2018 Charter and Annual Plan

St Joseph’s Catholic School Oamaru

Charter 2017-19

MOE: 3825


Reach for the stars as lifelong learners in the Catholic faith.






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Chairperson: Bev Conlan
Principal: Lorraine Frances-Rees


Our Vision

Reach for the Stars as Lifelong Learners in the Catholic Faith

Reach for the Stars

  • Be challenged to achieve beyond one’s potential

  • Keep aiming higher and higher

  • Don’t just complete it - do it well

  • High expectations/high standards

  • Strive for excellence

  • Recognise and celebrate everyone’s strengths

  • Never give up

Lifelong Learners

  • Infinite enthusiasm to explore, discover, to know

  • Learn to become independent

  • We are always learning even as adults

  • Inspire enthusiasm and offer new learning experiences

  • Open to change and willing to take on new challenges.

  • Accept that we learn through our mistakes and as risk takers

Catholic Faith

  • JJ Just like Jesus, Journey with Jesus

  • Realise Jesus Christ is the central focus of all we do

  • Be involved in masses and in the church

  • Special character religious education program

  • Inclusive of all

  • Kete (faith)

  • Have courage to be true to one’s beliefs

Our Values

Our vision links to our values, the 4Rs modelled on Jesus Christ and the Good News of the Gospel


Respect for others, the environment and oneself - John 13: 34-35, Ephesians 6: 1-3


Resilience - the courage to take risks, accept challenges (tika/pono) and stand strong (kia kaha) for what is just and right (Joshua 1:9 & Luke 11:9), facing challenges and setbacks with courage, faith and a growth mindset


Reverence - special respect for God in all aspects of school, church, home and parish community, shown through ritual and cultivating inner stillness (Hebrews 12:88, Colossians 3:12)


Relationships - with each other, ourselves and God, striving always to make good connections between people (Matthew 7:12, John: 4:19,  Proverbs 17:17)


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Principles of our Curriculum


The following principles are the foundation of our decision-making and are in line with those in the New Zealand Curriculum (page 9)

Catholic Special Character

St Joseph’s School strives to live the Gospel message in all it teaches and stands for.  Our values, the 4 Rs - Respect, Reverence, Resilience and Good Relationships are a vital part of our school and underpin the ethos of what we stand for and strive for.  We are a Dominican school with a Dominican charism which is about spreading the Truth about God, caring for the under-privileged and seeking excellence.  Our motto is Veritas (truth).  We aim to engage in a holistic and excellent curriculum and be examples of the Gospel values through the way we live.

High Expectations

We develop positive relationships to ensure that every person feels motivated and confident to achieve to their personal best and beyond.


We have high expectations for learning and behaviour.  Students are encouraged and supported to be the best they can be and staff are supported to develop their pedagogical knowledge and improve their practice to benefit the teaching and learning programmes in our school.

●   We aim for our students to develop a strong sense of human dignity based on our creation in the image and likeness of God and for this understanding to be the basis of high self esteem and respectful relationships.

●   We aim for our students to graduate from St Joseph's with a well developed understanding of the teachings of the Catholic Church and how these teachings relate to life choices.

Treaty of Waitangi

The protection of the Maori language and culture is ensured through participation and partnership with the school community and whanau


St Joseph’s acknowledges the importance of the principles of the Treaty of Waitangi and its bi-cultural significance.  This means we particularly promote the success of Maori achieving as Maori.  We take steps to ensure all students are able to achieve in te ao Maori and have access to te reo Maori.

Cultural Diversity

The importance of the relationship between faith and culture is acknowledged.  We weave the life experiences that are part of the children’s cultures into their learning experiences.   We make the religious education program meaningful to all children.


Students will be given opportunities to explore the rich cultural diversity and value the histories and traditions of the people living in New Zealand and other countries, starting with the diversity and cultural capital of our own students and community.   We aim to regularly and explicitly seek understanding of the school community’s needs and values.

Inclusion

We take time to identify every student’s abilities and talents.  These are valued and celebrated through a faith-filled environment.  We foster, value and celebrate that everyone is unique and tapu.


We give very high priority to providing an environment where each person feels valued and and supported to reach their full potential by providing and adjusting programmes to meet the needs and interests of all learners.

Learning to Learn


We believe that learning is a lifelong process and we aim to provide a rich curriculum that enables students to reflect on their own learning and learn how to learn.  Students are encouraged to assess their own understandings, set goals, form questions and track their progress.

