Shifts and changes in LEARNER OUTCOMES we expect to see for this goal

“Learners can articulate and demonstrate their current strengths in learning and identified next learning steps for them and their whanau”

SG3 - A(16)

“Learners can measure, evaluate and justify their new strengths in learning and identified next learning steps for them and their whanau”

SG3 - A(17) 

Shifts and changes in TEACHER PRACTICE we expect to see for this goal

“Teachers can articulate the impact of their practice and the changes or shifts they made in their practice to support current strengths in learning and identified next learning steps for all akonga / learners”

SG3 - A(18)

“Teachers can demonstrate current strengths in learning and identified next learning steps for all akonga / learners as a result of their practice”

SG3 - A(19)

Shifts and changes in LEADER PRACTICE we expect to see for this goal

“Leaders can articulate the impact of their practice and the changes or shifts they made in their practice to support current strengths in learning and identified next learning steps for all akonga / learners, including teachers”

SG3- A(21)

“Leaders to support teacher practice by modifying school structures and systems to accommodate practice that result in current strengths in learning and identified next learning steps for all learners”

SG3 - A(21)

Shifts and changes in LEARNER OUTCOMES we expect to see for this goal

Identify our current learning and curriculum strengths, norms and practices that are part of our way of being. 

SG3 - B(40)

Develop high fidelity in the teacher practice of our current strengths, so that these become the benchmark to develop forward of all learners / akonga

SG3 - B(41)

Develop and use learning from teaching to the Nor-east and Leading to the North-East to support all practices to be in this quadrant

SG3 - B(42)

How will we evaluate impact and learn about what worked, why it worked and what to do next?

Need to develop a tool / practice that allows us to measure / moderate the shifts in teacher practice that supports turangawaewae for all learners / akonga

Need to develop a tool / practice that allows us to measure / moderate the shifts in teacher practice that supports turangawaewae for all learners / akonga

SG3 - C(53)

What success indicators / tools / rubrics will you use to measure the shifts in practice and changes to learner outcomes?

Collaboratively develop indicators / tools / rubrics with teachers and leaders that will measure the shifts in practice and changes to learner outcomes

SG3 - C(54)

What source of evidence will we gather to support our evaluation?

Collaboratively develop indicators / tools / rubrics with teachers and leaders that identify evidence to support the shifts in practice and changes to learner outcomes

SG3 - C(55)

Who will be involved in gathering and making sense of the evidence?

Community engagement indicators

Collective ambition

Koru Norms

Strategic Actions

We recognise and build on the strengths of our learners and their whanau

We recognise and build on the strengths of our school practices, our inquiry, our collaboration and sharing, learning shaped by Maori and Pasifika values, being the best you can be, be strong, be proud

Improvement theories

Introduction of financial literacy - business

Inclusion of mental health solutions

Parent engagement

Parent engagement

National Education Learning Priorities

Quality Teaching and Leadership

Objective

Quality teaching and leadership make the difference for learners and their whanau

Priorities

5. Meaningfully incorporate te reo Maori and tikanga Maori into the everyday life of the place of learning

6. Meaningfully incorporate te reo Maori and tikanga Maori into the everyday life of the place of learning

Board Primary Objectives