MICHAEL PARK KINDERGARTEN ANNUAL PLAN 2015 MARCH … · 2 2015 FOCUS AREAS Pou Whakahaere 1. Roles...

MICHAEL PARK KINDERGARTEN ANNUAL PLAN 2015

MARCH 2015

INTRODUCTION

The Michael Park Kindergarten annual plan is structured to reflect the Michael

Park Kindergarten philosophy and The Education Review Office quality indicators that promote positive outcomes for children.

“Our highest endeavour must be to develop free human beings who are able of themselves to impart purpose and direction to their lives“

(Dr. Rudolf Steiner)

2

2015 FOCUS AREAS

Pou Whakahaere

1. Roles and Responsibilities – review and clarification of kindergarten- RSST governance and management roles and

responsibilities to ERO quality indicators and current legislation

2. Growth and Development – completion of a 10-year growth and development strategy

3. Health and Safety Management – implementation of good practise consistent with legislation

Pou A – rahi

4. Communication – Launch of a new school website and refreshed brand-identity which reflects the new vision

5. Sound operating platform - to support the vision and strategic direction of the school

6. Staff Wellbeing – Effective utilisation of resources and forward planning to keep stress points to a minimum

Ma-tauranga

7. Living Waldorf Pedagogy – deepening staff and community understanding of Steiner Education in the 21st Century

8. Teaching as Inquiry – A focus on inclusive teaching practices which promotes positive outcomes Tikanga Whakaako

9. Special Education – implementing the recommendations of the 2014 Special Education review

10. Ako – strengthening ties with tangatawhenua and continued consultation with whānau in curriculum and policy review

GOALS

3

GOAL 1. Roles and Responsibilities – review and clarification of kindergarten-RSST governance and management

roles and responsibilities with reference to quality indicators and current legislation

Focus Areas Strategies Who/When Indicators

Roles and Responsibilities

a) PLD for RSST Kindergarten portfolio holders re statutory

responsibilities, changes in legislation, kindergarten policy,

ERO quality indicators

b) RSST to participate in strategic level and Special Character

self-review of Kindergarten

c) Refine RSST/Kindergarten reporting

Section leader RSST Term 2

RSST strategic plan reflects vision and

best practice priorities for the

Kindergarten

KG reporting to RSST evidences

consultation and discussion relating to

key areas of self-review

Consolidated reporting to RSST

Reporting reflects strategic and annual

plan priorities

Increased focus on outcomes for children

in reporting

Federation Representation

a) Engage newly formed Federation governance in key issues

relating to the Rudolf Steiner kindergarten representation and

collaboration

b) Facilitate two national ECE networking meetings for 2015

c) Identify key issues / aims relating to new Federation structure

Section Leader RSST

Report to Federation Governance on

ECE issues, aims and needs

ECE clusters held

Property Plan a) Review of kindergarten/ RSST/ property group roles and

responsibilities

Kindergarten/ Property group

Prioritised maintenance plan

Operational Funding a) Review operational funding arrangements regarding 6-year

olds in the kindergarten

Section Leader Business Manager

Recommendations to RSST and Board

Updated guidelines regarding 6-year old

funding arrangements

Governance a) Complete governance management policy review and

associated guidelines

Principal Kindergarten

Leader

Business Manager

Board, RSST, College ratify governance and management policy for Kindergarten and School

Draft Guidelines for proprietor and Board re ECE policy

GOAL 2. Growth and Development – Produce a 10-year growth and development plan with the school

4


Research on supply and demand

a) Produce a report which outlines historical, current and

projected supply and demand issues with reference to

demographic data in the local region

Principal, Kindergarten

Leader & Enrolment Officer

Report presented to SMT end of term 1

Understanding of infrastructural issues and opportunities

b) Identify the constraints of the present site (considering

location, proximity, size and configuration of present

buildings and facilities)

c) Recommend options regarding utilisation of the present

site to accommodate increasing demand and roll growth

Property Group

Report and recommendations presented to

SMT end of term 1

Understanding of legislative issues and opportunities

d) Research implications of the current Auckland unitary plan

response to projected population growth and zoning in

Ellerslie

e) Research growth options considering key stakeholders

and funding sources, integrated and non-integrated

facilities.