Our school’s inquiry process using the SOLO thinking taxonomy supports our students to learn the skills which lead to deep, meaningful and independent learning.

The best way to help children become lifelong learners is by teachers being reflective about all the actions and strategies we have in place to manage learning and specifically and explicitly teach students how to manage these strategies themselves.

Community Engagement

We plan to connect to students’ lives outside of school and look for opportunities to involve the school, parish and wider community.


We value the input from our families and community to ensure we are meeting the needs of all the students that we teach.  We believe it is important to work together, to build positive, supportive relationships and actively be involved in educating our students together.

Coherence

Curriculum is planned to make natural connections across the various dimensions (values, key competencies, learning areas and knowledge)


At St Joseph’s we provide a broad education where we are building a solid foundation for future lifelong learning.  In keeping with hauora, our programs have a holistic and integrated focus.



Future Focus

Learning programmes encourage students to look to the future and consider issues for themselves, others and the world in which we live.


Our curriculum will provide students with opportunities to become inquiring learners who engage with important issues in our world and expect to make a difference.  We guide them to explore significant future focused issues such as sustainability, citizenship, enterprise and globalisation.

Through understanding their holistic being in the image of their Creator, we aim for our students to have high self esteem, a positive self image and a critical attitude to stereotypes and social pressure, so that they can become self-determining, relational individuals.


Supporting Documentation

Special Character Action Plan (in annual plan)

School Curriculum

Teaching and Learning site

Self-Review Plan and Schedule

Performance Management System

Student Achievement

Learning Support Programmes

Enrichment Education

Assessment Guide

Staff Handbook

Teaching and Learning Resources

Staffing and Enrolment

ICT & E Learning

ETOC Programmes

Budget/Finance

Maori Education

Pasifika, and ELL Plans

Board Governance policies

School Policies and Procedures - Schooldocs

BOT Blog

10 Year Property Plan


Our Catholic Special Character School


Our school is a Catholic Primary School for children from Year 1 to Year 8 (5 to 13 years) offering education with a Catholic Special Character. You can find us at 36 Usk Street in Oamaru, North Otago. www.stjoseph.school.nz

SPECIAL CATHOLIC CHARACTER:

St Joseph’s Catholic school is fully integrated into the State system.  Special Character refers to the things we value, nurture and treasure most particularly to do with our Catholic traditions and Christian ways. In particular, we ensure that the Gospel values are integrated into our everyday lives.

·       Our school roll was 204  at the end of 2017

·       We are the only Catholic Primary school in North Otago

·       Our school is a vital part of the St Patrick’s Parish community ( the church is just across the road)

·       The Religious Order traditionally associated with the school is the Dominican Sisters

·       Most of our children transition to St Kevin’s College (Year 9-13)

·       Our Year 7 and 8’s go to St Kevin’s for technology classes

·       We have our own sports clubs and a Sports Coordinator (funded through Kiwi Sport)

·       Our Dominican choir is regularly invited to perform out in the local community

·       Our Year 7 buddies visit the local preschools and participate in the Terrific Thursday learning programme for 4 year olds

·       All of our Year 8’s take on leadership roles

·       Our year 7 & 8s do community service through Young Vinnies



OUR JJ SYMBOL:

This was developed in 2004. The boy and girl standing in front of the cross with the Holy Spirit represent our children at St Joseph’s on their faith journey.  In the Junior School we say  JJ means to be ‘Just like Jesus’.  In the Senior School we say ‘Journey with Jesus’. The JJ symbol depicts children as they live out our school vision to ‘Reach for the Stars as Lifelong Learners in the Catholic Faith’.


OUR VERITAS MOTTO:

Veritas is the Latin word for truth. It takes its origin from St Dominic, the founder of the Dominican Order in the year 1215. He encouraged his followers to: Preach the Truth, Live the Truth and Be the Truth. The Truth refers to Christ and His Gospel of Good News.  For over the past 100 years the Dominican Sisters have been associated with St Joseph’s School.  They endeavored to live this motto and encouraged the children to do the same. Our unique Dominican Choir was established in 2008 to remind us of the ‘Dominican’ charism.


