Partnerships and networks: Strengthen communication and relationships to enhance student learning Work with the Board to facilitate strategic decision making. Actively foster relationships with the school’s community and local iwi. Actively foster professional relationships with, and between colleagues, and with government agencies and others with expertise in the wider education community. Interact regularly with parents and the school community on student progress and other school-related matters. Actively foster relationships with other schools and participate in appropriate school networks. Te Tiriti o Waitangi partnership: Demonstrate commitment to tangata whenuatanga and Tiriti o Waitangi partnership in Aotearoa New Zealand. Professional learning: Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners. Professional relationships: Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner. Learning-focused culture: Develop a culture that is focused on learning and is characterised by respect, inclusion, empathy, collaboration and safety. Wānanga: participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement. Whanaungatanga: actively engaging in respectful working relationships with Māori learners, parents and whānau, hapū, iwi and the Māori community. Manaakitanga: showing integrity, sincerity and respect towards Māori beliefs, language and culture. Tangata Whenuatanga: affirming Māori learners as Māori. Providing contexts for learning where the language, identity and culture of Māori learners and their whānau is affirmed. Ako: taking responsibility for their own learning and that of Māori learners. Appendix 2: Career structure criteria Key Components Meets the requirements of Part 4 of the Primary Principals’ Collective Agreement. Student Outcomes: Assessment and evaluation data is used to maximise student learning for all students and trend data shows continuing growth in student learning. School Management: School policies are in place and are regularly reviewed. Resources are aligned to strategic goals. Community and Networks: Trust is built between home and school to positively influence student learning and engagement.
Lead teachers and leadership team members to understand and respond to issues in student writing so that the numbers of students at or above NS increase by 10% whole school and 20% Māori and Pasifika students. Lead the analysis of end-of-year student achievement data and review of staff PLD learning. Lead the collaborative identification of roles for addressing school target for writing. Enable (resourced release time for this) further data gathering and analysis: Observations of teachers/students (use of swivl). Talking with students (and teacher focus groups). Engage with sharing and analysis of writing samples across learning areas in syndicate groups. Analysis of planning/teaching data. Schedule meeting times – full meeting (one a term) or a focused 10 minutes for teacher/leadership team led: Analysis and reporting from teachers – ongoing. Sharing writing samples. Plan for PLD as needed on writing and data analysis (lead group to run this). Engaged xxxxx to lead whole-staff PLD to build staff pedagogical knowledge through coaching and critical reflection (process has resulted in the development and use of writing progressions for students and for assessments-teacher judgements). Further writing samples analysed. Data used more to inform teaching. Meeting minutes that identify issue, targets and individual staff roles in addressing targets. Board reports – writing focus. Leadership team’s key findings from observations of teachers, teacher feedback forms, students’ work samples, plans for teaching. (Analysis shows varied practices across teachers, learning areas and classes, deficit thinking evident at start.) Responses from focus groups including Māori, Pasifika, students, teachers, whānau, leadership (analysis of group responses and changes to practices and PLD-student progressions). Peer coaching focus notes. Texts for reference/PLD. Writing progressions developed in PLD. Notes from assessment staff meetings. Clear understanding of roles in addressing the issue – whole-school approach. Teachers and students able to talk about writing – the teaching, purpose and the outcomes. Improved NS data as in the objectives. Role clarification and implementation of tasks on track. Identified need for PLD support for facilitation of knowledge building. Writing progressions adapted to our context, used with whānau group (who assisted in adaptation for students), especially samples of writing used by teachers and students for feedback. Appendix 4: Example objective recording format: inquiry approach