Prep for Term 3

Added 14/7 - Keeping ourselves safe info
Raising Student Achievement Action Plan

Meetings for Term 3  - you will notice I have put in more team meetings.  If we're lucky we will have staff meetings on Wednesday but only up to week 7.  But we must keep the remainder of the Wednesdays free for merging needs depending on what's happening.  For a teacher not in the SLT you will occasionally have two meetings a week with your syndicate meeting and a staff meeting but that's 11 meetings over the term - we used to have two a week every week, so its not too bad.  SLT will have more but we need them and we'll try and keep them to the point.  I've renamed Learning and Behaviour as Wellbeing Team which is more about our aim.  We will be meeting more often to keep on top of IEPs, review goals etc.

STAFF NEED TO BE ABLE TO SPEAK TO the links below in the areas that relate to your practice - SLT needs to be able to speak to any of it
You need to be able to speak about what you're doing to increase progress for your monitored learners and how you know its effective
Moderation term 2 - there for reference, you've already done it thanks
Response to 2013 ERO Review - everyone needs to be able to speak to this, it is probably the one area of our collaborative practice that we have most staff resistance to.  
Go to the bottom of this page to see a one pager overview of our charter - every staff member needs to be able to speak to this too
Raising Student Achievement Action Plan - ERO are expecting one of these plans and schools who are having ongoing support get given a plan.  So I've done one for us so we don't need to get given one.  It will mean ongoing reflection and review for us which will be a good thing.

Class by class NS results - add your narrative to your class group please for our board report.  It helps to understand the story behind the data and provide resourcing to support.

Sacrament assessment gathering - to be gathered by the end of week 1
Holy Spirit Extended Abstract - add an example of extended abstract or if you haven't got that, relational, from your Holy Spirit testing, observations or classwork.
Curriculum Tracking 2017 - this looks likes its up to date, if you've got anything extra to add, here it is.
UNDERSTANDING HEALTH EDUCATION IN THE CONTEXT OF OUR SPECIAL CHARACTER - use this to plan your Keeping Ourselves Safe work.  KOS needs to be delivered in the context of the Catholic Special Character and your teaching will need to directly refer to this doc, and "Myself and Others" which is in your RE box.  You will also be explaining to parents what you are teaching at your level in KOS in week 2 and you will need to explain the connection with the Special Character, according to the doc shared.  The resources for KOS are here.

PD goals 2017 - bear these goals in mind when you come to deciding on your own professional inquiry plan for the next two terms.

Appraisal - PART TIME TEACHERS NEED THIS TOO

I've revised the appraisal system  in light of the new Code of Professional Practice.  The front page of the appraisal site explains it all.  The main thing for you to know is you've been appraised against the PTCs up to this point in the year and the evidence, observations and everything we have done for that is all valid and part of your record.  We are now switching to the Code and we will use a Spiral of Inquiry to drive the process.  At the end of the appraisal cycle which will be early next term you will draw up a report, which I will discuss with you and ratify,  to show how you have used the inquiry cycle to meet the Code.

I suggest you do it in teams and use this doc to start thinking through some options.  We have done a sort of spiral so far with the goals you set at the end of term 1 which your peer observed this term.  The information from that could well be the scanning part of your inquiry and you could move on from there.  Try to be explicit about putting your hunches on the table for analysis.

People have asked me a few times about teaching guided reading under an inquiry umbrella or what's appropriate for senior guided reading.  I've put together the following doc to share some ideas of ways of doing this and added it as a tab to the side of this site too Teaching guided reading under the inquiry umbrella - there's a lot in here but it might be a focus for an inquiry, or certainly for the steps we need to talk towards more student agency in learning (see explanation in the mid year data analysis).

HOMEWORK - this is what I'm going to advise parents in week 1 - is everyone on the same page with this?  

- for them to discuss and reinforce learning with their children (as per our meet the teacher evening) - using the link to the weekly learning intentions.
- reading every day for juniors - books go home but we're not sending a different one every day as re-reading the same book a couple of days in a row is better for them.
- reading every day for seniors - we expect them to locate their own reading from books, comics, internet research, the newspaper etc.
- Basic maths facts as per the image below.
- spelling - learning high frequency words and essential lists up to list six - but no more than that - learning spelling lists beyond the high frequency lists has been proven beyond any doubt to have no effect on spelling in the context of writing.
- Christina and Megan are checking what you need to do for WordLab homework - parents need to be told this.
- Year 7 & 8 get exercises from their homework books to get the practice of homework going.- 

OPTIONAL projects, research etc is fine if you want to do that but keep it optional as its doesn't really make much difference to learning and ends up being a stress which ends up being a negative effect on learning overall.