Principal & Kindergarten

Leader Business Manager

Report on unitary plan and zoning issues,

legislative considerations, funding sources,

options regarding integrated and non-

integrated facilities and growth options to

SMT mid-late term 2

Risks and opportunities clearly identified

Clear timeline provided

Understanding of pedagogical issues and opportunities

f) Consider the pedagogical implications of possible growth

options

College of Teachers

College to meet and report back to SMT by

start of term 3

Consultation and synthesis

g) Senior Management Team to assess options and make a

recommendation to Rudolf Steiner Schools Trust (RSST)

and Board regarding growth strategy

SMT Report and presentation with

recommendations to the Board and

proprietor late term 3 prior to finalisation of

2016 budget

Maintain Demand for Kindergarten Enrolment

a) Promote Rose Cottage to maintain enrolment numbers

at a sustainable level

b) Enhance transition planning

c) Increase the average number of days children attend kindergarten per week

d) Consider a strategy for developing Mother and Child groups and playgroups

Enrolment coordinator

Kindergarten section leader

Enrolment and attendance levels at target

Daily average Rose Cottage (7)

Daily average kindergartens (19)

Increase in daily attendance

Low attrition

Improved analysis of enquiries

Partnership plans for Rose Cottage children

Improved transition planning – partnership plans for children starting in Rose Cottage

Positive feedback from parents on transition experiences

GOAL 3. Health and Safety Management – implementation of good practice consistent with legislation

5


Audit and Compliance

a) Kindergarten MU for Health and Safety coordination b) Review of Health and Safety induction handbook c) Clarification of procedures between school/kindergarten

ensuring ECE requirements are fully met d) Implementation of Health and safety Procedures

discussed in Section Meetings

Health and Safety MU

Holder, section leaders, teachers, assistants

Staff member overseas H&S audit and compliance review

Handbook updated

Procedures updated

Staff consistently adhere to procedures

Implement Changes to Health and Safety Legislation

e) Investigate continued provision of food – with respect to

legislation

f) Staged plan to increase number of staff with food handling certificates

g) Section wide PLD on food handling

Recommendations developed for 2016

All assistants completed food handling courses

Staff consistently adhere to food safety procedures

A Safe Environment a) Continue to improve sun safety, access and assess safety

of planted trees

Caretaker , parents, section

leader

Shade sail installed

Safety surfacing on paths

Arborist to inspect and prune trees

GOAL 4. Communication – Launch of a new website to make kindergarten visible to parents/family and whanau

Focus Area Strategies Who/When Indicators

Website a) Review website content to ensure it accurately reflects KG

philosophy and key areas of interest to parents

Principal Website team

Website phase 1 up and running and

launched at community meeting

Website content reviewed and

updated to reflect philosophy and

parent interests1

Phase 2 development plan and

timeline by end of term 1

School identity / brand b) Launch the of refreshed brand / identity which reflects the KG

vision to the community

Principal SMT

Marketing coordinator

Brand/identity launched at community

meeting

Stationery updated

Communications reflect key

messaging

Communications Plan c) In consultation with the school, ensure the KG perspective is

