EPS2 Nelson Central School 2009-08-25

8/14/2019 EPS2 Nelson Central School 2009-08-25

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EPS2.0 Report

prepared for

Nelson Central School

August 25, 2009Data collected 2009-07-18 to 2009-08-10



Nelson Central School prepared August 25, 2009

© 2009 CORE Education and Dr. Julia Atkin

http://www.core-ed.net/enable/eps2.0

This Educational Positioning System report has been prepared for: Cluster: Nelson Central School (1 schools)

Contact: Paul Potaka

Total number of contributors: 32

• School Leadership: 7

• Teacher: 12

• Support Staff: 13

Date completed: August 25, 2009

Structure of the report

The EPS2.0 Polar Map

The first page of the report provides an overview of the responses made to the online survey for your school, graphically

illustrated on the EPS2.0 Map. The colour bars in each of the 18 segments on the map represent the extent to which

each dimension is identified as a strength or weakness in your school. The further from the centre the colour barextends, the greater the strength of this dimension in your school. Consistent with the metaphor of a 'positioning

system', the purpose of this graphic is to provide a 'birds-eye view' across all dimensions.

Detailed Analysis

The remainder of the report provides a more detailed analysis of the feedback in each of the 18 dimensions. For each

dimension there are three parts:

• Dimension statement

• Graphical analysis

• Comments

The dimension statement provides a brief summary of what that particular dimension is about and why it is important to

the school review and development process.

The graphical analysis page provides greater level of feedback in each of the dimensions, using four 'tests' that are

explained on the following page.

Any comments that have been entered for each dimension are then listed on the page that follows. These comments are

listed in order from according to where the person entering them positioned their slider in response to the statement.Thus, the comments at the beginning of the list will have been entered by people who see this dimension as a strength,

carrying on through to the final comments reflecting those who see it as a weakness.

Page 2






Dimension andelementheadings.

This marker represents the

mean for responses.

Histogram showingdistribution of

responsesaccording to user category.

Overarchingstatement for thisdimensiondescribing thecharacteristics of aschool at this

The ‘four tests’,with separategraphs andstatements for each.

Key to colours usedin the histogramsidentifying differentrespondents.

Page 3






Understanding the graphical analysis page:

The four tests

Each dimension has been broken down into four sub-tests, providing an opportunity to further analyze the responses at

a deeper level. The four tests provide an insight into which aspects of the dimension may need to be targeted when

preparing the action plan as part of the school development process. The tests are:

Robustness Using processes that are up to the task

is the process strong enough, sophisticated enough?

Collectivity By Everyone

who is contributing/participating?

Consistency On everything

what is the relationship of parts to whole?

Congruence To the desired effect

what is the relationship between practice to theory and theory to practice?

Making the most of this report

This report is intended to provide a summary of the data that can be used to initiate discussions and planning at the

school level to address those areas identified as weaknesses as part of the school development process. A full view of

what this process might look like is included on the following pages.

Page 4



Making the Most of the EPS2.0

Freelyavailablefrom theEPS2.0Website

Annualsubscriptionand use of

EPS2.0 tool

Servicesavailable on

aconsultation

basis

Follow-upservices

directed atparticular

areas

Page 5



Making the Most of the EPS2.0

Freely available from the EPS2.0 Website

TheEPSwebsitecontainsallthebackgroundinformationabouttheEducational

PositioningSystem(EPS),includingbriefvideoandslideshowmaterial.Fromthis

siteyoucanaccessthe“Lite”versionoftheEPSonlinesurveythatwillallowa

singleusertoregistertouseacut‐downversionofthetoolforfree.

TheEPS‐Liteversionisonlyavailabletoasingleuser,anddoesnotprovidethe

opportunitytoaggregateinputfromseveralusers,nordoesitgenerateaprinted

reportorrepeataccesstotheresultspage.Instead,itisdesignedsimplytoallow

theusertoexperiencehowthesurveytoolworks,andhowtheinteractive

feedbackisprovidedattheend.

Annual Subscription

ThefirsttimeaschoolwantstousetheEPS2.0onlinetooltheschool

administratormustregistertheschoolonlineand,uponreceiptofthefee,will

receivean‘accesskey’thatcanbeusedbyallmembersoftheschoolcommunity

tocompletethesurvey.

Oncethesurveyentryhasbeencompleted,schoolscanaccessaprintablePDF

reportoftheirschool’sfeedback,andwillcontinuetohaveaccesstothe

interactive,onlinefeedback,availableonlytotheirschool.

Theinitialsubscriptionisvalidforoneyear,andincludes:

Aregulare‐newslettercontainingupdatesandinformationaboutupcoming

events

Accesstoanonlinecommunityofpracticeandapoolofonlineresourcesto

supportin‐schoolPDprogrammesacrossthe18EPSdimensions

Audioandvideoconferencingsupportbyarrangement

Insubsequentyearsaschoolcanrenewthissubscriptiontoenablerepeatuseof

theEPS2.0onlinetool,andcontinuedaccesstothesupportlistedabove.The

annualsubscriptionisprovidedatareducedcostafterthefirstyear.

Services available on a consultation basis

EPS2.0consultantsareavailabletoworkwithseniorstafforwholestaffpriorto

theimplementationoftheEPS2.0.Thefocusforthesesessionsison(a)

introducingtheEPS2.0tool,and(b)establishingareadinessforittobeusedby

staff.ThisisHIGHLYRECOMMENDEDforsuccessfuluseoftheEPS2.0

Thetimerequiredforthesesessionswillvarydependingonthesizeofthestaff

andwhatneedstobecovered.