Other younger children who wish to do homework exercises can be directed to those books but the families need to go and get them themselves - ask Sara or Morgan for the title and publisher.

I will put all this in the news blog.

I'm thinking about doing a parent session at 2.45 one afternoon to show them how to use a pack of cards to use games to learn whatever basic facts training they might want to do as on this page.

Basic facts for each level make sure your children are systematically learning these:



St Joseph's Journey - this is the initial presentation I will use with ERO to set the scene.  I've framed it in a bigger context of where St Joseph's has come from and where it is going.  Our present association with our Community of Learning and our past association with the same schools as a Learning and Change Network is quite a big part of it - that shows we had the capacity to accelerate, to make a student-led curriculum, for innovative blended learning and to engage effectively with families.  We lost the team capacity to make that happen and for a while I think there was confusion and loss of direction but we're over that now.  We're committed through our ongoing collaboration to rebuild our capacity and it will look different moving forward and I think you'll all agree we've been making accelerated progress as a team together over the first half of 2017. 

The next steps on our journey are to keep going with our pd goals which we set for this year and we'll have a review of how we're going with this early in term 3 in our staff meeting.


NEEDS TO BE READY BY THE START OF TERM:
Relationship Management - I have updated our relationship management plan and simplified it to the one version.  Please print this out and display in your classroom.  I have reworded it more positively to fit with the new Professional Code of Conduct.

Please check your physical areas of responsibility around the school and check they are tidy before the start of term.

Update to all monitored students.   
Their links need to be COPIED and pasted to the second half of the year for year 4+ - that means moving them into the next column.  Choose the correct curriculum level for them and paste them there.  For juniors they need to be copied into the appropriate column - if they have passed an interim or anniversary in the last term they go to the next column and stay there for six months.
Highlight and make the initials blue so we know it means term 3.

Update all the differentiated learning forms to show what you're doing for groups of students moving into term 3.
Update all individual forms for term 3.

In your planning be specific about what you're doing for "above" students or students who could be above.  Use SOLO to help them get into deeper thinking.

SMART goal - link to an example of some feedback to help establish a SMART goal.

In week 1 or 2 everyone will be meeting with me individually to go through the goals for all your below or at risk of being below students, find out what you're doing for extension and sort your inquiry spiral.

Note updates to curriculum:
How we make OTJs + how we moderate.
Update to assessment schedule - termly update of overall maths level and overall writing level added.
Learning procedures, behaviour procedures

NB: I've changed the name of the learning and behaviour team to Wellbeing Team - it seems more about what we're trying to achieve.

Class by class NS results - add your narrative to your class group please.


 This is new to our curriculum doc and I will be telling ERO this is one of our next steps:
AIM: to move us more into consistently using our progressions for making judgements and having these completely transparent with children.  Enabling children to make their own judgements.  If we are doing this well, the children would be able to enter their own overall level into Edge.

Our moderation practices need to be good so we can reliably and accurately say for instance, "This writer is working overall at the expected level for year 6 and I know this through all the information and tracking that's been done during the term that is clearly visible both to myself and the learner."  That means both the teacher and the learner need clear knowledge of what learning looks like at the expected level, and below and above.

We need to move away from making a curriculum judgement and integrate more with the National Standards illustrations and the Literacy Learning Progressions which are summarised in our own learning progressions - this is what we are actually making the judgement against.

We are definitely not making a judgement through using a standardised test.  That is only there to confirm or check our judgements.  To make good use of standardised testsd they need to be part of the formative development of the child - every child should know the result of every test they take, and what it means and what they can do about it.  From leadership perspective, consistently-used standardised tests are a good way of doing simple tracking over time, but they only provide the flags to show me where I need to dig deeper.  When I am sure our OTJs and moderation are absolutely sound, I will do most of my tracking through progress shown on the monitored student forms and through your writing and maths curriculum OTJs put on Edge.

Your OTJ - your direct teacher-knowledge and the students's self knowledge counts for way more than any test or external assessment.  Our challenge at the present is to get consistency with these - the way to do it is systematically using our progressions for everything.

Where can a child go in your class to show what a good piece of work at their level looks like? 

REGARDING OUR PROGRESSIONS - we will use some release time in term 3 for at least the SLT to get together and review our progressions.  

