Exhibit leadership that results in the effective day to-day operation of the school. Operate effective systems within board policy and in accordance with legislative requirements. Provide the board with timely and accurate information and advice on student learning and school operation. Effectively manage finance, property, health and safety systems. Effectively manage personnel with a on maximising the effectiveness of all staff members. Use school / external evidence to inform planning for future action, monitor progress and manage change. Align resource allocation with the school’s annual and strategic objectives. 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. Design for learning Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures. 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 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.
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 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 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 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 notes. Texts for reference/PLD. Writing progressions developed in PLD. 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