SchoolsmaychoosetoengageEPSconsultantstofacilitatetheEPSprocesswithin

theirschool–forinstance,atawholeschoolPDdaywherethesurveymightbe

completedbyallthestaffinacomputerlab,orbyworkingwithgroupsor

syndicatesofstaffthroughtheprocess.Typicallythismightinvolvemorein‐depthexplanationsofeachofthedimensionsofthetool,andelementswithinthese,

andworkingwithstafftoestablishsharedunderstandingsofwhatthesethings

meaninthecontextoftheschool.

UponreceiptoftheEPS2.0report,schoolsareinapositiontodeterminepriorities

fordevelopmentinthecomingyear(s).

EPSconsultantsareavailabletoassistwithfacilitatedfollow‐upmeeting(s)leading

tothedevelopmentofanactionplanbasedontheprioritiesidentifiedbythe

schoolthroughtheEPS2.0process. SchoolsmaywishtoinvolveEPSconsultantsinanongoingwaytoassistinthe

implementationoftheactionplan,andtheachievementoftheactionplangoals.

EPSconsultantsareavailabletoassistthroughaprogrammeofongoingfacilitated

support,throughface‐to‐facemeetingsorviavideoconferencing,ora

combinationofthese.Becauseeachschool’sneedswillbedifferent,thenatureof

thissupportwillneedtobenegotiatedonacase‐by‐casebasis.

Follow-up services directed at particular areas

Oncetheprioritieshavebeenestablishedthroughtheactionplanningprocess,schoolsmaywishtoaccessarangeofservicestosupportschool/professional

developmentintargetedareas.

TheEPSteamisavailabletoprovideadviceaboutservicesthatcanbeaccessed,

includingtheCORE‐Enablesuiteofservices.Furtherinformationcanbefound

onlineathttp://www.core‐ed.net/enable

C

F

D

E

G

A

B

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http://www.core-ed.net/enable/eps2.0 Page 7






School Leadership Teacher

Support Staff

Page 8






Philosophical Frameworks

Educative purpose

The Ideal:

In our school, we have asked and answered the question: 'why educate?'. There is shared understanding of and

commitment to our educative purpose. We can articulate a set of mutually agreed and owned core values and beliefs

that underpin our purpose and our educative purpose sets the direction for all of our programmes.

Our School's Position

Where to next?• Are there well established and effective systems and processes in place to engage your school community in clarifying

and articulating its school's educative purpose?

• Do all staff and community members understand and share a commitment to your school's educative purpose?

• Is there a consistent approach to expressing and applying your school's educative purpose?

• Are your school programmes reviewed and refined with reference to your school's educative purpose? Do you as a

school ask how well your educative purpose is expressed through your programmes and practices?

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Educative purpose

Overall response - showing an average across all four tests:

weakness strength

Most members of our school community were engaged in collaboratively

developing our educative purpose and many use it to reference action and

decision-making. Clear links are established between our educative

purpose and our programmes.

The graphs below provide a view of the responses made in each of the four test areas:

weakness strength

Robustness — is the process strong enough, sophisticated enough?

Our school's educative purpose was clarified through a process that was

generally effective but processes are not in place to keep it alive, current

and visible.

weakness strength

Collectivity — who is participating / contributing?

Most of our school community have engaged in clarifying and articulating

the values and beliefs that underpin our educative purpose.

weakness strength

Consistency — what is the relationship of parts to whole?

Our school's educative purpose is expressed and applied fairly consistently

across most aspects of our school's programme.

weakness strength

Congruence — relationship between practice to theory and theory to practice

There is general, but not yet universal, understanding and commitment to

our educative purpose and to using it as the reference point for our policies

and programmes.

School Leadership (7)

Teacher (12)

Support Staff (13)

Page 10







Educative purpose

Our school's educative purpose is highly visible, and effective processes are in place to keep it alive, shared and current.

no comments on this statement

Our whole school community understands and owns our educative purpose.

T: Some parents leave it to us to get on with the teaching of their children and don't necessarily want to involve themselves in the educative purpose.

Our school's educative purpose is expressed and applied consistently across all aspects of our school's programme.


Our school's programmes and policies are reviewed in terms of our educative purpose and refinements are made to ensure congruence.


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What is powerful learning?

The Ideal:

In our school, we have asked and answered the question what is powerful learning? . We understand the ways in which

human beings learn for a variety of purposes, in a range of contexts, and we actively consider the relationships,

processes, environments and other conditions that affect learning. We use our understanding to design learning

experiences, teaching strategies and assessment. Our knowledge of emerging technologies and their potential for

enhancing learning is current.


Where to next?• Are there effective systems and processes in place to engage your school community in deepening understanding of

learning in a range of contexts and an appreciation of the relationships, processes, and conditions that affect learning?

Are new technologies and strategies explored in terms of their potential to enhance and/or transform learning?

• Do all staff and community members understand and share a deep understanding of learning? Are all staff and

community members kept abreast of emerging technologies and strategies for learning?

• Is there a consistent approach to expressing and applying your understanding of what constitutes powerful learning in

a range of contexts?

• Are learning, teaching and assessment strategies intentionally designed with an understanding of learning and the

conditions that support and enhance learning? Are learning, teaching and assessment strategies evaluated in terms of

their impact on learning outcomes?

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weakness strength

In our school, there is substantial formal and informal consideration of most

aspects of what is powerful learning? , involving groups of school staff, and

our shared understanding informs much school practice.


weakness strength


In our school, the processes we use to explore theories of learning and

emerging technologies are generally effective but discussions could be

more discerning and thorough.

weakness strength


There is active consideration given to theories of learning and teaching as

a basis for practice among some formal groups (eg syndicates or

departments).

weakness strength


Discussions on what constitutes powerful learning occur for most learning

contexts.

weakness strength


Much of our classroom practice is intentionally based on an understanding

of what is powerful learning? .


