Merrin School Charter 2015-2017
Merrin School Charter 2015-2017
Merrin School Charter 2015-2017
2015 2017
SCHOOL VALUES
STRATEGIC PRIORITIES
These goals aim to meet Government policy direction as set out in the National Education Guidelines
Student Achievement
Quality Learning Communities (Pedagogy)
Providing Effective School Organisation and
Raise student achievement by improving literacy and numeracy across Provide high quality curriculum programmes that
Structure
all year levels.
reflect best teaching practice
Provide appropriate resources to maintain a safe and
NAG 1
quality environment for its students, which is conducive
NAG 1
Teaching and Learning programmes/ Assessment
to learning
Teaching and Learning programmes/ Assessment
practices/Identification of special needs
NAG 3 Employment and Personnel
practices/Identification of special needs
NAG 2
Strategic Planning/Self-Review/Reporting
NAG 4 Finance and Property
NAG 2a
achievement
National Standards reporting
NAG 4
NAG 5 Safe physical and emotional environment
Finance
NAG 6 Legislative Requirements
Ka Hikitia Education Strategy 2008-2012Ako Culture Counts, Productive Partnerships
STRATEGIC GOALS these goals will be achieved over a 3 year period, broken down annually
We will Provide High Quality Curriculum Programmes by:
We will create and maintain a quality environment for our
We will Raise Student Achievement by:
students by:
Teachers reflecting, engaging with others,
Developing, implementing and reviewing educational programmes
Ensuring the appraisal cycle and programme is robust and
critiquing and challenging their beliefs about
that strengthen students abilities in numeracy and literacy
directly linked to improved outcomes for staff and students
teaching and learning in order to establish teaching (SO/S1)
across all year levels (SA1)
Implement Learning Environments that are configured to promote collaborative and future-focussed learning. (SO/S7)
INTRODUCTION OF INFORMATION TECHNOLOGY STRATEGIC PLAN TERM 4 2013 TERM 4 2015
STRATEGIC PRIORITIES SUPPORTED BY THIS PLAN: SA1, SA2, QLC2, QLC4, QLC6, QLC7, SO/ S3
(Reviewed 2015)
Vision
Goals
Through technology support Merrin Schools strategic objectives to be a quality provider of relevant, accessible and innovative primary
education
Equip our students and teachers with the digital tools they need to enhance their learning.
Provide a digital experience to all students by naturally integrating technology into the teaching and learning practice.
Teachers work collaboratively alongside students to create personalised, higher-order, real-world learning.
Using technology to support and enhance our communication and engagement with the parents and wider community.
Our vision and goals are focused on delivering against five Key
Focus Areas
Operational Excellence
Staff Empowerment
Student Engagement
Right Information
and these
2015 Focus
1.
4.
7.
2.
5.
8.
3.
6.
9.
Merrin School will develop and implement policies and practices that reflect New Zealands cultural diversity and the unique position of Mori.
In recognising the unique position of Mori, Merrin School will take all reasonable steps to provide instruction in Tikanga Mori (Mori culture) and Te Reo Mori
(Mori language).
For Mori to be successful as Mori we need to have an in-depth look at our values, attitudes and culture within our school. Predicted strategies for success are:
Ensure that elements of Tikanga/Te Reo Mori are planned for within lessons
Include Ka Hikitia Indicators in Teachers Job Descriptions and Appraisals
Welcome visitors with mihi whakatau
Hold specific welcome mihi whakatau in first week of the school year
Principal to speak in Te Reo at Mihi Whakatau
The practice and belief of/in AKO
Having mihi, karakia and waiata as part of daily school life
Personally invite Whnau to events/activities place importance on their attendance
Mori (Te Reo and Tikanga) Professional Development for Staff
Kapa Haka extending this to ALL Mori within our kura
Tikanga/Te Reo importance and value within our school
Provide opportunities to celebrate Mori Culture
Visual reminders/celebrations of Mori around our school
Mori Leadership fostered and grown
If Whnau request a higher level of Tikanga and/or Te Reo than is currently available in our schools Mori programme, or they wish to have instruction delivered in
Te Reo Mori, the staff and family will discuss and explore the following options:
v Firstly, contact the Resource Teachers of Mori Service to ascertain how we could best meet the childs needs
Further explain the existing programmes.
Further extend the existing programmes if and as appropriate.
Combine with a neighbouring school for parts of the day/programme.
