WAM

2011 Yes WAM has developed into WAP with Weber (our leader!) Apiti, and Porongahau. We wish Fiona from Mataroa all the best in motherhood.

**__ Network Learning Communities Action Plan __** 2011 WAP - Numeracy || Update numeracy planning, teaching, reporting and resources. || * Planning and resources are up to date and teaching and reporting reflects this. September Meeting Notes
 * || Focus of work  ||  Evidencing the impact  ||  ** Monitoring the shifts **  ||
 * Curriculum and NZC || Justify our school curriculum to students, parents and the wider educational community, linking this to NZC. || * Staff, students, parents and the wider educational community can articulate significant aspects of the school curriculum.
 * Leaders can justify the school curriculum to outside audiences with reference to NZC.
 * Improve documentation of school curriculum reflecting NZC vision.
 * Leaders consult students and community on school on school curriculum.
 * Present and justify the school curriculum to outside audiences. || * Improve documentation of school curriculum reflecting NZC vision.
 * Leaders consult students and community on school on school curriculum.
 * Present and justify the school curriculum to outside audiences. ||
 * Maori || Involve maori whanau with the school and develop the school as a culturally responsive learning context. || * Maori whanau are more involved in the school.
 * Maori tikanga is evident in school environment.
 * Maori tikanga is integrated into learning and shared with our community.
 * Maori students demonstrate leadership.
 * Students use Maori tikanga both in and out of the classroom.
 * Use Measurable Gains Framework 3.5 (establish baselines and progress over time)
 * Document evidence e.g. Productions, student reflection, voicethread. || * Students use Maori tikanga both in and out of the classroom.
 * Use Measurable Gains Framework 3.5 (establish baselines and progress over time)
 * Document evidence e.g. Productions, student reflection, voicethread. ||
 * Student Enquiry || To enable students to learn how to learn and develop. || * Use effective tools for monitoring development in these areas.
 * Student reflection uses the language of learning and K.C.
 * Wider use of tools used by students to reflect on their own learning.
 * Students discuss their learning
 * Ongoing reflection is part of reporting to parents. || * Wider use of tools used by students to reflect on their own learning.
 * Students discuss their learning
 * Ongoing reflection is part of reporting to parents. ||
 * Teacher Enquiry || To improve the quality of evidence of students learning how to learn and use it to reflect on the effect of teaching. || * Use effective tools for monitoring development in these areas.
 * Teacher reflection uses the language of learning and K.C.
 * Wider use of tools used by teachers to reflect on student learning.
 * Ongoing reflection is part of reporting to BOT and MOE. || * Wider use of tools used by teachers to reflect on student learning.
 * Ongoing reflection is part of reporting to BOT and MOE. ||
 * Curriculum
 * Curriculum
 * Improvement in mathematics confidence, achievement and progress. || * Improvement in mathematics confidence, achievement and progress. ||
 * Leadership || Use distributive leadership principles and collect evidence of progress against cluster goals. || * Document cluster goals.
 * The strengths of each principal will be identified and used to lead various aspects of professional development.
 * Monitor and report on shifts which are collated.
 * Use action plan.
 * Reflection on effectiveness of the cluster processes. || * Use action plan.
 * Reflection on effectiveness of the cluster processes. ||

June Meeting Notes

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