Our strategic overview - you need to be able to speak to this

Our Strategic Goal for Learning: Every Child Engaged and Empowered in Deep Learning for Success

2017 - Consolidate

Embed St Joseph’s curriculum and pedagogy

Knowing our whakapapa: being a Dominican school

High achievement, future-focused, making a difference, being Catholic

2018 – Platform for growth

Using technology,, design processes, critical thinking and creativity in transformative ways,  to engage with a relevant, active, purposeful curriculum


2019 - growing

Making a difference to our community and world through solving problems that matter


Special Catholic Character

Goal 1 To ensure that our Catholic character leads and enriches all aspects of school life.

Maintain Catholic Character at  the forefront of policies, plans, curriculum, assessment and professional learning for staff (2017-19) and at the centre of all self-review.

Goal 2 Continue to practice and grow high quality religious education

Address next steps for targeted learners in Religious Education based on assessment information gathered over the past three years (2017)

Use reflection on our completed three-year cycle of using consistent key ideas in RE to plan and develop staff formation, and strategic planning and resources for RE (2017)

Continue to embed the key ideas for RE learning throughout the school and further investigate how we teach and maintain content knowledge from one year to the next and continue to address the needs of learners who only access a portion of our RE curriculum (2017-18)

Significant formation and professional development opportunities offered in Religious Education (all staff are expected and supported to work towards RE diploma) (2017-19)

Goal 3 To continue to involve the St Patrick’s Parish community to enrich and support the school

Action baptism and faith development opportunities for children and their families with parishioners (2017-19)

Continue to focus on growing the parish/school relationship reflecting the Dunedin Diocesan Action Plan (2017-19)

Stewardship – (Board of Trustees) - Empowered for Success

Continue to build Board governance capacity

Support professional growth and innovation.

Review, realign and continue to improve our self-review processes to reflect our emerging understandings and direction derived from our major self review of 2016. and implement Schooldocs system.

Engage with diocese to plan for school property development.

Plan for development of senior playground

Continue to monitor Board performance as a good employer.

Resourcing for transformative practice.

Maintain and develop school buildings and grounds to support diocesan plans for property development.

Leadership for equity and excellence – Empowered for Success

Develop senior leadership team capacity

Improve progress and achievement in learning for all children particularly Maori, Pasifika and children with special education needs.

Review and maintain structures at all levels of school to promote high expectations

Student leadership focus.

Te Reo support

Develop senior leadership team capacity

Develop a strategic plan for transformative practice.

Maintain and improve structures, procedures, and accountabilities, keeping our school values at the forefront.

Implementing strategic development in innovative practice, whilst maintaining structure and expectations.

Educationally powerful connections and relationships - Empowered and Engaged

Ensure our digital presence meets our communication purposes

Work towards full representation of ethnicities in school decision-making processes.

Investigate literacy learning needs throughout the school and provide parent/student support sessions.

Continue to focus on successful transitions from pre-school, within the school and to high school

Investigate ways of combining forums for dialogue.

Learning which is deeply situated within multicultural Oamaru in the present time as a starting point for developing global perspectives and understanding of our place in time

Our local parish, cultural and community capital is highly evident within our school curriculum and we engage in learning with a strong sense of purpose.

Responsive curriculum, effective teaching and opportunity to learn – Deep Learning for Success

Revise and update our school curriculum

Promote and track student key competency development.

Develop teacher capacity to support students to evidence their learning.

Develop further understanding of student-based inquiry learning.

Science as a vehicle for the development of literacy and numeracy learning

Rich learning and problem-solving promoted in maths

Investigate and develop assessment, monitoring and reporting practices for formative assessment, student agency and to measure progress

Schoolwide spelling development - consolidating previous pd

Curriculum development led by key competencies.

Engagement with real world problem-solving

Core subjects integrated with student-led inquiry - science focus

Core subjects strongly connected with learning across the curriculum and continue to build on our understanding of this within the area of social sciences and the arts.

Professional and collective capacity - Every child engaged and empowered in deep learning for success

Embed the pedagogy behind our curriculum – SOLO, student-based inquiry and student “learning to learn” capacity.

Investigate and develop strong pedagogy for transformative digital learning

Update appraisal systems.

Participate in Community of Learning

Provide targeted professional learning for all staff.

Senior and experienced staff supported to engage in formal educational study opportunities with a focus on transformative innovative practice for high student achievement particularly in the future-focused STEM (Science, Technology, Engineering, Mathematics) areas.

Less experienced staff strongly supported and developed through purposeful staff development and syndicate structures to promote growth.


Evaluation, inquiry, knowledge-building for improvement and innovation - Every child engaged and empowered in deep learning for success

Engage with up to date research and evidenced-based practice in order to challenge and improve practice.


Continue to review practice and curriculum against internal evidence-based reflection and research-based indicators of good practice, seeking external guidance as required.

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