Papatoetoe Intermediate School

Strategic  Intention

Specific Goals

Indicators

Measurement

Time frame

Expected Outcomes

Interim Report [June]

To raise student achievement in all aspects of school life.

[Nag 1]

[Nag 2]

[Nag 2A]

1. To raise Maori and Pacifika student achievement in Literacy and Numeracy

2. Develop the school’s ;

2.1  Technology programme

2.2     (e) syndicates,

2.3    tracking of student progression

2.4 Leadership capacity

3.       Implementation of National Standards. (Develop the whole school approach to National Standards.)

* Achievement targets set for Maori and Pacific Island student achievement in Literacy and Numeracy

* All data collected identifies these two cohorts

* Longitudinal data comparing progress over time also collected

• Technology curriculum area selected as one of the focus areas for 2010.
• Focus criteria written in negotiation with Technology staff
• Funding put aside for PD opportunities.
• Support from Technology advisors and other schools sought

• Four syndicates are created as (e) learning syndicates.
• Assessment data, engagement data and achievement is monitored across the four syndicates.

• All students in year 8 continue their record of Student Progression from year 7
• All year 7 students begin their record of student achievement.

• Team Solutions work with school Leadership team to create Leaders of Learning
• Ron Scott development of Leaders of Learning
• Educational leaders questionnaire undertaken

• Ongoing PD in writing literacy is introduced to the staff.
• Writing literacy becomes the trial vehicle for the National Standard: Writing
• School charter outlines implementation strategy for NAG 2A.
• Team Solutions- School Support Services trials the implementation of National Standards
• School procedure on National Standard implementation is written

That 80% or more of Maori and Pacifika students achieve

-          Stanine 4 or better in Literacy (year 7)STAR

-          Stanine 5 or better in Literacy (year 8)STAR

-          Stage 6/7 in numeracy (year 7)

-          60% stage 8 or better in numeracy (year 8).

A single design process document is produced and used across all 4 areas of Technology.

All students progress in technology is tracked across four subjects in one year

Year seven data tracked across their two years at school

Review chaired by MU (e) Learning

A record of student Progression is created for every student.

Leaders of Learning undertake one TOD with all staff

Appraisal of leadership team by Ron

School undertake ELP questionnaire on leadership

(e) asTTle writing assessment introduced to support National standard reporting.

National Standard implementation over seen by NZC implementation committee

2010 School charter has implementation plan included

2011 School charter has National Standards targets set

School procedure is written

Data gathered term one of 2010

Comparative data gathered and analysed, term four, 2010

Technology Review criteria issued term four, 2009.

Staff development time allocated week 10, 2009 and week one, 2010.

First tracking report for year seven produced as part of technology report to the BOT, term four 2010.

Four syndicates selected and begin 2010

Beginning of year and end of year data is compared, Term four 2010.

Student record of progression introduced to year seven parents, term one.

Record maintained and distributed, term 3 and term 4 2010.

Team Solutions team appointed term 4, 2009.

First two staff meetings held term 4, 2009.

TOD, Jan 2010.

Term 4, 2009

Term 1, 2010

Ongoing PD at staff meetings in writing literacy and National Standards as required during 2010.

End of year 2010 report includes National Standard: Writing assessment

Term four, 2009

Term four, 2010

Term four, 2010

Achievement of Maori and Pacifika students meets or exceeds target set.

New student workbook created for use across all four technologies.

Year seven student record of progression in Technology implemented.

Four (e) learning syndicates established.

Student Record of Progression developed and maintained for every student

Leadership team work collectively to implement the school vision

All students are assessed against the National Standard: Writing

School procedure on National standards written

(e) tap SMS purchased and will be installed during term three.

Decision needed with regard to the designation of Fijian Indian students.

HOD technology appointed: Mr Kobus van Schalwyck

An action plan for further development being written

Technology teachers continuing to meet fortnightly

Survey undertaken to gather student opinions on Technology

School unsuccessful in its application to be a SNUP 3 school; will now need to wait until next round is announced.

Student Record of Progression used in second parent interview evening, July 2010

Learning Leader team met for two days during July break

A third PMI review held

On going work with Team Solutions- Use of self review tool for leaders

Intensive development of Learning leaders in Literacy.

Two syndicates to develop understaning of SELP with assistance from Team Solutions.

NAG 2A implementation plan in school charter

Learning Leader allocated responsibility for National Standards

Parent ev43enings to be held during three way conference evenings as well as on Samoan parent evening to explain National Standards

To develop the Pastoral Care Systems in the school

[Nag 5]

1. Reengage staff with restorative justice practices.

1. Establish positive behaviour modification programmes based on the philosophy of personalised learning

1. Investigation into alternative education providers.

• Pastoral care team undertake a review of restorative justice practices  across the school
• Upskill all members of pastoral care team in the use of RJ practices.
• Provide PD opportunities to new staff on RJ practices.
• Data collected on the number of and outcomes of formal RJ sessions carried out during the year
• Long term staff identified for PD on the next step programme after RJ.