included in the development of a communications plan

reflecting the outcomes of the 2014 brand / communications

review including key messaging

Kindergarten leader

Principal Marketing

coordinator

Completed communications plan

implemented and distributed to staff

Communications Channels

d) Continue 2014 emphasis on distinct communication channels

(Daily notices to staff, weekly Friday Flyer, Termly Spiral,

Admin Deputy Principal Section Leaders

Continued consistent use of

communications channels

6

urgent and time-sensitive messages via school-links, annual

class parent representatives orientation workshops in term 1,

termly parents meetings, bi-annual community meetings in

terms 1 and 4

e) Improve effectiveness of school/ kindergarten communication

channels

f) Promote and participate in bi-annual community meetings

(Term 1 and Term 4) as the venue for key announcements to

community and engaging community in self-review

g) Introduce annual induction workshops for new families

KG Leader Principal

Board & RSST

KG leader

Consultation and self review

undertaken in parent evenings

Integration of school links and APT

Community meetings to include

kindergarten and school wide self

review

Induction workshop delivered

Distributed

Leadership

h) Improve the understanding and quality of distributed

leadership

Principal

KG leader

Develop 2x fixed MU

Provide effective support for staff

carrying responsibility

Alignment with annual plan goals and targets

i) Ensure ongoing attention to annual plan goals and targets in

team meetings

KG leader Meeting minutes from section & team

meetings

Consultation with families of Asian ethnicities

j) In partnership with the school, consult with our increasingly

diverse Asian community to better understand their values,

aspirations and needs

College Parent led PLD

Purchase of teaching resources

Development of a story resource

reflecting diversity of Asian

Communities

Strengthened presence of Asian

parents/families in kindergarten

Analysis of biography interviews to

identify aspirations

Kindergarten and school consultation

undertaken

Community aspirations identified and

reflected in 2016 Annual Plan

Opportunities for Parent Leadership

k) Create further opportunities for co-construction of

curriculum, drawing on parent expertise

l) Strengthen networking between class parents

m) Improve opportunities for parents to contribute to self-

review

n) Promote increased collaboration and autonomy of parent

led groups and initiatives

Section leader Parents

Ongoing parent leadership of localised

festivals Parent contribution in their areas of

strength to the day to day programme

- co-constructed experiences and opportunities

Improved centre wide communication

from class parents Increased development of social

7

networks

Parent contribution to self-review increased

Whānau group, Mother and Child

Group, Doll and Craft Group, market

day coordinators – going well as parent led initiatives

Community Networks o) Strengthen relationship with MUMA, AUT, At Home Care,

Orakei cluster group, Auckland City Council

p) Engage in consultation with council re boundary issues and

impact of park development

Support offered to MUMA

Participation in AUT advisory group,

associate teacher PLD, collaborative research

At Home Care referrals

Participation in Orakei cluster group

PLD

GOAL 5 Operating platform – Ensure a sound operating platform to support the vision and strategic direction of the kindergarten

Areas Strategies Who/When Indicators

Finance

Financial stability

b) Continue to build reserves to fund property maintenance and

development. Key 2015 projects include:

a. Landscape front entry garden to create new play areas

b. Review and improve layout, purpose and organisation in main garden

c. Improve disability access

d. Modifications to KG toilet area to accommodate high

needs children & replacement of bathroom tiles

c) Consult with elected Kindergarten parent reps re coordination

of fundraising as distinct from whole-school fundraising

initiatives (i.e. Art in Action & the annual Fair)

d) Streamline enrolment and finance procedures to achieve on-

boarding of new families efficiently

e) Continue to provide regular updates and consistent messaging

to the community re fundraising and collection of donations

f) Monitor donation collection and ensure parents are aware of

value of donations to KG.

g) Review donation arrangements in term 3

Business Manager Kindergarten

Leader

Business Manager

RSST

Finance updates signed off monthly at

RSST meetings Forecasting reports and budgets meet

Key projects completed

Kindergarten fundraising does not

conflict with school fundraising

The Edge is introduced and any issues ironed out

Onboarding processes reviewed

Termly updates in the Spiral / Website

on fundraising and collection of donations

Donation/fee recommendations

communicated to community term 4

8

Property

A learning environment that is safe while offering challenges

Work with Business Manager and Property Group to:

h) Complete growth and development plan (see Goal 2)