Dual enrolment with Correspondence School.
Provide school support and resources to further enhance inclusion of Te Reo and Tikanga within the childs classroom.
Explore other schools who may offer programmes close to their expectations.
Other negotiated actions.
2015
Term 1
Term 4
2017
CHARTER
CHARTER
CHARTER
Technology
Social Sciences
Health & PE
Science
Swimming
Variance Report
Variance Report
Variance Report
Term 2
Term 3
2016
Schools with students enrolled in Year 1 8 which use the New Zealand Curriculum to set their teaching and learning programmes are required
to report school-level data on student progress and achievement in relation to National Standards.
Under NAG 2A(b) the Board must report school-level data in the annual report on National Standards under three headings:
I.
II.
III.
Merrin School focused on two key areas to identify the areas of improvement in relation to National Standards (NAG 2A(b)(ii)):
The analysis of school-level and year-level data, broken down by Mori students, Pasifika students, E.S.O.L. students and by
gender on National Standards progress and achievement in reading, writing and mathematics.
The analysis of difference between targets that were set in the annual plan (2014) and what was actually achieved (Analysis of
Variance).
Please Note: The statisical data contained within the report is rounded up or down to reflect whole student numbers and may not add up to 100%
READING
Student achievement in Reading for 2014
Curriculum
Level
National
Standards
After
1
year
After
2
years
After
3
years
End
Year
4
End
Year
5
End
Year
6
End
Year
7
End
Year
8
19
(48%)
15
8
(24%)
End Year 8
21
22
(45%)
End Year 7
21
18
(36%)
End Year 6
18
7
(22%)
End Year 5
12
43
(55%)
End Year 4
12
15
(36%)
After 3 years
18
After 2 years
1
After 1 year
25
(35%)
25
(35%)
22
(31%)
14
46%
4
(10%)
39% 6
25% 2
1
(1%)
4
9%
17%
1
(3%)
6%
41% 8
7
(14%)
49% 9
6
(19%)
4
(5%)
24% 11
4
(10%)
27
30
(38%)
30% 17
19
(45%)
27% 17
22
(44%)
34% 19
18
(56%)
20% 1
3
(6%)
48% 14
22
(45%)
39% 14
11
(33%)
12
(36%)
32% 10
3
(6%)
18% 2
2
(4%)
3%
21%
2
(6%)
5%
At
50%
7
(18%)
30% 5
Above
38%
12
(30%)
45% 20
Below
13%
2
(5%)
Well Below
Name
SMS
Version
Date
Report Name
Excl Mar
Excl No OTJ
3434
Merrin School
eTAP
14.115
2014-11-22
March annual
charter update
46
READING
Well Below
Below
At
Above
Total
No
No
No
No
No
All
students
Male
Female
11
9
6%
5%
31
23
17%
12%
83
68
45%
36%
60
89
32%
47%
185
189
Total
20
5%
54
14%
151
40%
149
40%
374
Maori
Male
Female
Total
1
5
6
8%
29%
21%
2
4
6
17%
24%
21%
6
6
12
50%
35%
41%
1
2
5
25%
12%
17%
12
17
29
Pasifika
Male
Female
Total
0
0
0
0%
0%
0%
1
0
1
13%
0%
11%
3
0
3
38%
0%
33%
4
1
5
50%
100%
56%
8
1
9
Asian
Male
Female
Total
3
1
4
5%
1%
3%
11
9
20
17%
13%
15%
28
19
47
44%
28%
36%
21
38
59
33%
57%
45%
63
67
130
MELAA
Male
0%
33%
33%
33%
Female
0%
0%
67%
33%
Total
0%
17%
50%
33%
Other
Male
Female
Total
0
0
0
0%
0%
0%
0
1
1
0%
33%
20%
1
0
1
50%
0%
20%
1
2
3
50%
67%
60%
2
3
5
NZ/European
Male
Female
Total
7
3
10
7%
3%
5%
16
9
25
16%
9%
13%
44
41
85
45%
42%
44%
30
45
75
31%
46%
38%
97
98
195
42% (14/33) Year 7 (2014) students were working below or well below the standard.
23% of male students (42/185) compared to 17% (32/189) of female students were working below or well below the standard.
42% (12/29) of Mori were working below or well below the standard.
