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Our VisionRuia Taitea

We Stand Tall by our values and principles.

• lifelong learners• Maximising

potential • Personal excellence

and integrity • Active participants

• Effective relationships • Identity & Languages • Celebration of

cultures • Respect • Accepting differences • Equity (resources) • Knowing who and

what we are/aware and accepting of ourselves and others

• Students value: physical, emotional, spiritual well-being

• Social/whanau • Environmental

excellence

• Students understand that they are members of a wider, global community • Service to people and places• Compassion and care• Developing potential

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3

• To cultivate positive friendships I know and understand how to be a friend.

• To accept diverse abilities and individual excellence I accept the differences of others

• To hold high expectations of oneself through the support of others. I strive for excellence in all that I do

• To treat yourself and others with care and value I treat myself and my body and others with care and value

• To honour the rules of home, school and community I honour the rules of my society

• To take care with other people’s property and belongings I am careful with property and belongings

• To be responsible for making healthy choices I make healthy choices

• To set goals, stays focused and stick with the task until completed. I achieve my goals

• To do your share of the work I am a team player

• To recognize and learn from your mistakes I accept I make mistakes and I learn from them

• Demonstrate initiative and perseverance in overcoming difficulties. I persevere even when it’s tough

• To practice self-determination and self-efficacy

I believe in myself to perform challenging tasks

I show motivation, persistence and organization

I self-manage and self-regulate in order to lead

I lead with mana(influence, prestige, power) and humility

WeDeliver

AKO

Learning

WHANAUNGATANGA

Culture

HAUORA

Well being

MAHI TAHI

Service

RAISINGSTUDENT

ACHIEVEMENT

- Assessment literate communities – Digital literacies within the class, school, local, global. Coaching + leadership + succession planning. Science Technology Engineering Arts Mathematics (STEAM) supports our new localised curriculum design.

- Co-constructed effective pedagogy targeting priority learner advancement through individual learner pathways - People Places Tools- Learner Agency through Inquiry, reflection and shared engagement in learning – Student Teacher Whanau- Visible learning provides tools to support teachers analyse data and form the pedagogy for indiviual student led learning.

-Culturally responsive pedagogy - adaptive, creative, reflective. Life Long Learning connects people places and tools - Collaborative Relationships. School Wide Positive Behavior 4 Learning.- Visible cultural / community engagement – Enviro School. Exemplars – BHBI, Learning Progressions & National Standards- Te Reo me Tikanga connectedness is intrinsic & visible (Ka hikitia, Pasifika Education Plan). - Curriculum Design promotes our global connectedness and targets Community of Learners goals

- Inclusive practice tests the wellness of our practice. Reviewing and testing to ensure equity in access to resources- School Wide Positive Behavior for Learning embedded in our culture of engagement and visible in our practice.- Environmental ethos is evidenced in our improving landscape and school enhancement programmes - G&T / SIMS. Sports leadership - Strong self review from governance to classroom practice against best and next practice ensures we deliver a high performing engaging and relevant service to our community

- Individual accountability and collective responsibility. Environmental connectedness guides our learners identity.- Culturally responsive pedagogy. Kaitiaki for the environment- Te Reo me Tikanga connectedness is intrinsic & visible (Ka hikitia, Pasifika Education Plan). Curriculum Design promotes managed risks and incorporates our diverse landscape.-Rich environmental opportunities. Leadership through Service, Culture, Sport, Academics is recognised and celebrated.

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WeDeliver

AKO

Learning

WHANAUNGATANGA

Culture

HAUORA

Well being

MAHI TAHI

Service

RAISINGSTUDENT

ACHIEVEMENT

• Student Learner Pathways from primary to secondary enable students teachers whanau to form shared learning progressions. Learner pathway in Student Management System (SMS) and piloted Community of Learners (COL) wide.

• Tātaiako and Visible Learning plus drives Practicing Teacher Criteria. Teachers Inquiry and attestation embedded in SMS with direct links to priority learner pathways and reflecting COL inquiry focus.

• Full curriculum review against Best Practice in Literacy, Numeracy and Inquiry (Innovative practice is key with a focus on establishing digital literacies school wide).

• Community Of Learners guides discussion to support student pathways from contributing to Lynfield.

• Coaching for all leaders embeds inclusive and reflective practice.

• National Standards data drives raising achievement for annual plan targets.

• Deep self review through GAP analysis from Board Of Trustees to classroom practice against Best / Next practice, guides cycles of improvement and publication of key docs – planning and assessment frameworks, localised curriculum, procedures, reporting frames.