OUR SCHOOL HISTORY:

St Joseph’s was built as a school in 1884 in a building behind the St Patrick’s presbytery. The Dominican Sisters had 5 classrooms there. In 1928 the Christian Brothers opened St Patrick's School for boys in Usk Street (our red brick Junior School). In 1959 the two story block was built (our senior school) and became a school for boys up to Year 4 and girls to Year 8. In 1973 St Patrick’s closed and Year 5 and 6 boys joined St Joseph’s.  Year 7 and 8 boys went to St Kevin’s. It was not until 1984 that St Joseph’s became a full primary School for boys and girls from Year 1 to Year 8.


Reach for the Stars as Lifelong Learners in the Catholic Faith

How does our St Joseph’s school community live out our school vision, values and principles?


OUR PRIORITIES:

St Joseph’s welcomes all learners. We are committed to their engagement in all school activities and have high expectations for their success. We aim to improve their  progress and achievement particularly our Maori learners, Pasifika learners, English Language Learners and learners with special educational needs and abilities. It’s our responsibility to be inclusive and work in partnership with parents to make learning accessible and do all we can to enhance students’ well being and confidence.


What have we got in place?

  • Processes for identifying learners with special education needs

  • Support for staff to adapt teaching and learning programmes

  • School wide systems for planning, monitoring and reporting on presence, participation, engagement and achievement

  • A wellbeing team consisting of Principal, Deputy Principal and SENCO and a fluid learning support team incorporating the Wellbeing Team plus Pasifika Coordinator, and English Language Coordinator.

What does success look for all learners?

  • All learners coming enthusiastically to school, enjoying school, participating and achieving with success

  • Staff proactively working with families, caregivers and specialists to evaluate practices as well as the school environment

Catering for Individual Differences

Lower achieving learners

  • The SENCO coordinates the register of learners and Teacher Aides (funded through the Special Education Grant) are allocated  according to needs being mindful that the teacher has responsibility for differentiating the teaching and learning programmes

  • Literacy needs are met through a range of programmes (eg. Reading Recovery, ELL teacher aides using targeted Ministry ESOL funding, targeted team and individual ‘Teaching as Inquiry’ action plans)

  • Professional advice is welcomed and used from (eg. Resource Teacher of Learning and Behaviour, Resource Teacher of Literacy, specialist teachers)

  • Individual Education Plans are prepared  for those most at risk of not achieving, have high health needs  or for other complex concerns and ORS funding is used to support learning needs

Catering for Individual Differences

Higher Achieving Learners

We recognise and aim to provide for the needs of our Gifted and Talented learners through:

  • Differentiating our teaching and learning programmes

  • Using goal setting and reflections

  • Facilitating inquiry learning

  • Maintaining a register

  • Offering a range of enrichment and extension opportunities



Children (learners)

  • Come to school prepared to learn how to do their personal best and aim for success

  • Will be self-managers of their own learning

  • Will respect themselves, others and property


Children, parents, staff and Board of Trustees

  • Are positive ,enthusiastic, and model a love for learning

  • Continually review, reflect and inquire into learning to learn more

  • Are willing to be challenged and open to change to fit with 21st century learning


Children, parents, staff and visitors

  • All feel welcomed, valued, listened to and well informed

  • Support and participate in our Catholic Special Character programmes, liturgies and masses

  • Accept that everyone has differences and special learning needs


Staff

  • Connect with and build quality relationships with learners and families

  • Effectively plan and engage learners with high quality learning for success

  • Set challenging learning goals and school-wide targets and monitor progress towards achievement

  • Meet the individual  needs of all learners

  • Deliver the National Curriculum competently


Children, parents, staff and Board of Trustees

  • Aim for excellence in all that they do

  • Display honesty, reliability and trustworthiness

  • Be proud of themselves, others and their school

  • Be positive, take risks and never give up

  • Take responsibility for their own decisions and actions


Staff & Board of Trustees

  • Provide a safe, well maintained and engaging  learning environment

  • Consult and listen openly to the concerns of children and parents

  • Are committed to personal, professional and spiritual growth

  • Are proactive and future focussed






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Treaty of Waitangi

The protection of the Maori language and culture is ensured through participation and partnership with the school community and whanau


St Joseph’s acknowledges the importance of the principles of the Treaty of Waitangi and its bi-cultural significance.  This means we particularly promote the success of Maori achieving as Maori.  We take steps to ensure all students are able to achieve in te ao Maori and have access to te reo Maori.