Teacher (12)

Support Staff (13)

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Our school community has vigorous discussions about the relationships, processes and conditions that support learning and our thoughts

are referenced against a wide range of theories.

T: Teaching staff, yes. But parent group not so involved.

C: Don't know. If by school community you mean staff, then yes, strongly. But if you mean wider school community - I don't know.

We have a shared understanding of what constitutes powerful learning and we take a whole school approach to implementing theories of

learning as a basis for practice.

C: Cannot comment

In our school, we explore a wide range of theories of learning, emerging technologies and teaching strategies for all learning contexts.

L: Our Principal keeps us very well informed through staff meetings, readings, techie brekkies etc.

L: Very strong on the emerging technologies due to ICTPD project. We have a lot of work to do in the areas of thinking and teaching.

C: Comment as above

In our school, all educational practice is routinely based on, and evaluated against, our shared understanding of what is powerful learning? .


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What is it powerful to learn?

The Ideal:

In our school, we have clearly articulated our understandings of what it is essential to learn and what it is desirable to

learn. Our curriculum is consistent with our educative purpose and our ongoing evaluative processes ensure we are

responsive to our current and potential future contexts.


Where to next?• Are there effective systems and processes in place to engage your school community in asking and responding to the

key question what is it powerful to learn? . Is your school community engaged in considering the current and likely

future context and the challenges and demands context places on curriculum?

• Have all staff and community members considered what is essential for students to learn and what is desirable for

them to learn?

• Is an understanding of what it is powerful to learn applied consistently across all aspects of your school's curriculum?

• Is your school's curriculum designed deliberately as a means of achieving your educative purpose?

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weakness strength

In our school, there is substantial formal and informal consideration of what

is it powerful to learn? in light of our educative purpose and an appreciation

of our local and global contexts. However, not all aspects of our curriculum

are consistent with our educative purpose or referenced against official

documents and other sources.


weakness strength


In our school, processes are in place for identifying what it is essential to

learn and what it is desirable to learn. The processes are not always

effective and/or our work is not referenced against official documents and

other sources.

weakness strength


In our school, small groups (teams, syndicates, departments) are

responsible for developing curriculum.

weakness strength


In our school, we are reasonably consistent about asking ourselves what is

it powerful to learn? as a basis for framing our curriculum

weakness strength


Our school curriculum is generally aligned with our educative purpose and

is to some degree mindful of our local and global context.


Teacher (12)

Support Staff (13)

Page 16








In our school, effective processes are in place to identify what it is essential to learn and what it is desirable to learn. We reference and

evaluate our curriculum against official documents and other sources.

T: A strength at this school.

C: Cannot comment

Our whole school community is involved in co-constructing, reviewing and renewing our school's curriculum.

T: Not the parents as much as the staff, principal, BOT etc.

C: As above comment

In our school, we routinely and consistently asking the question what is it powerful to learn? as a basis for all curriculum design and

development.


Our school curriculum is based on what we believe it is powerful to learn. It is consistent with our educative purpose and has an

appreciation of our local and global context.


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Thinking and knowledge

The Ideal:

In our school, we have explored the nature of knowledge and understand the way different cultures and disciplines have

developed distinct ways of knowing. We understand and use both ways of knowing and thinking that are particular to the

disciplines we teach, as well as those that are common across them, to design learning, teaching and thinking

strategies. We keep abreast of new knowledge.


Where to next?• Are there effective systems and processes in place to engage your school community in deepening understanding of

thinking and cultural and disciplinary knowledge? Is this knowledge current?

• Do all staff share a deep understanding of thinking and knowledge? Are all staff and members of your community kept

abreast of new knowledge?

• Is there a consistent approach to expressing and applying your understanding of thinking and knowledge for effective

learning design? Is your understanding consistent with other understandings about learning and teaching?

• Are learning, teaching and thinking strategies intentionally designed from an understanding of thinking, an appreciation

of cultural knowledge and a deep understanding of disciplinary knowledge?

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weakness strength

In our school, there is substantial formal and informal consideration of

thinking and cultural and disciplinary ways of knowing involving groups of

school staff and, for many learning contexts, and we base our learning

design on this understanding. There is potential for us to be more critically

reflective and more intentional.


weakness strength


In our school, the processes we use to explore thinking and knowledge are

generally effective but discussions could be more challenging, better

informed and/or up to date.

weakness strength


In our school, there is active exploration and development of thinking and

knowledge among most formal groups (teams, syndicates or departments).

weakness strength


In our school, discussions concerning thinking and cultural and disciplinary

ways of knowing occur for most learning contexts.

weakness strength


Our learning and curriculum design is generally based on an understanding

of thinking and knowledge. Our approach would benefit from being more

intentional and more critical.


Teacher (12)

Support Staff (13)

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Our school community has vigorous, rigorous discussions about cultural and disciplinary knowledge and thinking and our thoughts are

informed from a wide range of sources.

C: Don't know

In our school, there is a shared understanding of cultural and disciplinary ways of knowing and thinking and we take a whole-school

approach to its ongoing development and application.


In our school, we consistently express our understanding of thinking and cultural and disciplinary ways of knowing and apply this

understanding widely.


Our learning, teaching and thinking strategies are intentionally designed from an understanding of thinking, an appreciation of cultural

knowledge and a deep understanding of disciplinary knowledge.

T: This is an area of high strength in this school.

L: Believe there is no shared vision in this area.

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Clarity and cohesiveness

The Ideal:

In our school, everyone has a clear understanding of our educational philosophy. Our philosophical frameworks (values,

educative purpose, beliefs about learning and curriculum) provide clear images for our practice and all aspects cohere to

form a united whole that informs our decision making.


Where to next?• Are there effective systems and processes in place to engage your school community in clarifying their values and

beliefs? Are the connections between aspects of your philosophy consciously explored and debated?

