Annual Plan

Link to Strategic Tab on Teaching and Learning site which includes analysis of 2017
Annual Plan 2018 - Platform for growth

Expected Outcomes
Aims: What will we do, who will help and when will it happen?
Progress &
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 - whole year)
Develop overarching curriculum goals / LTP to include the Special Character theme. (SLT, by term 1)
Develop driving questions, authentic collaboration (teachers- ongonig)

Develop staff spirituality
Staff are confident with a variety of prayer and liturgy types and symbols.
Prayer, mass  and liturgy focus.  (DRSs - ongoing according to plan)
4 participants at  Catholic Education Convention (term 2)

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 in light of new Bridging Document, DRSs and principal attend training in Bridging document (DRS team, term 1-2)
Review how students evidence and share learning (DRS team - term 2)

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 - ongoing)
Children present understandings at Thursday masses (DRS team - ongoing)
Children present to parents termly (DRS team - ongoing)

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 - ongoing)
Build sacramental program over the year and support parents in their children’s faith formation (DRS, SC committee, ongoing)
Continue to promote families on the parish roster (SC committee, ongoing)
ECB (Early Childhood Buddies) families meet up before starting and after starting (DRS/Junior Leader, Term 2)

Expected Outcomes
Aims: What will we do, who will help and when will it happen?
Progress &
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)

Expected Outcomes
Aims: What will we do, who will help and when will it happen?
Progress &
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)

Expected Outcomes
Aims: What will we do, who will help and when will it happen?
Progress &
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 (year 8 teacher)

Expected Outcomes
Aims: What will we do, who will help and when will it happen?
Progress &
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).
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).

Expected Outcomes
Aims: What will we do, who will help and when will it happen?
Progress &
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)

Expected Outcomes
Aims: What will we do, who will help and when will it happen?
Progress &
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.
Review own practice in light of current evidence and research  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 focus on evidence-based practice (principal, SLT)
Engage in deep 360 degree inquiries into the challenges facing targeted students and their whanau.  

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)

Professional Learning 2018
Reach for the Stars as Lifelong Learners in the Catholic Faith
Every Child Engaged and Empowered in Deep Learning for Success
2017 - consolidate
Make our underlying pedagogy and systems explicit and sustainable

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
Further develop gifted and talented program.
Monitor progress of all students termly.
Further unpack and embed teacher expertise with setting SMART goals
COL professional learning groups.
Visible Learning
All staff using St Joseph’s learning progressions.
Children referring to learning progressions Review report forms
Student-led conferencing
Engaging curriculum
STEAM (Science, Technology, Engineering, Art & Design, Maths)
Integrated inquiry curriculum creates need for core learning.
Key competencies taught as transferable dispositions.
Investigate computational thinking.
Redefine - students as digital creators.
Teacher-initiated, student led curriculum - “Being a Eucharistic Community”
Spirals of inquiry for teachers on learner engagement.

October 2017: Link here to the outcomes from our 2017 annual plan

Annual Plan 2017
This link takes you to our charter which includes our annual plan.
The strategic tab on our Teaching and Learning Site has pages which show the whole process of developing our charter and annual plan from analysis of 2016 student achievement targets, analysis of 2016 National Standards information and curriculum reviews, feedback from families, staff and students, leading into our updated 2017-2019 charter. Our annual plan is a breakdown of how we are going to reach our 2017 charter goals. Our targets for 2017 are how we are going to address specific at risk learners.

Annual Plan 2016

Here is the link to the Annual Plan update at the end of Term 4 2015 

Here is a link to the Annual Plan report on progress at the end of Term 3 2015

Here is the link to our Annual Plan 

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