• School Wide Positive Behavior for Learning (SWPB4L) Tier 1 embedded.

• Cultural inclusiveness visible in our calendar,• New reports to parents in portal under design.• All Purpose Court developed.• Ongoing environmental focus – Green gold.• Our digital environments drive the learner

pathways. Teacher Inquiry linked to learner pathways linked to parent portals through SMS.

• G&T / SIMS + STARS enhanced as visible culture and BHBI identity.

• Student Teacher Whanau interface improved through use of portals and real time response to milestone achievements. Links within Portals show next learning steps.

• Teacher Inquiry reviewed and enhanced for 2018. Feed back to COL for improved COL priority Learner interventions.

• BHBI localised curriculum continues to develop and engage beyond the community. Continue to invest in digital literacies and review practice.

• COL supports innovative teaching practice to support pathways and sharing in SMS. Qualitative data review.

• Coaching continues to guide positive relationships to overcome learner challenges.

• Contributing schools NS data analysed to identify patterns where we can provide support.

• Cycles of Inquiry are our culture of review• SWPB4L Tier 1 continues. Tier 2 designed.• Full review of inclusive practice to improve

delivery includes full stakeholder analysis.• Parents included in the teaching of pathway

steps through the parent portal. Achievement links embedded and accessed through Learning Portal.

• Whānau / strategic groups drive community engagement and demystifying localised curriculum.

• Visible learning aligns with community of learners

• Individual learner pathways shared through data streams across schools.

• Strategic goals visible school wide and in the language of our learners.

• COL contributing Data inquiry forms our adaptive practice and engagement across schools.

• Full review of new metrics for measuring student / teacher achievement ensures practice is adaptive to change in policy. Teachers Inquiry and attestation embedded in SMS.

• Ongoing curriculum review against Best Practice in Literacy, Numeracy and Inquiry as well as STEAM and digital literacy.

• Community Of Learners (COL) continues to guide discussion to support student pathways from ECE to tertiary.

• New analytics sift and sort data based on criteria for support and prompt action.

• National Standards data drives raising achievement for annual plan targets.

• Review triennial review and update. Review planning and assessment frames.

• SWPB4L Tier 2 embedded. • Action 2018 review.• New reports to parents in portal.

• Curriculum review through stakeholder analysis builds new curriculum.

• Last year VL contract. Visible Learning embedded• Our digital environments drive the learner

pathways. Teacher Inquiry linked to learner pathways linked to parent portals through SMS.

• Learner led options define student learning enrichment.

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BLOCKHOUSE BAY INTERMEDIATE

Rationale - Learner Agency = better outcomes, better relationships, improved collegiality

Actions to achieve strategic goals What success might look like Who will lead and how will this be measured Resourcing Mid year review

• Students actively engaging with teachers and their whanau to identify barriers to learning and develop shared learning pathways with specific co constructed interventions to engage the student and whanau in the achievement challenge.

• Staff professional learning to map and record their Appraisal Inquiry in the Student Management System (SMS). Tracking and recording against priority learner achievement aligned to school wide / Community of Learners (COL) / National Standards (NS) targets.

• Principal Appraiser focuses review to be run by Associate / Deputy Principal’s. Criteria set with Board against Best Practice indicators. Review and reporting outcome timetable embedded in Board annual review calendar.

• Localised curriculum designed and implemented. Curriculum design reflects inclusive practice along with integrated design.

• COL wide SMS learner profile, Parent engagement App, teacher appraisal piloted to raise engagement and achievement.

• School Leaders engage in coaching Professional learning.

• Quantitative data analysis identifies priority learners, qualitative data analysis finds the students voice. Engagement with whanau defines the student agency and engages the pathway.

• Students own their data and can speak about it. Students have skills to articulate where they are with their learning. Visible in Teacher Appraisals, Learner pathways and Parent engagement. Reflection evident in Staff, whanau meetings, appraisals and Board reports. SMS stores both the qualitative and quantitative data.

• Practicing Teaching Criteria and attestation e portfolio stored in SMS. Report Narrative developed for ongoing Teacher Appraisal.

• Reviews completed and recommendations shared with community to form strategic planning to enhance innovative practice.

• Localised curriculum forming inclusive and integrated pedagogy with student inquiry. Localised curriculum review ongoing.

• Learner profile creates continuous pathway from contributing schools. Sharing rich data and mapping qualitative and quantitative data.

• Whanau leaders and Deputies engage in Coaching accreditation (CAP) 3 Growth coaching.

• Ongoing Professional learning in spirals of Inquiry, student agency and whanau engagement. Improved outcomes against National Standards targets. Teachers more confident in setting Overall Teacher Judgements using qualitative and quantitative data.