i) Complete review and update of 10-year property /

maintenance plan

j) Complete 2015 projects – landscaping, garden layout,

bathrooms and disability access as above

k) Keep abreast of any council and other developments in the

local area and reserve

Business Manager

Kindergarten Leader

Caretaker & grounds staff

Parents

10 year property plan approved and

first phase implemented Property areas clearly defined

Retaining steep parts of slope

Purchase of outdoor resources to

support play

Reduce stress points on high interest

play materials Modifications to deck and steps

Fale moved

Meeting minutes / Annual Plan updates

show ongoing maintenance

Systems and procedures

l) Complete review and update of procedures relating to key

areas of policy review

m) Improve functionality of APT student management system

Deputy Principal Kindergarten

Leader Kindergarten

Admin

Audit and update of remaining school

and kindergarten procedures in line with recently introduced policy and

procedure Budget forecasts, enrolment reporting,

efficient onboarding

Personnel n) Review and update staff code of conduct

o) Timetable policy review

p) Updated performance management system documentation


Leader

Draft code of conduct to staff in term 1,

feedback sought and implemented in term 2.

Key indicators for registered teachers

criteria reflect philosophy, context and contracts

Further refinements to appraisal

process, specifically a focus on development of special character

related practice and appraisal of MU

holders Updated job description for teachers

and assistants

GOAL 6 Staff Wellbeing – Focus on the effective utilisation of resources and forward planning to keep staff stress points to a minimum

9


Forward Planning a) Monitor school-wide calendar and ensure staff are informed in

a timely manner about events and deadlines

b) Liaise with staff through Section Leaders and Section

Meetings to identify any issues or concerns and ensure

smooth running of events

c) MU allocation to kindergarten resource management and

organisation

Deputy Principal

Section Leaders

Admin

Timely reminders to staff

effective forward planning of section

meetings

effective use of educational expenses

budgets and organisation of

kindergarten resources

Utilisation of

Resources

d) Improved child/teacher ratios for youngest children

e) Review allocation of resources in pressure spots to ensure

that adequate administrative support is provided at key

intervals in the year

Business Manager

Kindergarten

Leader

Allocation of admin resources is

targeted to key pressure spots

Employment of additional registered

teacher

Wellbeing Team f) Provide information for staff to about wellbeing monitors

Section leader Staff receive information about

wellbeing monitors

Calendar of events

Organisation of specific events and

Christmas function

Teacher-parent communication

g) Republish guidelines for teachers regarding parent-teacher

communication including a process for managing boundaries

SMT

KG leader

Information compiled and circulated to

staff

Reminder to community re questions

or concerns

Update to parent handbook

Guidelines for teachers re

management of boundaries

Teacher release for PLD

h) Increase PLD and relieving budget to include Kolisko, BT-

support, health & safety, ECE clusters and conference

participation.

Kindergarten

Leader

Teachers undertake quality PLD-

aligned to annual plan and appraisal

goals

Distributed Leadership Supporting emergent leadership and building capacity for ongoing improvement

i) MU available in key areas of resources management and

organisation, health and safety and curriculum development

Kindergarten Leader

Staff member overseas Kindergarten

resources

Staff member overseas health and

safety procedures in section meetings

Improved focus in section meetings

on outcomes for children

Increased curriculum self review in

section meetings

10

GOAL 7 Living Waldorf Pedagogy – Deepen staff and community understanding of Steiner Education in the 21st Century


Special Character related teacher training and development

a) Completion of ECE certificate Course by 1 teacher Teacher Completion of 1 module in 2015,