• Do all staff have a clear understanding of the philosophical frameworks guiding your school's practice? Is everyone

able to consciously see the links between aspects of your philosophical frameworks?

• Is there a consistent approach to clarifying values and beliefs underpinning decisions and actions? Are your

statements of educational philosophy consistent with one another?

• Do your school's philosophical frameworks provide a strong, unambiguous direction for your decision making and

action? Do your school's philosophical frameworks combine to form a united whole?

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Clarity and cohesiveness


weakness strength

There are formal and informal processes in place for clarifying and

articulating our school's philosophy and in building connections between

different aspects. Consequently, most people can articulate our philosophy

and our philosophical frameworks generally provide a clear direction for

decision making and action.


weakness strength


Many opportunities and processes exist in our school to clarify our

philosophy and to build connections between different aspects. The

processes are largely effective but could be improved.

weakness strength


Some staff, students and members of our wider school community

understand and can clearly articulate our educational philosophy and

philosophical frameworks.

weakness strength


Statements of our educational philosophy and philosophical frameworks in

our school's documentation and our daily discourse are sometimes

consistent with each other.

weakness strength


Our school's educational philosophy and philosophical frameworks

generally provide a clear direction for decision making and action. There is

some degree of connectedness between different aspects of our

philosophy.


Teacher (12)

Support Staff (13)

Page 22







Metacognitive approach

The Ideal:

In our school a metacognitive approach informs practice. We actively and routinely engage in thinking about thinking

and learning about learning, in order to design effective strategies and to continually improve practice.


Where to next?• Are there effective systems and processes in place to engage your school community in developing an awareness of

themselves and others as learners and thinkers? Does your school community engage in reflecting on thinking and

learning processes and analysing their effectiveness?

• Do all members of your school community engage in developing an awareness of themselves as thinkers and

learners and in reflecting on thinking and learning processes?

• Is there a consistent approach to reflecting on learning and thinking processes and is a metacognitive approach

applied consistently across all dimensions of school activity?

• Does a metacognitive approach lead to greater expertise in learning, thinking and teaching?

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weakness strength

Most of our school community understand and often use evidence gathered

through a metacognitive approach in most areas of our school to improve

teaching and learning. Systems and processes exist to enable and promote

a metacognitive approach in most parts of our school.


weakness strength


Systems and processes exist to enable and promote a metacognitive

approach in most parts of our school.

weakness strength


Most of our school community understand and use a metacognitive

approach to inform practice.

weakness strength


A metacognitive approach is used across most areas of our school to

improve learning and teaching.

weakness strength


Evidence gathered from a metacognitive approach is often, but not always,

used to inform and improve learning and teaching in our school.


Teacher (12)

Support Staff (13)

Page 24








Effective processes exist to develop an understanding of ourselves and others as thinkers and learners. As a community, we engage in

reflecting on thinking and learning processes and in analysing their effectiveness.


A metacognitive approach (thinking about thinking and learning about learning) is used by our whole school community.


A metacognitive approach (thinking about thinking and learning about learning) is applied consistently across all aspects of school activity.


Evidence analysed from a metacognitive approach informs and improves learning and teaching in our school.

C: Unable to comment as not involved with these areas

Page 25






Community and Culture

Vision and values

The Ideal:

In our school, the rationales for actions and decisions are clearly, routinely and transparently referenced against shared

values and principles.


Where to next?• Are the processes used for developing and renewing shared vision and shared values effective and is there a strong

sense of ownership and currency?

• Is everyone who is affected by, and expected to live by the vision and values involved in developing them

collaboratively?

• Are your school vision and values referenced consistently on everything that is appropriate?

• Are your school vision and values used as the basis for formation of policies and practices and as a basis for critical

reflection?

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Vision and values


weakness strength

Most members of the school community were engaged in collaboratively

developing our vision and values and many people use them to reference

action and decision making. Clear links are established between most

policies and practices.


weakness strength


Our vision and values statements have been developed effectively but

processes are not in place to keep them alive and current.

weakness strength


Most members of our staff and community have collaboratively developed

our vision and values.

weakness strength


Our vision and values are referenced by a significant number of people

across many areas of school activity.

weakness strength


There are clear links between our espoused vision and values and most

policies and practices across the school.


Teacher (12)

Support Staff (13)

Page 27







Vision and values

Our vision and values are strong and enduring with effective processes in place to keep them alive and current.


Our vision and values are collaboratively developed and shared by all members of staff and community.

T: Very strong input and consultation with Board of Trustees

Our vision and values are referenced consistently across activity in all areas of our school.


Our vision and values are used as the basis for our critical reflection.

L: These are displayed in every room and referred to frequently by staff.

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Critical reflection

The Ideal:

In our school, staff are disposed to critically examine the effectiveness of their actions and practice against what we

value. We are supported with well established systems and processes. Staff are aware of and can articulate the value of

our achievements and the practice of critical reflection leads to continuous improvement.


Where to next?• Are there well established and effective systems and processes in place to enable and promote the practice of critical

reflection?

• Do all staff examine the effectiveness of their actions through critical reflection?

• Are all areas of school activity consistently critically examined to determine their effectiveness?

• Does critical examination of actions lead to greater effectiveness in achieving what your school values?

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Critical reflection


weakness strength

Systems and processes exist to enable and promote the practice of critical

reflection in most parts of our school and/or most staff examine the

effectiveness of our actions in terms of how well what we value is achieved.


weakness strength


Processes that exist to enable and promote the practice of critical reflection

in our school are largely effective.

weakness strength


Most of our staff are prepared to examine the effectiveness of their actions

through critical reflection.

weakness strength


Critical reflection is used to examine effectiveness of actions across most

areas of our school.

weakness strength


We often examine the effectiveness of our actions in terms of how well we

have achieved what we value in our school.


