNING IN THE AREA OF
MATHEMATICS SO WE HAVE 90% AT OR ABOVE
80/107 LEARNERS SHIFTING 2-4 SUB LEVELS
CONTEXT: THE VEHICLE WE USE TO TARGET?
STATEMENT: WHAT WE TARGET?
ACTION PLAN: WHAT WE FOCUS ON?
Causal Inquiry led by SMT; Growth Mindset research, 'teaching of
mathematics' at Witherlea, Cognitive Load Theory and all resources
focused in this curriculum area
Theory of Improvement Plan created and new Data Monitoring
Timetable changes; core learning time; 8:50am-11am
Teacher Aide PLD in the area of numeracy/Mathematics
Trial; Mathematics Challenge Inquiries - purchase (small group), ICT
platforms - Khan Academy, Maths Whizz, Mathletics
Digital Technology PLD for innovative practices in mathematics
STATEMENT: WHAT WE TARGET?
25 YEAR 5-6 STUDENTS IDENTIFIED GATE STUDENTS IN SCIENCE
5 SCIENCE CAPABILITIES AND SUSTAINABILITY ASPIRATIONAL
GOAL LINKING LEARNING TO THE LOCAL ENVIRONMENT VIA
ENVIROSCHOOLS/ LOCAL EXPERTS
CONTEXT: THE VEHICLE WE USE TO TARGET?
ACTION PLAN: WHAT WE FOCUS ON?
STATEMENT: WHAT WE TARGET?
INCREASED PARTICIPATION AND OPPORTUNITIES TO LEARN
AND SUCCEED IN THE AREA OF TE REO MAORI; LANGUAGE,
IDENTITY, CULTURE AND THE ARTS; DRAMA, DANCE, MUSIC
AND VISUAL ART
CONTEXT: THE VEHICLE WE USE TO TARGET?
Te Reo (Language/Identity), Kapa Haka, cultural studies, Drama, Dance,
Music, and Visual Arts will be our CONTEXUAL areas with no current
historical data we will use participation numbers as a baseline. We will
use parent, teacher and student voice as part of the evidence gathering
as we work towards our Action Plans and aspirations.
ACTION PLAN: WHAT WE FOCUS ON?Arts Afternoon - Year 2 Rollout with Leadership Roles providing
support for teachers to extend Arts expertise
Timetable changes; Kapa Haka in the afternoon and all other classes
focusing on language, identity and culture - 'how to assess' discussions
Trial; extension group for languages (Te Reo)
Trial: use of parents as expert language and culture 'coaches'
Development of a unique school song, Mihi Whakatau and school
waiata for welcoming visitors
Trial Drama Specialisation - Assembly Performances/Production
Witherlea School continues to embrace the opportunity to broaden the lens for our learners through all 8
curriculum areas. Using the target CONTEXT as a vehicle and then expanding on the focus so that we will
make the most difference for our priority learners, Tier 1 students on the cusp and especially Tier 2 students,
who have the greatest potential for acceleration.
The Witherlea School: Learner Impact Plan (revised) - clearly defining what, who and why we target?
The Charter design - clear Strategic and Annual Goals which links directly to Piritahi and our targets
The Appraisal System - collaborative 'Spirals of Inquiry' and into phase two
InterLead rollout; phase one which will be led by an outside expert and new Deputy Principal
New Data Monitoring and Progress tracking through eTAP
New Leadership Structure which will support teacher development at a Hub level
Major Curriculum and Assessment review in Mathematics and Science; using the Local Curriculum
Guides, ERO Assessment information, collaborative approach with a whole school focus approach
Our 2019 Lens:
2019 Changes:
Piritahi Kahui Ako links:Witherlea School continues to be part the Community of Learning with the new 2019 Framework for Teaching
and Learning as a key element across all schools. We will continue to embed the Visible Learning and 'Spirals of
Inquiry' practices/capabilities. We will use the 'Theory of Improvement' TOI templates for each of our Annual
Goals and Targets so that roles, responsibilities and the pathway/map to improvement is collaborative and clear..
