ASPIRATIONAL LEARNING TARGETS for 2011.

Improved Student Achievement

GOALS (BHAG)

Build teacher capability and transfer to practice

Teachers will hold HIGH EXPECTATIONS of their students and set differentiated targets with individual and groups of students particularly those who are underachieving and Maori students and boys. Teachers will be able to use Overall Teacher Judgement to accurately assess the levels of achievement of their students using informal and normreferenced tools. Teachers will be analysing and interpreting assessment information from their class showing patterns and trends for groups of students. They will be able to use this information at a school and syndicate level. Teachers will acknowledge that it is they that hold the key to the childrens learning.
Year 1 6 Deepen knowledge using the Literacy Learning Progressions, of what students need to be able to do timely intervals at school so they can provide the experiences necessary for their students to catch up with their peers. Integration of processing and comprehension strategies to support each other in both reading and writing - how both sets of strategies work together in strategic readers and writers. Year 4-6 Develop knowledge of using E-Asttle and STAR as a tool to identify students next learning steps and use information in the planning of relevant learning experiences. Year 1-6 Develop knowledge of writing for a range of learning purposes across the curriculum. Year 1 -6 Feedback to guide future learning. Giving effective feedback which supports their students in knowing their next steps. Year 1 6 Establishing visible learning goals and success criteria in every classroom around reading and mathematics.

Improved leadership of professional learning community

Leaders will engage teachers in evidence-based conversations around student achievement. They will support teachers in building their pedagogical content knowledge particularly of the Standards and Literacy Learning Progressions and the Key Competencies so they know what to look for and notice in their students as evidence of achievement. Leaders will continue to deepen their own and teachers knowledge around the effective use of the available norm referenced tools.

Target One Of the children that were described as below National Standards in 2010 in an end of year report, 70 % of them will be described as at, in reading by the end of 2011. Target Two Of the children that were described as below National Standards in 2010 in an end of year report, 70 % of them will be described as at, in mathematics by the end of 2011.

Students will be involved in assessing their own achievement, setting goals for learning, and evaluating progress.

Teachers will gather a broad range of evidence to inform OTJ and use diagnostic tools in collaboration with students.

Leaders will regularly hold meetings where they moderate teachers assessments during term 2 and 3.

Improved Student Achievement This is what we will notice if we are successful. Students after one year at school will be achieving at Stanine 5 or better in all subtests of Observation survey. They will be reading texts at green level and be making meaning and thinking critically using a repertoire of reading processing and comprehension strategies. They will have a sound phonological knowledge which they bring to their reading and writing of unknown words. Students after three years at school will be achieving at Stanine 5 or better in their STAR test. They will be reading texts at gold level and be making meaning and thinking critically using a repertoire of reading processing and comprehension strategies. No student will be of concern or at risk by the end of the year in writing. (level 1iii) All students will be using reading and writing effectively as tools for learning. Students in Y4-6 Will reach or exceed asTTle expectations in reading to understand, making inferences and knowledge. Will reach or exceed asTTle expectations in writing. Students will be achieving at the levels described in the National Standards All students Boys and Maori student achievement will match that of their peers. Students underachieving will make accelerated progress. Students in Y 1-6 will be using writing to deepen their knowledge and creating texts to present their learning in other curriculum areas. Students will be reading and writing about their learning experiences in Science and the Social Sciences. Students will be achieving at the levels described in the National standards. All students will be engaged in their learning. They will be talking about what they are learning, why, and how to improve. They will be talking about their goals and how they are going towards achieving them.

Improved teacher pedagogical content knowledge and transfer to practice

Improved leadership of professional learning community

Teachers will be analysing and interpreting assessment data effectively to identify specific strengths and needs. This information will be reflected in their planning. Teachers will be talking about students at risk and of concern and what rates of progress need to be made to catch them up to expected levels.

Senior staff will assist teachers review assessment data effectively to identify specific strengths and needs.

Teaching activities are aligned to the strategic goals. Teachers will be using their knowledge of the reading and writing demands in Science, Social Sciences, and Numeracy to plan learning programmes to support their students in learning successfully across the curriculum.

Leadership activities are aligned to the strategic goals.

Children that are not progressing at the rate we deem appropriate will have varying forms of intervention applied depending on the individual involved.