Teacher (12)

Support Staff (13)

Page 30







Critical reflection

Well established and effective systems and processes exist to enable and promote the practice of critical reflection in our school.


All of our staff examine the effectiveness of their actions through critical reflection.

L: Not all staff - but may be more/less prevalent in some syndicates

All areas of activity in our school are consistently examined critically to determine their effectiveness.


The critical examination of our actions against what we value leads to greater effectiveness in our school.


Page 31







Open-mindedness

The Ideal:

Our school has a culture of open-mindedness. There is a widespread willingness to engage with, explore and trial new

or different ideas in order to improve our practice.


Where to next?• Are there well established and effective systems and processes in place to engage with, explore and trial new or

different ideas?

• Are all staff and community members willing to engage with, explore and trial new or different ideas?

• Are new and different approaches and ideas engaged with across all areas of school activity?

• Are new ideas and approaches engaged with as a means of more fully achieving what you value?

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Open-mindedness


weakness strength

Systems and processes exist to enable and promote engagement with new

or different ideas across most areas of our school. The majority of our staff

are willing to examine whether new ideas and approaches will help us

achieve what we value more fully.


weakness strength


Systems and processes exist in our school to enable and promote

engagement with and exploration of new or different ideas and these

systems are largely effective.

weakness strength


Most of our school community are willing to engage with and explore new

or different ideas.

weakness strength


New or different ideas are engaged with across most areas of our school.

weakness strength


Engagement with and exploration of new or different ideas generally

contributes to more effective practice.


Teacher (12)

Support Staff (13)

Page 33







Open-mindedness

Well established and effective systems and processes exist in our school to enable and promote engagement with and exploration of new

or different ideas.


All of our school community are willing to engage with and explore new or different ideas.

C: 90%

New or different ideas are regularly engaged with across all areas of our school.


Exposure to new ideas and approaches continually challenges and refines our practice.

T: Certainly they challenge! - maybe because there are many new ideas and approaches from many different sources. Overloaded!

Page 34







Trust and supportive relationships

The Ideal:

Our school has a high trust professional environment where people have confidence in each other's ability and feel

valued. We listen to each other actively and accurately. We express our personal thoughts and feelings in a climate of

mutual support and confidence in each other's integrity, and we have assurance that everyone will act responsibly and

with good intent.


Where to next?• Are there well established and effective systems and processes in place to develop supportive relationships and

provide opportunities to display confidence in others' abilities? Do leaders model trust?

• Are all staff and community members willing to listen openly to each other and allow others to accept responsibility?

• Is trust modelled across all areas of school activity?

• Do people feel valued and supported? Do people accept responsibility and act with good intent?

Page 35









weakness strength

Systems and processes exist in our school to encourage people to listen to

each other openly and respectfully. Opportunities exist across most areas

of school activity to support each other and display confidence in each

other's abilities. Generally, people in our school feel valued.


weakness strength


Systems and processes exist in our school to encourage people to listen to

each other respectfully. Opportunities exist to support each other and

display confidence in each other's ability.

weakness strength


Most of our school community trust each other and are trusted, and there

are many examples of supportive relationships.

weakness strength


A high degree of trust and mutual support is evident across most areas of

our school's activity.

weakness strength


Generally, in our school, people feel valued and supported and feel that

their voices are heard and that what they have to say is considered.


Teacher (12)

Support Staff (13)

Page 36








Trust is strongly modelled in our school. Well established and effective systems are in place to ensure respectful listening, to develop

supportive relationships, and for us to take responsibility for our own actions.


All of our school community support each other and have high expectations that we can trust others and be trusted.


A high degree of trust and mutual support is evident across all areas of our school's activity.


In our school, people have confidence in each other's ability, feel supported and valued, and have assurance that everyone will act

responsibly and with good intent.

L: This is improving as teachers learn to share & work together for the benefit of the pupils and shed old habits.

Page 37







Collaboration

The Ideal:

Our school is an effective community of practice. There is co-operation and interdependence among all members of the

community, characterised by the sharing of ideas and open dialogue. New ideas emerge through people working

together.


Where to next?• Are there well established and effective systems and processes in place to enable and promote co-operation, dialogue

and mutual support?

• Do all members of the community engage in dialogue and other forms of co-operation and mutual support?

• Is a collaborative approach pervasive? Does the school community collaborate consistently on everything that is

appropriate?

• Do new ideas and ways forward emerge from people working together and is open dialogue embedded in the culture

of the school?

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Collaboration


weakness strength

Most members of our community engage in dialogue and other in forms of

co-operation and interdependence across most areas of activity in our

school. Most people have a shared understanding of why decisions have

been made and generally experience a sense of ownership. Processes for

collaboration are largely effective.


weakness strength


Processes or support systems for co-operation or interdependence exist in

most parts of our school. Processes that exist are largely effective.

weakness strength


Some members of our school community are co-operative, engage in

dialogue and offer support for others.

weakness strength


Forms of co-operation and interdependence exist across most areas of

activity in our school.

weakness strength


Most people in our school have a shared understanding of why decisions

have been made and generally experience a sense of ownership.


Teacher (12)

Support Staff (13)

Page 39







Collaboration

Well-established and effective systems and processes exist to enable and promote cooperation, dialogue and interdependence in our

school.


All members of our school community engage in dialogue and other forms of co-operation and interdependence.


Multiple forms of dialogue, co-operation and supporting others exist across all areas of activity in our school.

L: It is my understanding that when we have attempted to involve parents that meetings have been poorly attended.

New ideas and ways forward have emerged from people working together and open dialogue is embedded in the culture of our school.


Page 40







Informed risk taking

The Ideal:

In our school, there is a culture of learning where we are willing to step outside our comfort zones in order to improve

student learning in all areas of activity. Our risk taking is informed by research, design, action plans, trials and

evaluation.