What reasonable steps will the school take to incorporate Tikanga Maori (Maori protocol and culture) into the school’s curriculum?

  • Daily programmes include: greetings, commands, language related to everyday objects, days, months, number

  • Inquiry units will include components as appropriate to the topic and the class level

  • Professional development and support of staff, on the understandings they need to develop with their learners ( Resources include : Ka Hikitia –Managing for Success ; The Maori Education Strategy, Tataiko: Cultural Competencies for teachers of Maori Learners 2011 , "Mauri Ora" Maori Studies


What will the school do to provide instruction in Te Reo Maori (Maori language) for full time students whose parents ask for it?

  • All reasonable steps will be taken to make this happen through:

    • Sourcing personnel with the requisite skills and qualifications

    • Exploring the use of the local iwi in delivery of programmes

    • Clustering with other local schools to assist with effective sharing of resources


What steps will be taken to discover the views and concerns of the school’s Maori community?

  • Encourage parents of Maori learners to become Board of Trustee representatives.

  • Consult and engage through a range of ways:

    • Report & goal setting  meetings, parent workshops & forums, newsletters & website, school events & activities involving learners, hui meetings


How else can we ensure success in learning for Maori?

  • Closely monitor progress and target learning needs in relation to school wide achievement goals

  • Personally invite parents to help in the classroom and attend events and activities

  • Ensure a culturally welcoming and responsive environment with evidence of artwork, artefacts and language throughout the school

  • Encourage learners to participate in Cultural Kapa Haka groups to develop pride and self esteem

  • Meet with our students and listen and respond to them


Our St Joseph’s school curriculum aims:

  • To reflect New Zealand’s cultural diversity and values, the histories

and traditions of all its people

  • To be non-sexist, non-racist, and non-discriminatory

To ensure that every learners’ identities, languages, abilities, and talents are recognised and that their learning needs are addressed

  • To have meaning for learners, connect with their wider lives, and engage the support of their families, whānau, and communities




Cultural Diversity

The importance of the relationship between faith and culture is acknowledged.  We weave the life experiences that are part of the children’s cultures into their learning experiences.   We make the religious education program meaningful to all children.


Students will be given opportunities to explore the rich cultural diversity and value the histories and traditions of the people living in New Zealand and other countries, starting with the diversity and cultural capital of our own students and community.   We aim to regularly and explicitly seek understanding of the school community’s needs and values.


What can the school do to ensure success for Pasifika, Filipino and our other contributing cultural groups?

  • Closely monitor progress and target learning needs in relation to school wide achievement goals

  • Participate in local Pasifika professional learning opportunities and action within the school as well as transfer responsiveness to other cultures


What steps will be taken to discover the views and concerns of the school’s Pasifika, Filipino and other cultures in our community?

  • Consult through termly fonos (Pasifika meetings) and termly pagsasamas (Filipino meetings) and action feedback

  • Ensure consultation meetings have a learning focus linked to school wide targets

  • Encourage Pasifika and Filipino representation on our board


How else can we ensure success in learning for Pasifika, Filipino and other cultural groups?

  • Use English Language Learning Progressions to record learning stages for learners  with English as an additional language to provide an accurate picture of learner progress and achievement

  • Further develop and promote active participation in cultural groups including  combined groups with St Kevin’s College to develop pride and self esteem

  • Encourage conversations in first language

  • Ensure a culturally welcoming and responsive environment with evidence of artwork, artefacts and language  throughout the school



STRATEGIC PLAN – 2017-2019

This strategic plan is derived from our vision and previous aspirations, in light of a major and unplanned self review and whole community consultation in 2016.   Our three year strategic plan honours the aspirations expressed by our community and is an unfolding process.  We are now moving into the second year of this plan.


REVIEW TOOLS - 2016

Full staff survey Staff survey

Extensive teacher survey - Teacher survey

Individual teacher interviews – private kept in teacher files

Teacher only day reflections - Where are we going to with collaborative teaching and learning?

Student interviews - informal

Parent interviews – informal, also written feedback in “in committee” minutes

Parent surveys - Parent survey results  (the surveys were open-ended and parents were open and explicit in their information)

NZCER “Me and my school” survey for year 7 & 8 students

Principal observations – walk-throughs and in-class written observations – all available but private on appraisal site.

Further background information has been shared with the board.