Achievement data for Year 7 (2014) continues to be of concern. Whilst there were gains with the 2014 target group, with 5 students reaching the
standard, 6 incoming students affected the 2014 data (see table Student achievement in Reading for 2014). 6/12 Year 7 students below the
Standard arrived at Merrin in 2014; 5 of these were E.S.O.L. Of the other 6 students, 2 continue to have additional E.S.O.L. support.
The two children in Year 7 (2014) who are well below the standard have very high needs with their learning.
There continues to be large numbers of junior children who need to be closely monitored for reading. Interventions have had a significant effect,
especially in after 1 Year (2014), 29 children working at or above the National Standard in 2013 increasing to 73 at or above in 2014. Interventions
included Strengthening Families, RTLit.,T/A, Speech, Rising Stars, Time to Talk Programme and Early Words.
Discussion:
In total (2014), 47% of female students were working above the standard, compared to 32% of male students. There is a need for more reading
resources suitable for boys.
The composition of the Year 6 cohort (2014) changes when it moves to Year 7 (2015), therefore not giving us clean data for this cohort. Some
students leave for the local intermediate school; generally, International students arrive in New Zealand and enrol at the Year 7 level. A priority for
Merrin, 2015 onwards, is to track clean data between Year 6 and Year 7.
Improved interventions needed for Mori children and building better relationships with their whnau.
READING
Strategic Aim:
To raise student achievement by improving literacy and numeracy across all year levels, and by students taking ownership of their learning.
To raise the rate of progress for all students deemed at risk of not achieving at the level of the National Standards for Reading.
Target 2015:
Year 8 students (2015) reading below and well below the standard in 2014 will have made more than one years progress.
The group of Mori students below or well below the standard in Reading in 2014 will have made more than one years progress
Led by:
Timeframe
1. Classroom teachers review previous National Standards data & identify trends & patterns.
Each team of teachers identify all underachieving students (not only targeted students) in
their team, and record on a shared Google document.
DP
2. Students identified with needs, will be monitored. Their progress will be discussed regularly at
team level, senior leadership meetings and Learning Support. Involve the ESOL Dept.
An interim achievement report of monitored students outlined to the staff and B.O.T. at mid-year.
Ongoing
Classroom teachers
Ongoing
4. Small Literacy groups in Senior Stars, targeting students specific needs intensive teaching twice
per week.
Ongoing
8 weeks Term 3
6. Use digital technologies to support student learning outcomes and their engagement. Increase the
opportunities for students to use e-tools in their learning.
SLT
Classroom teachers
Ongoing
7. Process in place for teachers to reflect on improved practice (self review). Teaching strategies
discussed and amended. Teacher Inquiry included in Teacher Appraisal.
SLT
Ongoing
8. All Mori and Pasifika students are monitored. Working with identified Mori families to build
partnership in their childrens learning.
Reading resources which use a Mori context.
Examine critical factors for Mori success. (Refer Ka Hikitia Accelerating Success 2013-2017).
Classroom Teachers
Toni Germon
Ongoing
9. Analyse end of year data to inform progress and planning for the following year.
All teachers
End of Term 4
10. Investigate the role of the Library in lifting achievement of priority learners, and explore how the library can
support their learning.