Where to next?• Are there well established and effective systems and processes in place to encourage and support informed risk

taking? Is risk taking in your school informed by research and referencing your values and vision?

• Are all staff and community members willing to step outside their comfort zones to explore the impact of different

approaches?

• Is there a consistent approach to taking informed risk in your school?

• Does informed risk taking in your school lead to more effective learning?

Page 41









weakness strength

Risk taking in our school is supported and encouraged by systems for

researching, designing, planning, conducting trials, evaluating and refining.

There is a general willingness to take informed risks in many areas of

activity in order to improve student learning.


weakness strength


Informed risk taking is encouraged with some level of support provided to

research, design, plan, trial, evaluate and refine actions in our school.

weakness strength


Most members of our school community engage in informed risk taking.

weakness strength


We take informed risks in our school across most areas of activity.

weakness strength


Informed risk taking in our school generally contributes to ongoing

improvement in student learning.


Teacher (12)

Support Staff (13)

Page 42








Well established and understood processes exist to research, design, plan, trial and evaluate new approaches in our school.

T: Strong leadership and knowledge shared by the principal guides this - exceptional understanding and implementation.

All members of our school community are willing to step outside their comfort zone and engage in informed risk taking.

C: 90%

We consistently take informed risks across all areas of activity in our school.

L: Keeping up with the latest research encourages us to take informed risks.

Informed risk taking is fully embedded in the culture of our school and is seen as crucial for renewal and improvement.


Page 43






Strategies and Structures

ICTs

The Ideal:

In our school, ICTs are seamlessly assimilated into daily teaching and learning. ICTs are accessible and used

discerningly, spontaneously and creatively to meet a variety of curriculum goals in ways consistent with our beliefs about

effective learning.


Where to next?• Are there comprehensive systems and procedures for supplying, accessing and learning to use ICTs appropriately

and effectively? Is there an ICTs strategic plan to ensure sustainable supply?

• Are all staff and students skilled users of ICTs that support their learning and teaching?

• Are ICTs used consistently, routinely and appropriately across all areas of school activity?

• Has the potential of ICTs to enhance learning been explored and exploited?

Page 44







ICTs


weakness strength

In our school, most staff and students use a variety of ICTs selectively

across the curriculum for a range of pedagogical purposes. Systems are in

place to ensure supply and access and for people to learn to use ICTs

appropriately and effectively. Use of ICTs is integrated into everyday

practice, and consistent with espoused beliefs about effective teaching and

learning.


weakness strength


Comprehensive systems and procedures for supplying, accessing and

learning to use ICTs to enhance learning are in place and are mostly

effective in our school.

weakness strength


Most staff and students in our school community use a variety of ICTs

regularly for teaching and learning.

weakness strength


ICTs are used across the curriculum areas in our school to support a range

of pedagogical approaches designed to meet a variety of goals.

weakness strength


Our students or teachers mostly use ICTs selectively to support achieve

desired learning outcomes.


Teacher (12)

Support Staff (13)

Page 45







ICTs

Comprehensive systems and procedures for supplying, accessing and using ICTs are in place and are effective in our school. A strategic

plan ensures sustainable supply, access and effective use of ICTs for learning.

L: Access to the loop system has ensured ICTs are more effective and sustainable.

C: Always room for improvement, obviously funding an issue.

All staff and students in our school community routinely and appropriately use a wide variety of ICTs for teaching and learning.

C: 90%

ICTs are used consistently and routinely in our school to support a wide range of pedagogical approaches across all areas of thecurriculum.

L: Most teachers use ICTs consistently & routinely, some are still being brought up to speed for various reasons.

Our staff and students use ICTs discerningly, seamlessly, spontaneously and creatively to enhance learning.

C: 90%

L: Query over the terms "seamlessly" - do not believe this is happening at NCS yet.

C: Some staff are much more proficient at using ICTs than others.

Page 46







Learning and thinking strategies

The Ideal:

In our school, we have identified the strategies and attributes of an effective learner and thinker. We share a

commitment to developing effective learners and we continually develop our knowledge of learning and thinking

strategies which we teach explicitly and implicitly. We acknowledge that becoming a competent learner and thinker is a

complex developmental process and our teaching and assessment practices reflect this understanding.


Where to next?• Are there effective systems and processes in place to engage your school community in identifying the strategies and

attributes of an effective learner? Are professional development opportunities provided for teachers to develop their

strategies in teaching learners how to think and learn? Is there a systematic approach to incorporating learning and

thinking strategies in the curriculum?

• Do all staff accept a responsibility to help learners learn how to learn and think? Do all staff integrate learning and

thinking strategies in their programmes and teach them explicitly and implicitly?

• Is there a consistent approach to learning and thinking strategies across all curriculum areas?

• Are students developing mastery of a repertoire of learning and thinking strategies? Can the learners transfer learning

and thinking strategies to new situations?

Page 47









weakness strength

Most people in our school community can identify the strategies and

attributes of an effective learner. The majority of teachers have developed

their capacity to teach a range of strategies and they include them in their

teaching programmes. Many students gradually develop greater autonomy

and effectiveness as a learner and thinker.


weakness strength


We engage in processes for identifying the strategies and attributes of an

effective learner and thinker and are developing a repertoire of strategies to

embed in our teaching and learning programmes.

weakness strength


Most of our school community accepts the responsibility to teach students

how to learn and think and have developed the capacity to use and teach a

repertoire of learning and thinking strategies.

weakness strength


A repertoire of learning and thinking strategies is defined and articulated

across most of our schoolâ€™s teaching and learning programmes.

weakness strength


At our school, many students develop a repertoire of learning and thinking

strategies and some students gradually develop greater autonomy as a

learner.