• Apply for MOE Positive Behaviour Plan whole school development programme
• Gather data on positive programmes in use
• TOD- outline positive strategies
• Develop class based approach to positive behaviour modification
• Review current school wide positive strategies
• Set aside staff meeting times to discuss this aspect
• Create a set of “best practice” guidelines.

• BOT investigation into these providers

TOD presentation on our school as a school that practices restorative justice by RTLB and Counsellor.

Courses provided by Learning Network for three staff

Presentation on RJ given to BOT (school counsellor)

Courses provided by Learning Network for three staff

Create a review team of five staff appointed led by one member of the leaders of learning team

Data gathered and shared with staff

Class based approach developed and implemented by all teachers

Four staff meetings set aside

Best practice guidleines “booklet” produced for 2011 school year

Board report written, tabled and discussed

Jan. 2010

Term one, 2010

2010

Term one, 2010

Throughout 2010

Term one, 2010

Term one, two, 2010

Term one, 2010

Throughout 2010

End of 2010

End of 2010

Beginning 2011

Papatoetoe Intermediate School practices restorative justice processes at all levels.

A class based system of positive behaviour modification is established in all rooms of the school

A set of “best practice” guidelines is published

Presentation undertaken; staff survey completed.

Restorative practices being role modelled by Pastoral Care team.

TOD day to be held for new staff term three

Data being collected throughout the year

RJ questioning packages to be given to new staff

Donna has accepted the leadership role for this initiative. Team has been selected. First three days of development; August 10, 11, and 12.

School wide Positive reward system introduced from the beginning of term three

Student safety audit shows a pleasing reduction in incidents of teasing and bullying

School has received an additional $100 000 in funding for wrap around services for three students.

Development of the New Zealand Curriculum (NZC)

[Nag 1]

1. Complete the development of a new school based curriculum including attention to values and key competencies

1. Develop the aspects of citizenship, moral education, and student voice that meet the needs of emerging adolescents.

1. Develop a programme of community consultation on the new curriculum

4. Continue to develop assessment in line with best teaching practice.

* Create a Papatoetoe Intermediate School Curriculum artefact

* Develop the school values section

* Develop the school’s approach to key competencies

* Complete the assessment requirements

• Undertake student consultation on the NZC
• Align the values programme delivered across the school to meet the needs of emerging adolescents
• Build on the year eight 120 points into a citizenship programme.

• Management unit holder- community liaison appointed
• Community consultation on NZC held
• Community consultation on National standards held.

• Assessment instruments selected to meet the needs of National standards

• Assessment schedule developed for the 2010 calendar year

• Review of PIS assessment pyramid.

An NZC implementation strategic plan is written

Curriculum team is allocated time to prepare these documents

One TOD and four Staff meeting times allocated to developing the NZC

A finished NZC artefact is distributed to all staff

NZC implementation team undertake student consultation

Health and PE curriculum team continue to develop the values programme

Principal and management team refine the 120 points graduation programme

Management unit holder arranges at least five different ethnic parent NZC consultation meetings

NZC curriculum implementation team select assessment instruments.

Provide staff development as needed.

Work with Team Solutions on assessment that is reliable, consistent and robust

Term four 2009

Term one and two, 2010

Jan 2010, time in terms one and two, 2010

By the end of term four, 2010

Term one, 2010

Throughout 2010

For the start of the 2010 school year

Through out 2010

By the end of 2009

Throughout term one, 2010

Through out terms one and two, 2010

Student consultation on the NZC has occurred

Parent and community consultation has occurred

2010 Assessment schedule published

Papatoetoe Intermediate School Curriculum to be released week five, term three

Each curriculum area developing own action plans

School council restarted after a break during term two

MU holder attended a professional development day run by Judith Baenen

Samoan community holding a meeting 29^th July to discuss the viability of a Samoan language class.

Mid year three way conference afternoons to be held early August. During these afternoons the LLteam will also hold mini workshops on national standards.

Curriculum reporting to BOT

[Nag 2]

1. Provide a thirty minute time slot at each board meeting for a curriculum leader to present a report on their area to the board.

• Create a roster of curriculum areas reporting to the BOT
• Provide times for National Standards and NZC report to the BOT
• NZC curriculum implementation team oversee the implementation of National standards

Principal in negotiation with staff and BOT develop a reporting roster

Each monthly meeting to start with a curriculum report

By the end of 2009

Monthly

Each monthly board meeting receives a curriculum report

Board has received Arts report July meeting

Consistency of teaching practice

[Nag 1]

1. Review current Professional development programmes and appraisal system

1. Encourage staff sharing of professional development opportunities

3. Allocate Management units to roles that support the professional development of staff

* Review allocation of Professional development funding

* Create a procedure on the allocation of PD funds

*Develop a new appraisal system

• Expectation to be set out in new procedure
• Reports to be included in BOT monthly report
• Time put aside at staff meetings for reports to occur

• Ensure MU are allocated according to BOT strategic plan
• Ensure that available MU assist the creation of a career path.
• Job descriptions written for all MU
• Ensure that all MU are appraised by the Director of Teaching and Learning.