observations and study

b) Te Ao Maori – Taruna College Teacher Report back to section

c) Kolisko Conference in Cambridge in July Kindergarten Leader

Teachers

At least 3 teachers to attend Kolisko

Conference

Report back to parents and section

d) Provide Special-Character related PLD for teaching staff

College Section leader Curriculum MU

Holder Parents

Faculty meetings include a regular

study component relating to

pedagogical practice

Programme of internal PLD in section

meetings drawing on strengths of

teachers and community

Targeted PLD from internal and

external providers for staff with

identified goals / needs

Staff supported to present the special

character content in their term 2 / 3

parent meetings

e) improve currency of teachers through acquisition of new teaching resources

Kindergarten Leader

Additional resources for teachers

Special Character related goals included in Teacher Appraisal

f) Teachers to identify SMART goals relating to the development

of their special character knowledge and practice as part of the

2015 appraisal cycle

g) Peer observations to focus on special character related goals

h) Section leader to monitor progress

i) Teachers to provide evidence of their special character work in

the Appraisal interviews


Leader

Orientation workshop in term 1 faculty

meeting for goal setting

Setting of milestones linked to peer

observation / appraisal and reflection

against the professional standards

Curriculum Review j) Mood of the Fifth – participation in action research project on

Mood of the Fifth – in collaboration with Neil Boland (AUT) to

fulfil Ph.D. requirements

Mood of Fifth self-review

Article term 3 on progress

k) Mathematics – scoping of 2016 KG Maths review College Maths lead teachers

Section leader

Internal PLD term 3

Scoped maths review term 4

l) Review of Story Telling content with a focus on culturally

responsive teaching and an Aotearoa NZ context parallel to

College KG Leader

Whānau Group

Brief, timeline and framework defined

by end of term 1

11

self-review of School Main Lessons Chair Good practice examples shared as

exemplars

Curriculum resource developed to

support teaching practice

m) Outdoor Classroom – consolidation of 2014 review findings

Kindergarten leader

Teachers Parents

Gardener

PLD term 1

Action research term 2 and 3

Outdoor Classroom Curriculum Draft

term 4

Philosophy Review Responsive Reciprocal Curriculum

n) Collate and share examples of good practice from teacher and

community

Section leader Teachers Parents

Enactment of reciprocal responsive

curriculum evident in assessment and

evaluation

Children’s ownership, participation

and contribution to curriculum evident

in learning stories and evaluations

Work Displays o) Termly rotating work-displays in the office foyer as for the

school

p) Open-day exhibitions terms 2 and 3 in the auditorium foyer

open to parents in the evening 5-7pm

Section Leaders Deputy Principal

Admin

Work display wall

Open-day exhibitions advertised to

parent community

Community Education

q) Provide a programme of events and articles (Spiral magazine

and new website) across the year which enhances community

understanding of our special character, developmental

curriculum, assessment and qualifications practice and

achieving alignment in the home environment.

Termly class parent meetings to follow content outline

from College

Maria Melino art workshops

Outdoor Classroom workshops

Continuation of the HS information evening for parents

and students in Middle School

Continuation of the assessment and qualifications

information evening

Promotion of the Class 12 Project exhibitions and

speeches to school community

Continuation of parenting workshops run by Lyn

Nichols and Mary Willow

Induction workshops for new families 2 x p/year

New approach to transitions with “welcome” talks from

a member of the College

Publicity on special-character related events

Review and update of the parent handbook

College Admin

Community education calendar and

programme is published and

promoted and reported on in the

Spiral and on the website

New parents induction workshops

held as planned

Parent handbook updated

12

Theraputic Eurythmy

Anthropsophical First Aid and Home Nursing

GOAL 8 Teaching as Inquiry – Focus on inclusive teaching practices which promotes positive outcomes

Focus Area Strategies Who/When Indicators

Planning and evaluation

Reflective practise

a) Teachers will trial intentional curriculum planning formats b) Emergent curriculum will be evident in learning stories and

evaluation c) Planning for individual children will be evident in learning

stories, IEPs and partnership plans

Kindergarten leader

Teachers

Revised templates as evidence of

self-review

Evaluation indicators developed

Evaluation indicators used to inform

planning

Assessment

Sharing professional

knowledge

d) Enhance teacher assessment practice (recognition of learning

and links to next steps)

e) Purchase of teaching resources that support currency

f) Enhance quality of moderation (targeted PLD from Kindergarten

Leader and discussion in Section meetings)