Teacher (12)

Support Staff (13)

Page 48








We have identified the strategies and attributes of an effective learner and thinker. We engage in professional learning to develop our

capacity to teach learning and thinking strategies.

T: Professional deelopment focus is currently ICT.

Our whole school community shares the responsibility for teaching students how to learn and think. All teachers embed strategies within

their learning and teaching programmes.


A repertoire of learning and thinking strategies is clearly defined and taught explicitly and implicitly in all of our school's teaching and

learning programmes.

C: Cannot comment as not involved

L: This will vary hugely from teacher to teacher.

At our school, students develop a repertoire of learning and thinking strategies that they are able to transfer consciously and successfully

to new situations.

C: Cannot comment

Page 49







Assessment and reporting strategies

The Ideal:

In our school, assessment for learning (formative assessment) and assessment as learning (self and peer assessment)

complement assessment of learning (summative assessment). A broad range of assessment strategies are used to

monitor the growth and development of all learning that is valued and we analyse assessment data to guide further

learning. We use a variety of strategies to celebrate learning and give feedback to students and their caregivers.


Where to next?• Are there effective systems and processes in place to engage your school community in developing assessment and

reporting strategies that are congruent with your values and beliefs about learning? Are professional learning

opportunities provided for teachers to develop their skills in assessment and reporting?

• Is there a whole school approach to assessment and reporting? Does everyone implement the agreed strategies?

• Is there a consistent approach to assessment and reporting across all staff and curriculum areas? Do you engage in

moderation processes to develop consistency of teacher judgement?

• Do your school's assessment strategies validly measure learning outcomes? Is assessment and reporting serving to

guide further learning? Do assessment and reporting strategies demonstrate the learning that your school values? Are

students developing the ability to evaluate their own learning?

Page 50









weakness strength

Most staff are developing and implementing school wide assessment

practices for assessment for , as and of learning and exploring a variety of

strategies for giving feedback. Some aspects of validity, reliability,

moderation and analysis of evidence are yet to be refined.


weakness strength


In our school, we design assessment and reporting practices that monitor

valued learning. We are yet to refine some aspects such as validity,

reliability, teacher moderation and analysis of data.

weakness strength


Most groups (teams, departments, syndicates) take responsibility for

implementing our agreed strategies for assessment for , as and of learning.

weakness strength


Agreed assessment and reporting strategies are being implemented across

most areas of the curriculum and in our school.

weakness strength


Most staff analyse school wide assessment data to determine the

effectiveness of the range of assessment strategies and to monitor growth

and development of learning that we value.


Teacher (12)

Support Staff (13)

Page 51








In our school, we ensure assessment and reporting strategies validly measure valued learning and teachers are given professional learning

opportunities to develop their practice.


A whole school approach to assessment for, as and of learning is agreed and acted upon.


A range of agreed assessment and reporting strategies are implemented consistently across our whole school. We develop consistent

teacher judgements through moderation.

L: Inquiry learning needs more consistency in what is assessed.

C: Don't know

Assessment and reporting strategies highlight and celebrate the learning we value. We gather and analyse evidence of what students know

and can do to guide ongoing learning and to fulfil our responsibility to inform caregivers and the system.

C: In my role as support staff I have limited relationship with caregivers so can't effectively answer this question. And don't know what you mean by

responsibility to inform the system.

Page 52







Organisation infrastructure and resourcing

The Ideal:

At our school, the arrangement of people (teams, groups, syndicates, positions of responsibility) and time (learning

times, timetable, meeting times, recreational time) provides maximum support for the learning of both students and

professionals and for the development of a positive sense of community and learning culture. The allocation of funds

adequately supports the implementation of our desired learning approach.


Where to next?• Are there effective systems and processes in place in your school to ensure that the arrangement and allocation of

people, time and money matches the desired learning approach and to develop the desired learning culture?

• Does everyone at your school contribute to developing the systems and processes for an effective and efficient

organisational infrastructure? Is everyone at your school willing to adhere to organisational arrangements that have

been thoughtfully developed for the benefit of all?

• In your school, is there a consistent approach to the allocation of human, financial and time resources?

• At your school, is your organisational infrastructure and resourcing congruent with your values? Does the allocation of

human, financial and time resources at your school enable the teachers to focus on their central task of ensuring

powerful learning for all?

Page 53









weakness strength

At our school, only a small group of staff have input into the arrangement of

the organisational infrastructure and allocation of resources. Our processes

are generally not effective and they are inconsistent.


weakness strength


Most procedures and systems for the arrangement of our organisational

infrastructure are in place at our school and they are generally effective and

efficient.

weakness strength


A small group of our staff is involved in the arrangement of our

organisational infrastructure and resourcing.

weakness strength


There is some degree of consistency in the allocation and arrangement of

human, time and financial resources at our school.

weakness strength


At our school, the allocation and arrangement of human, time and financial

resources is generally effective in enabling teachers to focus on learning

and in supporting the development of our culture.


Teacher (12)

Support Staff (13)

Page 54








Procedures and systems for the arrangement of our organisational infrastructure and allocation of resources (time, people, funds) are

effective and efficient at our school.


Our whole school community is involved in contributing to the arrangement of our organisational infrastructure and allocation of

resources.

T: allocation of resources is not necessarily a community involvement, specific needs resourcing require specialist input rather than community

There is a high degree of consistency in the allocation and arrangement of human, time and financial resources at our school.


At our school, the arrangement of people and time provides maximum support for learning and for the development of a sense of

community. The allocation of funds adequately supports the implementation of our desired learning approach.

T: There is never sufficient funds to cover the cost of things like teacher aide support etc.