Library Manager
All Teachers
Ongoing
Star
End of Term 3
WRITING
Student achievement in Writing for 2014
Curriculum
Level
National
Standards
After
1
year
After
2
years
After
3
years
End
Year 4
End
Year
6
End
Year 5
End
Year 7
End
Year 8
13
(33%)
11
5
(15%)
End Year 8
14
18
(37%)
End Year 7
16
11
(22%)
End Year 6
15
9
(28%)
End Year 5
14
(23%)
End Year 4
4
(7%)
After 3 years
4
After 2 years
1
After 1 year
11
(17%)
31
(47%)
24
(36%)
7% 28
32
(58%)
30
25
51% 15
42% 2
8
(15%)
61% 6
11
(18%)
11
(20%)
6% 16
18
(56%)
2% 24
33
(54%)
33% 2
3
(5%)
4%
27
(54%)
6%
30% 1
5
(10%)
18% 1
1
(3%)
35% 12
2%
27% 2
1
(2%)
2%
36% 12
30% 1
2
(6%)
4%
At
40%
10
(25%)
13
(39%)
34% 14
6
(12%)
7
(14%)
71% 14
4
(13%)
36% 17
24
(49%)
33% 15
13
(39%)
Above
28%
15
(38%)
30% 16
Below
30%
2
(5%)
3%
Well Below
WRITING
Well Below
Below
At
Above
Total
No
No
No
No
No
All
students
Male
Female
16
7
9%
4%
49
30
26%
16%
94
96
51%
51%
26
56
14%
30%
185
189
Total
23
6%
79
21%
190
51%
82
22%
374
Maori
Male
Female
Total
2
5
7
17%
29%
24%
5
4
9
42%
24%
31%
5
8
13
42%
47%
45%
0
0
0
0%
0%
0%
12
17
29
Pasifika
Male
Female
Total
1
0
1
13%
0%
11%
0
0
0
0%
0%
0%
4
1
5
50%
100%
56%
3
0
3
38%
0%
33%
8
1
9
Asian
Male
Female
Total
4
1
5
6%
1%
4%
16
9
25
25%
13%
19%
37
33
70
59%
49%
54%
6
24
30
10%
36%
23%
63
67
130
MELAA
Male
0%
33%
33%
33%
Female
0%
0%
100%
0%
Total
0%
17%
67%
17%
Other
Male
Female
Total
0
0
0
0%
0%
0%
0
2
2
0%
67%
40%
1
3
2
50%
33%
40%
1
0
1
50%
0%
20%
2
3
5
NZ/European
Male
Female
Total
9
1
10
9%
1%
5%
27
15
42
28%
15%
22%
46
50
96
47%
51%
49%
15
32
47
15%
33%
24%
97
98
195
Significant shifts were made at the end of Year 6: students working below and well below the standard reduced from 29% in 2013 to
14% in 2014; the group of students working at the standard has progressed from 34% (15 students) in 2013 to 49% (24 students) in
2014.
At the end of Year 5 the group of students who were working at the standard has moved from 35% (16 students) to 54% (27 students).
After 2 years (2014), 19 children (35%) were below or well below the National Standard.
At the end of Year 5, a quarter of the students (12/48) were below or well below the National Standard: 7 (14%) were below and 5
(10%) were well below.
55% of Mori students (16/29) were working below or well below the standard.
At the end of Year 7, 45% (15/33) of students were working below or well below the standard.
After 2 years (2014), 8 out of 55 children were well below the National Standard; 11 children were below (Year 3 2015).
In 2014, 3 Mori students made accelerated progress (more than one year) and reached the National Standard; 5 students made
excellent progress and were just below the standard. The remainder made minimal to moderate progress. Common threads of difficulty
continue to be evident in the group of Mori students working below or well below the standard: speechlike structures and colloquial
writing, problems with sentence structure, language and structural features. Three Mori students were disengaged in writing. Some
students had severe learning needs. Time constraints meant that teachers were not as engaged with their Mori families as they would
have liked.
As with reading, achievement data for Year 7 (2014) continues to be of concern. Whilst there were gains with the target group, with 4
students reaching the standard, 7 incoming students affected the 2014 data (see table Student achievement in Writing for 2014). 7/13
Year 7 students below the standard arrived at Merrin in 2014; 6 of these were E.S.O.L. Of the other 6 students, 2 continued to have
additional E.S.O.L. support. National trends indicate that achievement between Year 6 and Year 7 drops by 10%.
Although a large percentage of Year 7 students (2014) were not achieving at expectation, in the professional opinion of the teachers,
these students could be catered for in the reading target group as part of their Literacy learning. Therefore, this made way for the
writing achievement target group to be in the Junior School (Year 3 2015).
WRITING
Strategic Aim:
To raise student achievement by improving literacy and numeracy across all year levels, and by students taking ownership of their
learning.
To raise the rate of progress for all students deemed at risk of not achieving at the level of the National Standards for Writing.
Target 2015:
Year 3 students (2015) writing below and well below the standard in 2014 will have made more than one years progress.
The group of Mori students below or well below the standard in Writing in 2014 will have made more than one years
progress.
Led by:
Timeframe
1. As a staff, review previous National Standards data & identify trends & patterns. Each team of
teachers identify all underachieving students (not only targeted students) in their team, and
record on a Google document.
DP
2. Students identified with needs, will be monitored. Their progress will be discussed regularly at
team level, senior leadership meetings and Learning Support.
DP/AP/Principal
SLT + LS Coordinator
Classroom Teacher
Ongoing
3. Teach students to manage their own learning process. Teach students the importance of
self-regulation in writing. Small Literacy groups, collaborative planning, digital technology and
clear pathways for students.