Reviews - 2017


The Board has adopted the ERO self review template to guide self review.  Reviews undertaken in 2017 are on the Board Blog Review tab.  


Other reviews include NZCER “Me and my school” survey, Wellbeing surveys, parent mid year survey and can be seen on the Board Blog Strategy tab and curriculum reviews on the Board Curriculum tab.


Catholic Community Internal Review 2017, Special Character Charter Review leading to Special Character Plan 2018






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Strategic Plan: 2017-19: 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.

Goal 2 Continue to practice and grow high quality religious education

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


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.

Continue to build Board governance capacity.

Support professional growth and innovation.

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

Continue to develop senior leadership team capacity to improve progress and achievement in learning for all children particularly Maori, Pasifika and children with special education needs - develop senior leadership team capacity for leading learning.

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

Continue to 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.

Continue to build learning partnerships within the Whitestone Kahui Ako.

Continue to develop transitions between pre-school, school and high school.

Build learning-focused relationships with parents.

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

Continue to embed St Joseph’s learning progressions and teacher capacity to facilitate students to evidence learning.

Curriculum development led by key competencies.

Investigate transformative practice.

Engagement with real world problem-solving - through inquiry or project-based learning.  Core subjects integrated with student-led inquiry - STEAM (Science Technology, Engineering, Art & Design, Maths) focus in our local environment.

Develop a schoolwide learning progression for science.

Work with the Whitestone Kahui Ako to share best practice for fostering student engagement.

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 encouraged to engage in masters level further education through BOT-funded student grants.

Ongoing internal pd with a focus on transformative innovative practice for high student achievement.

Celebrate the gifts and talents of our staff.

Engage in collaborative practice-development across the Whitestone Kahui Ako with a focus on engagement and smooth transitions.


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.


Through Whitestone Kahui Ako and using external facilitation develop depth in spirals of inquiry to support research and evidence-based practice development.  Appraisal system based on effective teacher inquiry.

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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Annual Plan 2018 - Platform for growth


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


Goals

Expected Outcomes

Aims: What will we do, who will help and when will it happen?


Progress &

monitoring

What next ?

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

Build  a growing appreciation of  being  Eucharistic community into authentic curriculum

Integrated curriculum is tied-in with standalone but relevant RE strand teaching.


Clear links between the integrated curriculum, our RE key ideas and Catholic social justice.

  • “Growing in a Eucharistic Community” - curriculum/inquiry statement for 2018.  Inquiry/project-based learning to explore this (teachers)

  • Develop overarching curriculum goals / LTP to include the Special Character theme. (SLT)

  • Develop driving questions, authentic collaboration (teachers)


Develop staff spirituality

Staff are confident with a variety of prayer and liturgy types and symbols.

  • Spirituality diploma paper (DRS LB)

  • Prayer and liturgy focus.  (DRSs)

  • 4 participants at  Catholic Education Convention


Goal 2 Continue to practice and grow high quality religious education

Review previous RE developments in light of the progress we have made, our changing school demographic and the new RE Bridging Document.

Effective planning, delivery and assessment of RE

  • Review of RE key ideas and strand sequencing (DRS team)

  • Review how students evidence and share learning (DRS team)


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


Build appreciation of and participation in the spirituality of mass as the centre of our Eucharistic community.

Children can explain the meaning and symbolism of parts of the mass.

  • Unpack the mass with the children over the year (DRS team)

  • Children present understandings at Thursday masses (DRS team)

  • Children present to parents termly (DRS team)


Involve parents and children in our Eucharistic community and bring families into the parish..

More families participate in the parish.

  • Continue to set expectations and support  in place at induction and welcome mass (principal and SC committee)

  • Build sacramental program over the year and support parents in their children’s faith formation (DRS, SC committee)

  • Continue to promote families on the parish roster (SC committee)

  • ECB (Early Childhood Buddies) families meet up before starting and after starting (DRS/Junior Leader)


Goals

Expected Outcomes

Aims: What will we do, who will help and when will it happen?


Progress &

monitoring

What next ?

Stewardship – (Board of Trustees) - Empowered for Success

Continue to build Board governance capacity

Governance is highly effective in self review, direction setting, decision-making and ensuring school accountabilities are met.

  • Board trustees participate in board training opportunities (BOT on-going)

  • Short governance training session at the start of every meeting (principal)

  • Pro-actively participate at board meetings, sub committees as required (BOT on-going)

  • Board trustees participate in school events where possible (BOT)


Resourcing for transformative practice.