• Teachers / whanau leaders / Senior Leadership Team.Measured through staff and team meetings, Improved NS outcomes. New tools in operation (Appraisal in SMS / learner pathway / App / Visible learning)Reporting to Board.

• Senior Leadership Team (SLT) and Team leaders. Measured in the e portfolio in SMS. Staff review to report to BOT.

• Appraiser and BOT. Report compiled to BOT. Relevant key findings reported to community.

• Associate / Deputies / Staff – New curriculum designed and reviewed.

• SLT / whanau leaders. Stakeholder voice collected and shared.

• Leaders complete CAP 3.

• SLT- Focusing and teaching inquiry linked to visible Learning –Teachers portfolio.

• COL across and in school staffing.$18000 VL PLD.

• TOD - $400 + eTAPsite license $5600.

• $4000

• AP/DP development and staffing through staff mgts.

• $0 cost

• $32 000 PLD

• On going whole staff mgt PLD.

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BLOCKHOUSE BAY INTERMEDIATE

Rationale - Learner Agency = better outcomes, better relationships, improved collegiality

Actions to achieve strategic goals What success might look like Who will lead and how will this be measured Resourcing Mid year review

• Policy review framework (BOT) along with inquiry based self review that is responsive to our stakeholders defines our schooling improvement practice and ongoing strategic design.

• School Wide Positive Behaviour 4 Learning (SWPB4L) team formed and indicators set. Professional Learning occurs.

• All culture’s celebrated through Inquiry, wellbeing at school surveys, inclusive practice tools and self review

• Stakeholder review of reporting to parents. Considerways to use new Apps and parent portal to develop engagement spaces that are more inclusive

• Engage across stakeholders / action feasibility study. Build all Purpose Court.

• Ongoing environmental focus – Green gold (Develop STEAM Inquiry and start Professional Learning to make links to digital literacies and robotics.

• Professional Learning and ongoing development develop teacher inquiry in SMS. Parent portal creates shared digital spaces. Student app connects learner to their pathway. Parent app creates blog for learning.

• G&T / SIMS + STARS links to visible culture and BHBI identity. Strategic goals visible through our SWPB4L / Charter / Self Review / Inclusive practice.

• Findings from self review guide ongoing improvement evidenced in Principals appraisal, 2017 charter and resourcing.

• Teir1 SWPB4L meetings fortnightly, behaviour mapping and actions developed. Storing of data in SMS and reports for tier 1 meetings evidenced.

• Cultural inclusiveness evidenced and visible school wide for the community. School wide focus. Teacher professional Learning in Rarotonga.

• Current practice review through stakeholder analysis. Explore e reporting through SMS. New reporting introduced to meet identified needs.

• All purpose court developed and specialist sports coaching Education Outside The Classroom (EOTC) role feasibility studied with the view to action.

• Integrate specialist subjects to localised curriculum. Disseminate digital literacies to whole school approach. Investment in Mindlab Professional Learning and new hardware.

• Teachers using and driving SMS functions through their Inquiry and engagement with students and whanau. People, Places, Tools.

• School Goals visible school wide. New signage reflects our inclusive School Wide approach.

• BOT and SLT. Measured through SMS data and meeting minutes.

• SWPB4L team formed and in action. Fortnightly reports to staff, meeting minutes and BOT reports.

• Pasifika team lead and coach inclusive practice which forms their appreciative inquiry.

• SLT. Measured through reporting frame that reflects school strategic goals

• Principal / SLT and Sports leader. Measured in a new court in use.

• SLT / Steam Lead / E team completing Mindlab and attending U learn. New digital lit and robotics in action.

• Principal / SLT / Staff. eTAPdeployed with whole day PLD / Admin PLD.

• School Wide team / strategic teams / SLT / Special Education Needs Coordinator (SENCO) / Whole school. Measured through statement of variance and ongoing self review.

• $0 cost. BOT / Staff dvlp.

• $10 000. Staffing for Professional Learning.

• $15000

• $1000 new digitalreporting design.

• $700 000 through grants + potential BOT top up.

• $8000 + $12 000 in scholarships + $8000 hardware.

• $400• $0

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Inspired and

confident

I am acknowledged

and valued

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I know my learning.

Past present

and future

I am globally

and culturally connected

I have high expectations

of myself and others

I am technologically

savvy

I value equity for those with

less

I am aware of my career

options

I am able to travel safely in an uncertain

world

I am an active

member of my

community

I am inspired

and confident

I am acknowledged

and valued

I am a Leader

rather than a follower