Roadmap Workshop at West Eyreton School
Starting to make sense of our three main goals and then initiatives that fall out of these goals naturally. Really valuable to hear the thinking and ideas from others and have some great questions directed towards my sharing also.
Meeting Jen and making sense of the goals and initiatives. Wanting to put everything in the first year and not being allowed! A work in progress :)
August BOT meeting - Presenting it to BOT for comment, questions, suggestions.
Teacher Only Day - Writing the initiatives up on long rectangular pieces of paper to show that the work continues over period of time and overlaps. Showing the team the work in progress. Will be visually represented on Ao for the team to engage with using sticky notes - commenting, suggesting, showing interest for particular areas.
Meeting at Halswell Library - 24 August - Measurement
Discuss - What evidence is being gathered?
Surveys - student/staff/parent Me and My School
Qualitative - recording progress towards each initiative/goal in each BOT meeting
Quantitative - data against achievement and progress - PB4L data reports
Worth creating a rubric to measure against? Success statements
Reflective questions:
What type of evidence is being gathered? (quant, qual, internal, external) What is the best evidence to use? Important not to overmeasure.
What tools are you using?
What does the evidence tell you?
What do you do with the information gathered?
Baseline first - measuring change or progress towards goal. Gap analysis (current to desired state).
Who are we listening to? Who is interpreting the information? Just the principal?? Involve the SLT
Writing success statements against these initiatives -
Add in the measures and the time that you will measure
GOAL ONE - Achieving BEST teaching and learning. BRILLIANCE
Outcome: teaching excellence is clearly evident in every learning space
Initiative One - Implementing the Breens BEST Professional Growth Model
B/line 2020 designing and trialing (level of engagement and level of consistency from teachers as at term 4 2020) DP driving this work steam
B/line self assessments against rubrics and appraisal conversations - use this to summarise key aspects ie 30% sitting here ... how much teachers are engaging in reflection and how much student agency is evident ... student voice survey mid 2020 (working with Brian Annan / lead KA principals from Jan 2020 to establish baseline and measure progress) Pulse point surveys ???
Initiative Two - Developing a framework for extension and excellence in our school including bilingual provision.
B/line - student voice survey mid 2020, parent voice end 2020, lead teachers will be reporting to the BOT in early T4 with a summary of extension progs 2020.
(BOT / MOE) Review process - baseline, mid and end (exactly the same)
Measuring activity and output .... outcomes right towards the end of the strat plan
Initiative Three - developing communities of Mathematical Inquiry (DMIC) with our learners and teachers
GOAL TWO - Consolidating BEST school, team and class culture for learning so that wellbeing and a sense of belonging is enhanced.
GOAL TWO - Consolidating BEST school, team and class culture for learning so that wellbeing and a sense of belonging is enhanced.
BEAUTIFUL and BELONGING
Outcome: enhanced wellbeing and a sense of belonging
Initiative One - engaging with the tier two school wide Positive Behaviour for Learning professional development
Initiative One - engaging with the tier two school wide Positive Behaviour for Learning professional development
**PB4L set data and PB4L school wide data on acknowledgements/incidents etc ...
PB4L audit tools
Initiative Two - driving the values badges with the team leaders and student leadership team so that the five Breens values and dispositions are consistently seen, heard and felt in each learning space.
Initiative Two - driving the values badges with the team leaders and student leadership team so that the five Breens values and dispositions are consistently seen, heard and felt in each learning space.
NZCER baseline data (pull out questions relating to school culture) and school data on engagement with licence and BEST badge programme. Across the Y7-8 cohort.
Initiative Three - designing the Health and PE curriculum to be place based and meet the needs of our adolescents with wellbeing programmes, restorative practice and relationships at the centre of what we do.
Initiative Three - designing the Health and PE curriculum to be place based and meet the needs of our adolescents with wellbeing programmes, restorative practice and relationships at the centre of what we do.
Baseline from parents / students / staff -
List what we are doing in Health and PE - linear scale (sufficient focus on the wellbeing aspect in our current programmes)
What would you like us to do more in this space??