Staff are supported with resources and opportunities to develop STEAM (science, technology, engineering, art and design and maths) integrated curricular opportunities.

  • Maintain a tight budget in order to put money aside for future teacher resourcing (finance committee

  • Look into opportunities for acquiring funding for supporting  hands-on and STEAM learning (grants committee)


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

We have a 10 year maintenance plan which accommodates future developments.

  • Liaise with diocesan office and Opus to get our 10 year property plan updated (finance committee).

  • Feedback to the diocese regarding future property developments based on community feedback in 2017 (finance committee)

  • Work with the Home and School to develop plans for developing our senior playground (BOT, principal)

  • Students have input into playground developments (principal, intermediate teachers)


Support professional growth and  innovation.



All junior teachers will confidently use the Yolanda Sorryl phonics program.

Teacher aides will feel confident with supporting learners.

Staff will be using spirals of inquiry to improve practice.

  • Training for three teachers and a teacher aide in Yolanda Sorryl phonics early in 2018 (principal, teachers)

  • Teacher aide training in Five Plus reading support  program early in 2018 (principal, TAs)

  • Board fund for release time for outside facilitator to work with teachers on spirals of inquiry (BOT, cross school teacher)

  • Principal to attend research conference?


Goals

Expected Outcomes

Aims: What will we do, who will help and when will it happen?


Progress &

monitoring

What next ?

Leadership for equity and excellence – Empowered for Success

Continue to develop senior leadership team capacity to improve progress and achievement in learning for all children particularly Maori, Pasifika and children with special education needs - develop senior leadership team capacity for leading learning.






Strong senior leadership team promoting learning focused distributed leadership and evidence-placed practice,

ELL expertise is preserved.

All students are engaged and enriched according to their needs and interests.

All students are fully engaged in learning and achieve to their full potential.

  • Further support leadership team to support teachers in effective and reflective monitoring of student progress, setting SMART goals to accelerate progress, and using evidence-based practice.  Modelled through senior leadership meetings and transferred into syndicate meetings (principal, SLT).

  • Develop senior leadership capacity for coaching conversations (COL pd opportunities)

  • COL principals continue to work together in shared spirals of inquiry (principal).

  • Staff develop spirals of inquiry as a means for improving practice (external pd, across and within school teachers, principal, SLT and syndicate leaders)

  • Continue annual consultation with Maori families regarding Maori achieving success as Maori (principal, SLT).  Continue cultural meetings with Pasifika, Filipino and Chinese families (Principal, ELL Coordinator).

  • Continue leadership provision for Pasifika Coordinator.

  • Leadership provision - fixed term ½ unit for an Enrichment Coordinator to work with principal to lead review and improvement of enrichment practices (principal, Enrichment coordinator)

  • Leadership provision - fixed term ½ unit for a teacher to work alongside our ELL coordinator in order build up sustainable ELL leadership (ELL Coordinator)



Goals

Expected Outcomes

Aims: What will we do, who will help and when will it happen?


Progress &

monitoring

What next ?

Educationally powerful connections and relationships - Empowered and Engaged

Continue to investigate ways of combining forums for dialogue.

All cultural groups have opportunity for representation and participation

  • Using feedback from 2017, decrease cultural meetings to twice a year so that there is a definite purpose to the meeting.  Children to present and share learning. Theme for consultation. Continue to meet with all cultural groups together including opportunities for breakout for discussions in own language (principal, ELL coordinator, community leaders).


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


Learning links made and sustained within our community.

  • Work with Waitaki Community Gardens and Waitaki Council Enviroschools project (teachers).

  • TA provision to manage Young Vinnies group.


Continue to build learning partnerships within the Whitestone Kahui Ako

Staff engaged in purposeful professional learning groups with staff from other schools.

  • Provision for Kahui Ako staff meetings and pd times including release for teachers (BOT, principal).

  • Suitable groups are formed and maintained (across and within school teacher)



Continue to develop transitions between pre-school, school and high school

Active ongoing engagement with St Kevin’s College to streamline learning and for consistency between the schools.