Year 3 teachers
Ongoing
4. Small Literacy groups in Senior Stars, targeting students specific needs intensive
teaching twice per week for Year 8 group of monitored students (not 2015 target group).
Ongoing
5. Use of the VLN (Virtual Learning Network) for teachers to get support with their
practice, especially with the Year 3 target group.
Classroom teachers
Ongoing
6. Use digital technologies to support student learning outcomes. Increase the opportunities for
students to use e-tools in their learning.
SLT
Classroom teachers
Ongoing
SLT
Ongoing
8. All Mori and Pasifika students are monitored. Working with identified Mori
and Pasifika families to build partnership in their childrens learning. Writing
resources which use a Mori context.
Examine critical factors for Mori success. (Refer Ka Hikitia Accelerating Success 2013-2017).
Continuation of Accelerated Literacy Learning (ALL) Programme: high level of interest and
engagement in previous years.
Classroom Teachers
DP/AP
Toni Germon
Ongoing
9. Analysis of end of year data to inform progress and planning for the following year.
All teachers
End of Term 4
MATHEMATICS
Student achievement in Mathematics for 2014
Curriculum
Level
National
Standards
After
1
year
After
2
years
After 3
years
End
Year 4
End
Year 5
End
Year 6
End Year 8
4
End Year 7
End Year 6
3
End Year 5
End Year 4
2
After 3 years
After 2 years
1
After 1 year
9
(15%)
2
4%
11
39
(19%) (65%)
15 25% 29 39%
36
11
20
(62%) (18%)
(25%)
34 58% 11 24%
49
(62%)
10
(13%)
9
1
(16%)
(2%)
10 17% 3
7%
2
(3%)
12
(38%)
3
9%
13
(41%)
24 71%
7
(22%)
7
21%
26
(53%)
16 36%
21
18
(42%) (37%)
21 46% 17 39%
22
3
(44%)
(6%)
20 43% 10 23%
5
2
(10%)
(4%)
4
9% 1
2%
2
(4%)
1
2%
End
Year 7
End
Year 8
22
(55%)
20 50%
14
10
(42%) (25%)
16 34% 9
23%
11
6
(33%) (15%)
22 47% 9
23%
7
2
(21%)
(5%)
7
15% 2
5%
1
(3%)
2
4%
Above
At
Below
Well Below
MATHEMATICS
Well Below
Below
At
Above
Total
No
No
No
No
No
All
students
Male
Female
6
3
3%
2%
25
30
14%
16%
89
96
48%
51%
65
60
35%
32%
185
189
Total
2%
55
15%
185
49%
125
33%
374
Maori
Male
Female
Total
1
3
4
8%
18%
14%
2
6
8
17%
35%
28%
9
7
16
75%
41%
55%
0
1
1
0%
6%
3%
12
17
29
Pasifika
Male
Female
Total
0
0
0
0%
0%
0%
1
0
1
13%
0%
11%
3
1
4
38%
100%
44%
4
0
4
50%
0%
44%
8
1
9
Asian
Male
Female
Total
0
0
0
0%
0%
0%
7
4
11
11%
6%
8%
23
29
52
37%
43%
40%
33
34
67
52%
51%
52%
63
67
130
MELAA
Male
0%
0%
67%
33%
Female
0%
0%
100%
0%
Total
0%
0%
83%
17%
Other
Male
Female
Total
0
0
0
0%
0%
0%
0
2
2
0%
67%
40%
1
0
1
50%
0%
20%
1
1
2
50%
33%
40%
2
3
5
NZ/European
Male
Female
Total
5
0
5
5%
0%
3%
15
18
33
15%
18%
17%
51
56
107
53%
57%
55%
26
24
50
27%
24%
26%
97
98
195
The percentage of students across all levels of the school, working at or above the standard, was 82%.
Overall, there was little difference between the genders.
There was a significant shift at the end of Year 3 (2014), with 65% (39) of the students working at the standard as opposed to only 39%
(29) in 2013. Also in this year group, the number of children working above the standard increased from 2 to 9 since the end of 2013.
At the end of Year 4 in 2014, 12/32 children (38%) were working above the National Standard compared to 3/34 (9%) in 2013.
In Year 6 (2014) the number of children working above the standard were 26/49 (53%), compared to 16/44 (36%) in 2013.
42% (12/29) of Mori students were working below or well below the standard.