C: Cannot comment

Page 55







Physical and technical infrastructure

The Ideal:

In our school, physical (internal and external spaces, physical environment, furniture, storage spaces) and technological

infrastructures (network connectivity, energy and water management) effectively and consistently support and reflect our

desired learning approach and goals. We take a whole school approach to designing our physical and technical

infrastructure. Acknowledging that physical structures are built infrequently and that they are costly to redesign, our

design processes are mindful of taking a 'long sighted' view and in designing for flexibility and adaptability.


Where to next?• At your school, are there effective systems and processes in place to engage your school community in designing and

redesigning your physical and technical infrastructure to support your desired learning approach? Is your school

'long-sighted' in its approach to designing your physical and technical infrastructure?

• At your school, is there a whole school approach to designing physical and technical infrastructure?

• Do the physical spaces and technical infrastructure consistently support your school's desired learning approach? Is

there a consistent approach to the design and redesign of physical and technical infrastructure at your school?

• Does the physical and technical infrastructure at your school facilitate or impede your desired learning approach?

Page 56









weakness strength

Small groups within our school community take responsibility for the design

of our physical and technical infrastructure. Some aspects of our physical

and technical infrastructure are aligned to our desired approach to learning

but this is not consistent.


weakness strength


Most procedures and systems for design of our physical and technical

infrastructure are in place at our school and they are generally effective.

weakness strength


A small group of our staff is involved in the design of the physical and

technical infrastructure at our school.

weakness strength


There is some consistency in the design of some of the physical and

technical infrastructure at our school.

weakness strength


At our school, the design of physical and technical infrastructure allows the

desired approach to learning to be effective in some areas.


Teacher (12)

Support Staff (13)

Page 57








Procedures and systems for the design and redesign of physical and technical infrastructure are effective and efficient at our school.

C: More funding would allow total effectiveness and efficiency. This is our only limit. The plans and motivation are all there.

Our whole school community is involved in contributing to the design of the physical and technical infrastructure at our school.

L: The whole school community has the opportunity but only a certain percentage are actively involved through community group & BOT.

T: Parents not particularly interested. Some show interest but their ideas may not be practical or affordable.

There is a high degree of consistency, across all areas, in the design of physical and technical infrastructure at our school.

C: Not everyone has access to wireless.

At our school, the design of physical spaces, the physical environment and the technical infrastructure are deliberately designed to

facilitate our desired approach to learning.

T: Compromises when designing learning activities are needed due to the age of the buildings.

T: Within financial constraints. We could all find areas for improvement, but not possible because the dollars are simply not there for the extras.

L: Our school is an old one so the design of physical spaces has not been conducive to modern approaches to teaching & learning. Many changes

have been made but more are needed.

Page 58







Curriculum design

The Ideal:

In our school, curriculum is designed collectively and coherently. The breadth and depth of what is offered in our

curriculum is well matched to our educative purpose, takes into account our local context and reflects what we have

identified as essential and desirable to learn.


Where to next?• Are there effective systems and processes in place to engage your school community in designing a curriculum that

provides educational experiences to achieve your educative purpose? Is your school's curriculum design referenced

against what you believe it is powerful to learn and is it enriched by exploring the curriculum design of other schools?

• Is there a whole school approach to curriculum design in your school? Does curriculum design involve the whole

community?

• Is there a consistent approach to curriculum design in your school?

• Does your school curriculum serve as a vehicle to achieve your school's educative purpose? Does your curriculum

design reflect your school's deliberations of what it is powerful to learn?

Page 59







Curriculum design


weakness strength

In our school, we are increasingly designing curriculum to reflect our

educative purpose and our beliefs about what it is essential and desirable

to learn. At present, our curriculum design has some mismatches with our

educative purpose because the design processes are not effective, not all

staff are willing to engage in the process or there are still aspects of the

curriculum we need to design deliberately.


weakness strength


In our school, our curriculum is designed systematically and it is school

based. Processes used to derive our curriculum in accordance with our

educative purpose and beliefs about what it is powerful to learn are mostly

effective.

weakness strength


Small groups (senior leadership, teams, syndicates, faculties), in isolation

from each another, take responsibility for constructing our curriculum.

weakness strength


In our school, there are connections made between most aspects of our

school curriculum and our educative purpose.

weakness strength


Many aspects of our school's curriculum design reflect our educative

purpose and our beliefs about what it is powerful to learn.


Teacher (12)

Support Staff (13)

Page 60







Curriculum design

In our school, curriculum design is perceived as continual and dynamic. Effective processes are in place for our school community to

design our curriculum in accord with our educative purpose and what we believe it is powerful to learn.

T: Yes, the processes are in place for those who wish to be involved.

C: Don't know.

C: Cannot comment

Our whole school community is involved in curriculum design and evaluation.

C: If you are meaning school community yes, if you mean wider school community - caregivers etc, then I do not know

T: Parent community not involved really, but BOT members show high interest.

C: Cannot comment

In our school, all aspects of our curriculum design are consistently connected to our educative purpose and what we believe it is powerful

to learn.

C: Unable to comment as not involved in these areas

Our school curriculum serves as a vehicle to achieve our educative purpose. It reflects our deliberations of what it is powerful to learn.

L: Our school curriculum reflects our knowledge that pupils of today need to know how to learn, access information & use it in real life situations.

Page 61




Thank you for using the EPS2.0 online tool for whole school review and development.

The results provided in this document provide a summary of the input provided by participants from your school. In

addition, you can return to the online version at any time to further explore the interactive feedback for your school.

These results provide you with the opportunity to identify specific areas for development, and should be used as the

basis for developing an action plan to address these.

For more information about ways in which the EPS consultants may be able to assist you in the follow-up to this survey

please refer to pages 5 and 6 in this report.

Further information can also be found at http://www.core-ed.net/enable

http://www.core-ed.net/enable

http://www.core-ed.net/enable

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EPS2 Nelson Central School 2009-08-25

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