g) Ensure parents are provided with regular opportunities to

contribute to learning stories

h) Consistent focus on priority learners

i) Reference books purchased

Kindergarten

Leader

Recognising and responding to

learning evident in learning stories

Resources purchased

Learning story narrative highlights

positive dispositions toward learning

and the development of children’s

working theories

Parent contributions evident

Interests, strengths and capabilities of

priority learners are evident in learning

stories

Reference books available to children

Learning Outcomes

j) Learning Outcomes review National FRSWNZ ECE cluster group

FRSWNZ ECE principles and

pedagogical guidelines completed

Learning Outcomes for 6 year olds

articulated from threefold point of view

Transitions k) Review and refine 6-year old readiness assessment and 6-year

old profiles

l) Allocate additional resources to 6-year old transition

programme

Kindergarten

Leader SENCO

Updated assessment format and

profiles

Teaching resources purchased

GOAL 9 Special Education – Implement the recommendations of the 2014 Special Education review


Special Education

Coordinator

In accordance with the recommendations of the 2014 review of

special education programmes and services:

Principal

College of

New senior SENCO recruited and

inducted mid-year

13

(SENCO) role Support the school to:

a) Create a senior SENCO position with responsibilities school-

wide and clearly defined responsibilities with regard to

remedial work and integration of conventional and special-

character related therapies and intervention pathways

b) Recruit an experienced SENCO with proven expertise in the

management and coordination of such programmes and

services and connections with external agencies and

providers.

c) Provide a bridging solution through contracting a suitably

qualified SENCO for terms 1 and 2 to ensure smooth ongoing

running of the Hub and Horizon departments, funding

applications and student support programmes and induction

of the new senior SENCO.

Teachers

IEP or partnership plans in place for

children with additional needs

Transition plans for children with

additional needs in place in term 4

Therapeutic pathways identified in

consultation with parents, family whanau

for children with identified additional

needs

Policy Review d) Review and update of special education policy and

clarification of the goals and tasks of the department to

reflect the 2014 Special Ed. review recommendations.

Principal / Horizon

Coordinator

Interim SENCO

Update policy and goals ratified by

Board and College

Inclusive,

collaborative

practice

e) Ensure full contribution of parents and whānau to the review

and decision making process relating to diagnosis, partnership

plans and interventions

f) Induction of new parents to include orientation to the

kindergarten approach to meeting individual needs and

involving parents and whānau

g) Targeted resourcing for students with high needs

Kindergarten

Leader

SENCO

Parent observations and contributions

are recorded and partnership plans

document home-school strategies for

success

Induction programme and parent

handbook includes section on special

education and inclusive practice

Updated policy and procedures

Students with high needs receiving

targeted support

Utilisation of ESOL

support

h) More effective one-to-one support of ESOL children

i) Apply for 6-year olds in Kindergarten who are eligible and on

the school roll

Kindergarten

Leader

Teacher Aides

Teacher Aide support for ESOL

students

6-year old students who are eligible

receiving funded support

Intervention Process

j) Scope and draft a sequenced intervention pathway from

Kindergarten to High School which integrates special

character and contemporary therapies and tools

Kindergarten

Leader/ SENCO

Draft document presented to College

in term 3

Therapeutic Interventions

k) Provide Eurythmy therapy to students with identified needs in

the kindergarten

l) Trial providing University of Auckland Hearing Clinic tests

(conducted by final year masters students under supervision)

at Michael Park

Eurythmy

Therapist

Referral of individual students with

identified needs

Hearing tests undertaken

Parent evenings and KG

communication provides information

14

m) Improve parent access to interventions re interventions

GOAL 10 Ako – strengthen relationships with whanau and develop teacher understanding of culturally responsive teaching

Culturally

responsive teaching and

learning

a) Provide enhanced opportunities for involving whānau and elders

from the community in planning and teaching of programmes

b) Provide a Noho Marae for staff

c) Explore culturally responsive assessment processes

d) Continue to develop a culture of hospitality and welcome

(manakitanga)

a) Strengthen links between kindergarten and school Te Reo me ona tikanga programme