Principal and EO in 2009 budget setting round.

Principal in consultation with staff

Whole leadership team appraised by Mr Ron Scott

Leadership team responsibility

Principal to ensure that these opportunities are developed

MU allocation committee formed from members of the staff.

This committee chaired by the Director of Teaching and Learning

Term four, 2009

Term one, 2010

Term four, 2009- term one, 2010

During 2010

During 2010

Term four, 2009

As they come available in 2010,

Review of fixed term units, term four 2010

New professional development and appraisal procedures are developed

Regular staff reports of professional development opportunities are delivered

Management units allocated

Term three has been allocated for the design of a new appraisal and attestation programme

Staff have presented new learning at staff meeting; at senior leadership meeting; at Learning leaders meeting and through the school bulletin

A review of management unit allocations undertaken for July meeting

New Job descriptions are being created using the BES Evidence on Leadership Dimensions

A professional development day is planned for 29^th July for all syndicate leaders

School Finances

[Nag 4]

1. Financial review of language centre

1. Development of international students programme

• Carry out March 1^st ESOL return
• Evaluate ongoing funding of Language Centre

• Director International Students actively seek more enrolments

Principal with Language Centre staff evaluate ongoing funding of the centre

Director of International students

Term one, 2010

Through out 2010

At least one international student enrolled for 2010

Financial review completed

Review of Financial policies and procedures almost complete

Currently three international students enrolled

Community Relations

[Nag 6]

1. Encourage parent attendance at meetings- board member to attend each parent meeting

1. Develop a range of parent courses through Aorere College night class programme

1. Create a “Hall of Fame” or Parent recognition programme.

1. Be actively involved in the local community, community of schools, educational forums of Manukau City.

1. Consider the appointment of a community liaison person.

6. Board of Trustees election 2010.

* Appoint a community liaison MU holder

* Run at least five different ethnic meetings

*Ensure BOT member is available for each meeting

• Develop at least two parent courses; one in literacy one in numeracy

• Set up an honours board in the school hall
• Continue with the naming of the classrooms programme

• Ensure BOT members are involved in various community groups
• Principal involved in principal groups
• DPs involved in a range of DP associations
• Run the ESOL cluster

• Appoint a MU holder- community liaison
• Undertake professional reading in community liaison strategies
• Involve MOE Pacifika groups
• Seek funding for a full time position

• Appoint a returning officer
• Follow the MOE guidelines

Community Liaison MU holder holds parent and community meetings

Community liaison MU holder ensures courses are run

Year eight dean establishes a number of honours boards

BOT chair, Principal and management team members attend a range of community meetings

BOT and MU unit holder Community Liasion

EO appointed as Returning officer

Throughout 2010

Term one, term four 2010

Term one, 2010

Through out 2010

Termly reports to the BOT

Term two, 2010

Ethnic parent evenings are held

Two parent evening classes are held

Three classrooms are named after past students

Papatoetoe Intermediate is represented in a range of community meetings

Election held, new board members appointed.

Community Liaison person appointed.

Samoan parent evening tom be held 29^th July

Active FOTS group

Hall of fame boards have been delivered to school

Three classrooms named to date this year

BOT actively involved in BOT cluster

Principal actively involved in Papatoetoe principals; South Auckland Intermediate schools; Experienced principals programme as a coach; Nationally with NZAIMS

Election process undertaken, new board appointed: Board seeking cooption of a Maori community member

School Property

[Nag 4.]

Begin the first year of the current 5YA building programme

• Pave the court yard area outside rooms 23, 24, and 25
• Paint the roof of the school
• Upgrade the Old boys toilet into a science lab
• Upgrade the old girls toilet into a sound studio
• Upgrade Room 37 as a performing arts room
• Upgrade the old bike shed into costume storage area

Building and grounds committee meet every second Thursday afternoon

To be completed by the end of 2010

Significant property upgrades have occurred.

Property upgrade

Community services workers completed one further Sunday since last board report

Science room and performing arts centre well underway

MOE have requested all of our information on our leaky buildings

To develop Good Employer Polices for the RTLB s employed by the Board.

[Nag 3]

1. Write a series of Good Employer policies as per the ERO review of RTLB service recommendations (2009)

• Relevant policies written
• Drafts shared with RTLBs and with RTLB management team
• Approved policies approved by BOT

All cluster employer polices match the 2009 ERO recommendations

By the end of term two, 2010

Once the new policies are in place this will lead to a further review of cluster procedures.

External appraiser begins at the start of term three