12/60 (20%) students at the end of Year 3 (2014) were working below or well below the standard.
During professional discussions the teachers were able to identify the Year 3 students (2014), who would most likely progress with
intervention.
This group was comprised of girls. They were also identified as the group during Year 1 and 2, whose Baseline data indicated they were
unable to write many numbers, count to 20 and were able to identify numbers to 10 only (some to only 5), and many were unable to
count backwards. Two children also had problems with joining sets. Difficulty with concentration were contributing factors in the progress
of two children.
MATHEMATICS
Strategic Aim:
To raise student achievement by improving literacy and numeracy across all year levels, and by students taking ownership of their
learning.
To raise the rate of progress for all students deemed at risk of not achieving at the level of the National Standards for Mathematics.
Target 2015:
The group of Year 4 girls (2015) working below and well below the standard in Mathematics in 2014 will have made more than
one years progress.
The group of Mori students below or well below the standard in Mathematics in 2014 will have made more than one years
progress.
Led by:
Timeframe
1. Review previous National Standards data & identify trends & patterns.
DP
Ongoing
SLT
Ongoing
SLT
Ongoing
5. National trends indicate that achievement between Year 6 and Year 7 drops by
10%.
Cluster Project: Raising Mathematics Achievement Target
Maths Symposium Yr 5 8 teachers within NW Cluster to improve student outcomes.
March
Laetitia de Vries
Classroom teachers
Ongoing
Ongoing
AP
Ongoing
Classroom Teachers
Toni Germon
Begin Term 2
10. Analysis of end of year data to inform progress and planning for the following
year.
All Teachers
End of Year
ENABLERS
Using a range of evidence in relation to the NZC and the National Standards to design and
implement a broad range of learning experiences that build on students strengths,
address their individual learning needs, and support them to become engaged and
successful learners, with a particular focus on those at risk of not meeting the standards
(SA2)
Using assessment data to a) illustrate trends and patterns across the school and b) set
goals to improve achievement outcomes for groups of learners (SA3)
Collaborative plans
Rising Stars
Use practical science as a hook to teach transactional writing
Monitoring progress and providing cultural opportunities for Mori and Pasifika students
(SA5)
Y7&8 strong relationships with Whnau involving them with their learning
Numeracy professional development (Cluster Plan)
Visible Pathways development
Excellent communication with parents
Learning with Digital Technology
Continued implemenation of and development of systems that empower students
to share their learning with Whnau
Ka Hikitia staff development. Access success for Mori
Value and promote Te Reo Mori and Tikanga. Mori perspective
Collaborative approach to monitoring and ensuring success
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Providing High Quality Curriculum Programmes that Reflect Best Teaching Practice
Co-construct our Draft Vision and present to the Community for input
Design future foused rich curriculum practice and documentation
that complements our newly emerging vision and values
WE WILL PROVIDE HIGH QUALITY CURRICULUM PROGRAMMES BY
Teachers reflecting, engaging with others, critiquing and challenging their beliefs about
teaching and learning in order to establish teaching practices that are known to impact
positively on student outcomes (QLC1)
Developing a culture where ICT is naturally integrated into the teaching and learning
process (QLC3)
Developing the Key Competencies through planned programmes with a focus on the Merrin
Star Values and thinking skills (QLC4)
Providing top quality Professional Development opportunities for staff (QLC5)
Continuing to encourage individual staff expertise, interests and passions (QLC6)
ENABLERS
Child centred
Self management
eLearning and blended learning opportunities for all students
Future focussed library programme
Learning with Digital Technologies
BYOD
Community Education
Digital Citizenship
BYOD/Learning with digital technologies
Staff development ongoing. Use of apps and programmes, e.g. Google Docs
Digital Citizenship
STAR, Digital Citizenship, Power of a Merrin Star 2015 foci
ENABLERS
Ensuring the appraisal cycle and programme is robust and directly linked to improved
outcomes for staff and students (SO/S1)
Ensuring the annual budget is aligned with the goals of the annual plan (SO/S2)
Continuing to develop our partnership with our parents, community and Learning Cluster to