  • Further development and streamlining of maths curriculum (maths coordinator, principal)

  • Revisit literacy of maths problem-solving (maths coordinator, SLT)

  • Investigate integrating technology learning with intermediate integrated curriculum at St Joseph’s (intermediate teachers)

  • Junior Leader to visit pre-schools and promote Early Childhood Buddies and transition practices (Junior Leader, principal)


Build learning-focused relationships with parents.

Students are directly sharing learning with parents.

Students take a greater role in reporting to parents.

  • Redevelop our report form and reporting system (principal, SLT)

  • Involve children in using their learning progressions to report on progress (teachers)

  • Student-led conferencing (principal, teachers)

  • A roster for sharing learning at assembly (deputy principal)


Goals

Expected Outcomes

Aims: What will we do, who will help and when will it happen?


Progress &

monitoring

What next ?

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

Continue to embed St Joseph’s learning progressions and teacher capacity to facilitate students to evidence learning.

Students have a consistent reference point for goal-setting and evidencing learning.

Teachers have a consistent guide for making moderated overall teacher judgements.

  • Support new staff to engage with learning progressions (syndicate leaders, hub partners).

  • Learning progressions are consistently used for making judgements about progress and achievement and are moderated in syndicate meetings 2-3 times a term (syndicate leaders)

  • New reporting system refers directly to learning progressions. (SLT)


Curriculum development led by key competencies.

Students use the key competencies effectively to further their learning.

  • Teacher-only day and pd meetings focus on key competencies as situational dispositions.  Teachers help students unpack what these dispositions look like in specific situations and teach and assess the skills needed.

  • New report formats emphasises key competencies.


Investigate transformative practice

Students are beginning to use technology as creators.

  • Unpack the SAMR (using technology for Substitution, Augmentation, Modification or Redefinition) model in St Joseph’s curriculum.  (Principal, SLT)

  • Introduce non-digital computational thinking practices and supporting resources at teacher only day (principal).

  • Investigate computational thinking and designing and developing digital outcomes (new strand in technology curriculum) (Principal, SLT).

  • Year’s 4-8 learn to use Scratch, or equivalent, programming (online simple programming language for children).

  • Teachers investigate a limited number of arduinos (programmable circuit board for physical world interaction) and introduce to children to use with Scrtach (teachers).

  • Join Code club for extra-curricular investigation for children (principal, any other interested staff)

  • Leadership unit to create a STEAM (Science Technology Engineering, Art & design, maths) team to investigate practice.  Use of spare classroom as science and technology base (Science coordinator, STEAM unit holder(s).  Extra budget given to science and technology and investigate further funding.


Engagement with real world problem-solving - through inquiry or project-based learning.  Core subjects integrated with student-led inquiry - STEAM (Science Technology, Engineering, Art & Design, Maths) focus in our local environment.


Students are engaged and excited about learning.  Evidence from ongoing “Me and My School” NZCER surveys - increase in cognitive engagement.

  • Year inquiry plan around “being a Eucharistic Community,” sustainable living, connections with each other and caring for the environment.

  • Refocus on SOLO model as driver for inquiry and/or project-based learning (principal, SLT).

  • Unpack reading for learning in years 4-8 in senior syndicate meetings (principal, senior syndicate)

  • Participate in Enviroschools project as the driving force for our science and technology curriculum.  Utilise staff skills to support this.  Work closely with Waitaki Community Gardens - investigate sustainable living and digital solutions (STEAM team, teachers)

  • Balance core curriculum focus on progress and acceleration with an integrated curriculum.  Return to New Zealand Curriculum and use other curriculum AOs.  Assess children on whole curriculum (SLT, teachers).

  • Use our spare classroom as a science and technology base (and music room) (STEAM team)


Develop a schoolwide learning progression for science.


Students and teachers have a progression to refer to for goal setting and assessment.   Progression is a fair representation of New Zealand Curriculum.

  • Unpack Science curriculum and identify cores skills, processes and knowledge needed at each level as it relates to our local context.  Release given to STEAM team and Science coordinator (STEAM team, science coordinator)

  • Science progression to be localised, using the resources and actual activities available in our school environment - use Enviroschools project as a starting point (STEAM team, science coordinator, principal)

  • Staff pd time given to developing and unpacking progression (teaching team)


Work with the Whitestone Kahui Ako to share best practice for fostering student engagement.


Good progress made with Whitestone Kahui Ako targets.