College Te Reo Teacher

Kindergarten leader

Whānau visibly involved in festivals

and events throughout the year

Noho Marae in terms 2 or 3

Targeted special character PLD

provided for teachers

Use of Whatu Pokeko evident in

learning stories

Waiata and greetings used

appropriately with visitors

Combined kindergarten school

events and experiences

Relationships

with tangatawhenua

Invite involvement and create opportunities for the school to

have regular ongoing contact with our local elders, parents and

whānau

College Te Reo Teacher Whānau group

chair

School kaumatua attending powhiri

Maori whanau visible and contributing

in a variety of ways

Consultation with families and

whānau

e) 3 Hui whānau set in the calendar at which whānau are

consulted and contribute to review

School Te Reo Teacher

Whānau group chair

Kindergarten leader

Increased participation of

kindergarten families in whanau hui

Treaty of Waitangi policy reviewed

RSST CALENDAR FOR REPORTING

Bi-monthly kindergarten reports commencing Mar 2015, with highlights and good news stories; areas of concern or risk, enrolments,

financial performance against budget with variances commentary; any conversations or decisions for the RSST to consider.

Progress Against Annual Plan Goals and Targets Report for Term 1 first meeting in Term 2


15


October Self-Review KG Report

Analysis of Variance - Draft analysis due last meeting Term 4.

Final Analysis of Variance presented February of following year with Draft Annual Plan.

Presentation of draft budget 2015 (Business Manager)

BOARD CALENDAR FOR REPORTING – FEBRUARY 2015

Monthly

Principal’s Report

Finance – monthly accounts (Business manager)

Enrolment and expression of interest reports (while this remains a focus)

Monthly reports to include any particular matters that are usually covered in termly or annual reports that cannot wait for the next report

RSST Report (Chair of RSST). Includes bi-monthly kindergarten reports

Once a Term

Annual Plan Monitoring




Lower School and High School Analysis of Variance - Draft analysis due last meeting Term 4. Final Analysis of Variance presented

February 2014 with Draft Annual Plan.

Business/Operating Reports

Last Board Meeting of term 1-4 will include Property, Systems, Good Employer, Health and Safety and Admin reports

Health and Safety

Once a term evacuation reports

Visioning

Visioning update – provided by Principal and RSST chair

Other Reports

Student Achievement:

C10-12 student achievement report – March Board Pack including NCEA and Steiner School Certificate results (HS leaders to attend and

respond to discussion)

16

FRSNZ National Assessment Report C4-7 – April Board Pack

C1-9 Mid-Year student achievement report including interim judgements re National Standards- June Board Pack (LS Assessment

coordinator to attend and respond to discussion)

C10-12 report on progress towards targets following mid-year exams and student achievement across all subjects – August Board Pack

C1-9 Term Four student achievement report including National Standards – December Board Pack

Six Year Old Achievement Kindergarten

Report in October Board Pack; (KG leader may attend and respond to discussion)

December/January

Draft summary statements on achievement with draft recommendations for 2015 targets to principal

February/March

Draft Annual Report to BOT including analysis of variance, national standards school-level data, appraisals report, list of board of trustee

members and dates they leave office, statement on Kiwisport funding, remuneration statement (included in financial statements),

financial statements, statement of responsibility sighted and dated, audit report. (Business Manager)

April

Kindergarten Progress Against Annual Plan Goals and Targets Report

Confirmation that appraisal process is underway for 2014

May

Kindergarten bi monthly report in principals report

Report on patterns and trends from 2013 appraisals

Report on PD outcomes & PD plan for 2014

Confirmation of Principal’s Performance Agreement Goals

July


APIS Report

September


Federation Report

October


Report on progress re 2015 budget

Report on progress of appraisal

HS departmental budget recommendations to principal

17

Self-Review Area Reports

November / December


Draft analysis of Variance

Presentation of draft budget 2015 (Business Manager)

Self-Review Area Reports

Draft annual plan to Board

18

APPENDIX

THE EDUCATION REVIEW OFFICE FRAMEWORK FOR QUALITY INDICATORS IN EARLY CHILDHOOD EDUCATION

Pou Whakahaere

Pou Whakahaere acknowledges the skills and knowledge that a group of people bring to a particular context. Pou Whakahaere are entrusted to

work on behalf of others to ensure that the vision and aspirations of the collective are realised. Their significant marker is that of management

and governance.