enhance student achievement and effective communication (SO/S3)
Strengthening our inclusiveness (SO/S4)
Providing a culture that is based on meaningful relationships; reciprocal respect;
restorative practice, collaboration and positivity. (SO/S5)
Provide Significant Opportunity for our learners to participate and succeed within
physical activity Pursuits (SO/S6)
Implement Learning Environments that are configured to promote collaborative and
future focussed learning (SO/S8)
Ensuring that effective self-review takes place via a three year cycle and that all learning
environments and activities are managed safely (SO/S8)
Teacher appraisals must be designed and executed to make the biggest impact on
teaching and learning (Teaching as Inquiry)
Ensure the annual budget addresses identified areas of need and is effectively
managed throughout the year
Implement initiatives from NW Cluster Plan
New administrative systems 2015 better communication and accuracy
Provide processes and systems that are inclusive and welcoming for all students
Positive home/school relationships supported by timely and effective
communication
Restorative professional development with staff
Power of a Merrin Star
STAR values
Digital Citizenship
Canterbury Sport Start iniative schoolwide focus 2015
Sport Co-ordinator Role
ACTIONS
PERSONNEL
TIMELINE
Collaborative Inquiry
Co ordination of PLD
Monitoring of Progress
Principals
Leadership Teams
Y5 8 Teachers
Term 1 - 2
Use Google Docs for collegiality, collaboration and as a sustainable network for professional
learning
Term 2
Term 1- 2
Term 1- 2
Term 1
Term 1
Ongoing
Ongoing
Term 1
Term 4, 2013
Term 1
Term 1
Term 2
Lisa (Merrin)
Term 1
Term 1
Term 1
Term 1
Term 1
Lisa (Merrin)
Term 1 - 2
Lisa (Merrin)
Leigh (Russley)
Lisa (Merrin)
Term 1
Term 1
Term 2
2 3 students from each of the 4 schools join and elite leadership group to work on community
based initiatives
Merrin to share their work on BYOD
Follow up on timing of Social Work programme funded by the Red Cross
Schools to share their administration processes and in particular the way their administrative
teams work collaboratively
Explore Internet NZ Grant re Comminity partnership to teach Digital Technology Skills to the elderly (Lisa)
Explore Teaching Second Language - ALLiS Intiative (David)
Term 1
Term 2
Term 2
Term 1
ESOL families)
Sound communication
HOW
Ju - Busan Market (KAMC)
Jin Korean March
April trip to Korea
IAE Christchurch based agency
Inja Hwang Agent
Christchurch Educated Initiatives
Gangzhou Camp July (China 3-4 weeks)
Mark, Hwang (China) February Camp (1 week)
Japanese visitors sister school (4 days in Christchurch)
AUKI Agency Taiwanese
Confucian Institute
Gongju University x 2
China Camp
Japanese Teachers August
Citizens Delegation to Korea October
AUKI want to bring camps to Merrin
Christchurch Educated Conference re marketing International Education
HAIL use this as an as you go - training session with Stu, David and Mary
FB user
Students will be told about BYOD
Weekly/fortnightly contact with home ESOL newsletter with translations
MJ to look at CBHS reporting to parents
Develop relationship between PTA and International families (Rep)
Afternoon Teas with a topic (decide on time suitability 2 per term
Communication is an issue App for translation
ESOL families email each week
Investigate Adult ESOL
Skype by teachers
Part of TK programme to entertain an International Student
Clear Job Descriptions for each Teacher
Appraisals based on teaching as inquiry (LWDT to include student achievement and
engagement)
Teaching space reorganisation
RESP
Mary
Mary
LDR
Mary
Mary
Mary
Mary
Leadership Team
Develop IT skills
Investigate apps that are being used by Merrin teachers
E-Reader app
Reading eggs
How do we develop our ESOL programme to best meet the needs? working with
teachers
ELLP progressions
Teachers / Student trip Years 6, 7, 8 Ambassador Programme
Cultural groups and cultural Day. Beginning T3 to fit in with time of largest numbers of
International Students in the school
Groups to perform at Christchurch Cultural Festival
Korean Dancers
Chinese Dancers
Indian Dancers
Pacific Island students offer the opportunity to travel to Avonhead to participate in
Pacifika group
Japanese group to be developed 2015
Filipino inclusion
Role on council Sister-city Committee
International Day
Role on Chch Educated
Develop Parents group as a support network - Relationships
Review School Docs and bring into line with enrolment and camp packages
Mary / David
Mary
Lee
Mary
Mary
Mary
Mary / LDR
NEW OPPORTUNITIES WILL BE FOLLOWED UP Mary J is aware that China is becoming a leading market. Need to accommodate short term students as
many are sampling.