RESPONSIBILITY
RESPONSIBILITY
RESPONSIBILITY
SMT
MATHS LEAD
We are in Year 2 of our Science Review via Matt Robertson who completed the Royal Society of
Science Course in 2017
We have expanded to bring back our Enviroschools focus and in particular the Maori
Perspectives
2018 each teacher developed a Science Table and Key Questions through targeted PLD
2019 we extend to our GATE students who have a passion and/or strength in the area of
science (they will be explicitly taught and will learn via the Science Fair context)
SMT
SCIENCE + ENVIRO
LEAD
SMT
TE AO LEAD
ARTS LEAD
Science integrated inquiry and scientific writing we be our baseline and
summative data for our Analysis of Variance. To make a difference to our
target learners we will use specific learning sessions leading up to the
regional Science Fair and teacher workshops via Enviroshools.
Matt Robertson will liaise directly with Anna Crowe our advisor from the
Marlborough District Council through our Enviroschools lens
Create opportunities for teams to plan together using Hub Planning Days
with rich, science and environmental threads weaved into the learning -
Maori Perspectives and Local Issues/Environments
Develop the 5 Science Capabilities with workshops for teachers
Integrate technology/digital capabilities through PLD
Students who have a passion or strength being identified for leadership in
the area of Enviro and for lead up to Science Fair
WITHERLEA SCHOOLLEARNER IMPACT PLAN
2019
DATA
READING: 6 LEARNERS
WRITING: 81 LEARNERS
MATHEMATICS: 55 LEARNERS
TIER 2 OR TIER 1 ON THE CUSP
FROM DATA MONITORING DOC
SCHOOL TARGETS
MATHEMATICS: WHOLE SCHOOL
SCIENCE: Y5-6 GATE
CULTURE + THE ARTS: WHOLE SCHOOL + GATE
DATA MONITORING
5 WEEK CYCLES
1-2 TARGET STUDENTS: MATHEMATICS
SPECIFIC/SMALL FOCI USING ETAP
MEASURE PROGRESS: WHAT HAS WORKED?
HUB LEADERS TRACK
COLLABORATIVE EXPERTISE WHEN STUCK
WHEN SOMETHING MAKES A DIFFERENCE
ROLLOUT FOR ALL LEARNERS
SPIRAL OF INQUIRY
4 TARGET STUDENTS
COLLABORATIVE SPIRALS
BASELINE DATA/SUMMATIVE DATA COLECTED
PRIORITY LEARNERS WHERE POSSIBLE
ASL/WSL EXPERTISE ULTILISED
LENS FOCUSED ON "CHANGE OF PEDAGOGY"
'SHARE' FOR SCHOOLWIDE IMPROVEMENT
USING THE SPIRAL OF INQUIRY FRAMEWORK
QUALITY TEACHINGMAKING A YEARS PROGRESS IN A YEAR
VISIBLE LEARNING ACTIVE AND EVIDENT IN
EVERY CLASSROOM (SELF ASSESS)
VISIBLE LEARNING RUBRIC USED
SPIRALS OF INQUIRY - CHANGED PRACTICE
WSL/ASL: JEMMA/HAZEL LEAD STAFF
APPRAISAL OF SELF: GOALS AND EVIDENCE VIA
INTERLEAD
RESEARCH/EVIDENCE BASED PRACTICIONERS
PACT TOOL: TARGET STUDENTS
(READING, WRITING, MATHS)
PACT TOOL USED TO PROBLEM SOLVE
LEARNING PROGRESSIONS
FRAMEWORK: TEACHING/LEARNING
ASSESS TO INVESTIGATE AND INFORM
USING THE MOST EFFECTIVE TOOLS TO
INFORM TEACHING AND LEARNING
ASSESSMENT
TIER 2 STUDENTS OR STUDENTS IN
TIER 1 ON THE CUSP
TARGETING ESSENTIAL -1 AT A TIME
MAKING MORE THAN ONE YEARS
PROGRESS IN A YEAR
ACCELERATION
TEACHERS AND TEAM /HUB LEADERS
WITHERLEA SCHOOLASSESSMENT AND REPORTING
ALIGNMENT
TRIANGULATION
Evidence of learning from
multiple sources - 3 as a rule of
thumb
Formative Assessment Practices
PaCT - Consistent Tool
TRUSTED DATA
Use Term 4 Curriculum
Judgements as SOY Data
Do not retest ALL as a
general/blanket rule
Test if unsure or needing
diagnosis
MODERATION
All areas of the curriculum to
extend and deepen content
knowledge
Team Moderation - check
OTJ and seek/use collegial
support
Piritahi Moderation: across
schools