Pou Whakahaere is a marker for:

• the service establishing its vision, philosophy and strategic direction

• the service having an up-to-date policy framework that guides practice • management of resources, including people, money and property

• capacity building to enable the service to sustain quality and improve outcomes for children.

Pou A - rahi

Pou A- rahi refer to the people who ‘a¯rahi’ or provide guidance, supervision and direction to others. Pou A- rahi enact the guidelines and

procedures put in place by Pou Whakahaere. This requires a high level of skill in culturally and socially appropriate leadership.

Pou A- rahi is a marker for:

• the enactment of the service’s philosophy

• realising the service’s vision and strategic direction • establishing an organisational culture that supports ongoing improvement

• building and supporting professional practice

Ma-tauranga

Ma¯tauranga is a body of knowledge that is framed in certain ways. In curriculum development it is important to ask whose knowledge is

valued and how this achieves positive outcomes for all children. The inclusion of ma¯tauranga Ma¯ori enables all children to understand the significance of Ma¯ori as tangata whenua through the use of te reo Ma¯ori; Ma¯ori symbols; learning experiences that focus on the environment

(taiao) through the lens of atua Ma¯ori (guardians of the forest, sky, earth, wind, rain, storms earthquakes and volcanoes); pu- taiao (science); and hangarau (technology). Ma¯tauranga Ma¯ori communicates something fundamental about the Ma¯ori world, something distinctive and

valuable.

19

It encompasses both ancient and modern forms of knowing and enlightenment. The inclusion of Ma¯tauranga Ma¯ori across the curriculum enhances the mana and wairua of Ma¯ori children. This validates their ways of knowing, being and doing. At the same time it provides all children

with knowledge and information that extends their learning and understanding of the world they live in.

Ma¯tauranga is a marker for:

• teachers’ professional knowledge and their curriculum and subject content knowledge

• teachers’ knowledge of children as learners and of their learning

• teachers’ knowledge of culture and context and how this contributes to decisions about curriculum

• teachers’ knowledge of wha¯nau and the wider community • assessment and planning processes.

Tikanga Whakaako

Tikanga whakaako, also known as Ma¯ori pedagogy, is a term used to describe teaching and learning that is appropriate for Ma¯ori children

within an education context. The concept of ako is deeply embedded in tikanga whakaako. Ako acknowledges teaching and learning as reciprocal processes whereby teachers are learners and learners are teachers.

Tikanga whakaako also recognises that the learner, educator and wha¯nau cannot be separated. Embracing the concept of tikanga whakaako enables educators to build caring and purposeful learning relationships where everyone feels that their contribution is valued and their potential is

recognised. Critical to Ma¯ori pedagogy (tikanga whakaako) is the notion of which or whose knowledge (ma¯tauranga) is privileged.

Tikanga whakaako is a marker for:

• relationships and interactions between teachers and children • effective teaching practice

• Te Tiriti-based practice and bicultural curriculum • inclusive practices

• learning environments

• transitions into and within services, and to school.

MICHAEL PARK KINDERGARTEN ANNUAL PLAN 2015 MARCH … · 2 2015 FOCUS AREAS Pou Whakahaere 1. Roles...

Documents

Transcript of MICHAEL PARK KINDERGARTEN ANNUAL PLAN 2015 MARCH … · 2 2015 FOCUS AREAS Pou Whakahaere 1. Roles...