Measuring activity in curriculum development Health and PE in 2021. Working with UC / Sport Canty.
GOAL THREE - Designing and refining BEST future focused innovative environments for learning
GOAL THREE - Designing and refining BEST future focused innovative environments for learning
BOLD and BRAVE
Outcome: learning environments which reflect 21C skills for learning including creativity, critical thinking, collaboration and communication.
Start of year .... Initiative One - Developing an understanding of individual and collective strengths in order to build our capacity to work together collaboratively
STRENGTH finder type model - baseline (KA AKAL leading this work with each of our teams)
Define collaboration clearly for this piece of work.
How well do we collaborate as a team? Linear scale (measure this often)
Initiative Two - Designing and refining our learning environments to reflect future focused 21 C practises.
Student Voice and Agency .... tracking activity in these spaces
Time measure baseline and along the way - single activity, doors shut, collaboration between spaces, teachers alongside or in front (HT in tech, NM in homerooms)
What are the things we don't want to see??? How often are we seeing these things.
Start of year - Initiative Three - implementing the digital technology curriculum (learning design, assessment and reporting)
Start of year - Initiative Three - implementing the digital technology curriculum (learning design, assessment and reporting)
KA AKAL overseeing this piece of work - What is happening currently? What is being taught? How our digital tools being used to support learning? What is happening in online learning? SAMAR. Workshopping with HT and NM - what do they think? Refine ....
How we tracking against other schools currently?
A framework for the language of measurement
Input - the things you invest. (cost, time, number)
Activity - what we do
Output - the things produced by what we do (ie PD, survey designed, report completed)
Outcome - The consequences and results. Short to medium term results achieved from outputs (changed behaviour, attitudes)
(ie survey results, observations, stakeholder feedback
Impact - the fundamental change you achieved. Long term sustainable consequences.
(ie school community connectedness, student and community wellbeing ....)
Planned activities - the what
Intended results - the change
Need to plan the measurement from the beginning, track progress. Can we measure progress and a measure of impact. Measure at least three times - same measure (baseline, measure two and three)
**For next time - have goals and initiatives locked in and most measures sorted.
21 September Annual Plan
Measuring three times
Where does BAU fit?
Clarity at the top - capability and motivation under it (triangle)
Another triangle model
Strategic - P
Tactical - DP
Operational - teaching staff
Time is the most precious resource - how to resource these initiatives
Gaps in capacity and capability and how to fill them
Initiatives broken down into tasks / actions Who, what, when, how?
Empowering others to do the job, empowering them, coaching and holding accountability.
ACTION PLANNING
Which investment of resource drives the biggest return?
How can you learn, test and adapt?
ACTIVATING
What conditions for change are required?
Creating desire, energy and capability needed to support the plan
ALLOCATING RESOURCES
What will you do, what can't you do Need to stop some things
How will you approach a shortfall in resources?
What gives you confidence you are investing in the right things?
Progress - how are we going?
Term by term - living document - key contributors annotate against these - how are we going?
Three tiered progress - elevate beyond tier one to TLs if necessary. Elevate to DP if necessary. Elevate to principal if needed beyond this.
BOT report - Share - discuss - decide
Resourcing - release time
Next time: presentation - just the plan on the page (15 mins to speak ) 5 for others to comment
Send through to Ellie 19 Oct - plan on a page as a jpg, three year road map and strategy, measurements associated and annual plan. Complete the link in celebrate/present module.
Progress - how are we going? Quarterly review process with team EOY - SCOT/PESTLE
Term by term - living document - key contributors annotate against these - how are we going?
Three tiered progress - elevate beyond tier one to TLs if necessary. Elevate to DP if necessary. Elevate to principal if needed beyond this.
Traffic light model - red (in trouble) orange (monitor) green (on track)
BOT report - Share - discuss - decide
Urgent Not Urgent
Impt
Not impt
Start
Stop
Continue
Plan
Do
Check
Adjust
Scope - Design - Implement - Review - Embed
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