  • School annual targets aligned with Whitestone Kahiu Ako targets (principal)

  • Use pd resourced through Whitestone Kahui Ako to increase reflective evidence-based practice through using spirals of inquiry to support engaging and achievement focused learning (Across and within school teachers, all teachers)

  • Staff work in pd groups across the Kahui Ako to share and develop best practice.  Two staff meetings per term dedicated to Kahui Ako work (teachers)

  • Staff meetings and appraisal cycles aligned across the Kahui Ako (principal)


Maintain developments made in 2017



Phonics program used consistently across junior school.

Wordlab spelling program used consistently throughout the school.

Learning progressions used consistently.

All staff use SMART goals for setting acceleration goals.

Continue practices for evidencing learning.

Continue moderation practices.

Staff supported by Wellbeing team and team approach to all learning and pastoral areas.

Consistent and restorative relationship management.

  • All junior staff trained in phonics program by the end of term 1 (principal, junior syndicate leader).

  • New staff supported to use Wordlab program (syndicate leaders and hub teams).

  • Embed SMART goals, moderation and learning progressions through SLT modelling and a consistent place in syndicate meetings (SLT)

  • New report format support student-centred evidencing of learning.  

  • Maintain collaborative staff culture (principal, SLT) - no-one solves problems alone, and shared responsibility for all students.

  • Induction for new staff and time to understand basics in term 1 (principal, syndicate leaders, hub partners).


Goals

Expected Outcomes

Aims: What will we do, who will help and when will it happen?


Progress &

monitoring

What next ?

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

Senior and experienced staff encouraged to engage in masters level further education through BOT_funded student grants.

Staff who wish to pursue further study are supported.

  • BOT fund two $1500 grants to be used for course fees and/or release time for study which supports school goals.


Ongoing internal pd with a focus on transformative innovative practice for high student achievement.

All teachers actively engaged in practice-development in support of St Joseph’s goals.

  • Clear line of sight and purpose from charter, annual plan, targets, staff pd, use and allocation of time and resources (principal).

  • Continue building St Joseph’s pd site as a resource (principal, SLT)

  • Spirals of inquiry used to develop engaging and/or transformative practice (across school teacher, within school teacher, principal, syndicate leaders)


Celebrate the gifts and talents of our staff

All teachers feel motivated, inspired and supported.

  • Use two temporarily available fixed term units to utilise staff skills and knowledge - enrichment, STEAM (principal, teachers)

  • As part of appraisal process determine individual staff goals and aspirations and plan to support and develop (principal)


Engage in collaborative practice development across the Whitestone Kahui Ako with a focus on engagement and smooth transitions.

Kahui Ako professional groups are functional and well established.

  • External facilitator in spirals and peer coaching to work with cross-school professional learning groups (PLGs). (Kahui Ako)

  • Within and across school teachers to be trained (accessed through Kahui Ako) in peer coaching (Kahui Ako)

  • Staff pd and release time for PLGs (BOT, principal)


Goals

Expected Outcomes

Aims: What will we do, who will help and when will it happen?


Progress &

monitoring

What next ?

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

Through Whitestone Kahui Ako and using external facilitation,develop depth in spirals of inquiry to support research and evidence-based practice development.


Innovative, engaging and relevant teaching practice.

Teachers have a sense of purpose for change.

Strong evidence-based practice.

  • Become familiar with OECD research and ERO process indicators (based on OECD research), also investigate MS 21st learning rubrics.  

  • Review own practice in light of these indicators and use as the basis for inquiry and development (teachers)  

  • All teachers to engage in their own or a collaborative inquiry (depending on needs) to be negotiated with Syndicate leader and principal.  Inquiry should directly promote school goals.

  • Staff meetings promote a strong focus on evidence-based practice (principal, SLT)

  • Engage in deep 360 degree inquiries into the challenges facing targeted students and their whanau.  

  • Principal to attend research conference?


Appraisal system based on effective teacher inquiry.

Spirals of inquiry are sufficiently deep and broad to provide evidence to meet Code of Professional Responsibility and Standards

  • Appraisal cycle adjusted to start and end in term 2 to match Kahui Ako.

  • Teachers employed in 2017 work through the closing of 2017 appraisal cycle and identify areas of strength and improvement in the use of spirals.  Feedback to rest of staff (principal, teachers).

  • All teachers start new cycle in term 2 2018.

  • Termly meetings with principal and individual teachers regarding goals, progress and evidence (principal)


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