Seventeen schools, 280 teachers, 5,400 students.

One community, but many pathways.

Investing in Educational Success (IES)

IES is a Government initiative aimed at lifting student achievement as well as offering new career opportunities for
teachers and principals. This is planned to be achieved through the development of Communities of Learning (COLs).
The Ministry of Education has helped initiate the development of our Community of Learning. Their rationale is stated as
follows:
Research shows that within schools, the quality of teaching
has the biggest influence on whether students succeed. IES
has been designed with this in mind and is intended to help
raise achievement by:
1) Improving teaching practice throughout New Zealand
2) Enabling teachers to work together and benefit from
each others knowledge and experience
3) Helping all children benefit from the skills and
knowledge of great teachers from across a group of
schools
4) Helping schools work together so its easier for children
to move through the education system.$359m in funding
is available over the first 4 years of the programme, and
$155m a year after that.
5) There are now 148 Communities of Learning spread
throughout the country. Over 50% of all eligible schools
(1,264 out of 2,416) will be part of a COL involving more
than 410,000 students. COLs are groups of schools, kura
and ECE that come together to raise achievement for
children and young people by:
a) sharing expertise in teaching and learning
b) supporting each other
c) working together, so a childs journey through the
education, system is easier.
These Communities set shared goals based on information about their students educational needs and work together to
achieve them.

Puketeraki Achievement Challenges 2016-2017

Achievement Challenge 1: Literacy (Primary)
Our challenge is to raise the literacy achievement of all our
students across Puketeraki, with particular emphasis on:
a) boys writing Years 1-8
b) accelerating the achievement of reading for students after 1
year at school

Achievement Challenge 2: Mori Achievement

Our challenge is to raise the achievement of Mori students
across Puketeraki, with particular emphasis on:
a) Mori students writing years 1-8
b) Mori students NCEA

Achievement Challenge 3: Mathematics (Primary)

Our challenge is to raise the mathematics achievement of all our
students across Puketeraki, with particular emphasis on:
a) Mathematics in years 6, 7 & 8
b) Mathematics in years 9 & 10

Achievement Challenge 4: NCEA (Secondary)

Our challenge is to raise the student achievement in NCEA, with
particular emphasis on:
a) Student leavers with NCEA level 3
b) Student leavers with NCEA level 2
c) Improved male student achievement at NCEA level 3

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What does it mean for Education?

What does it mean for your school?

Implications for education:

A bit of History

Implications for the school:

IES is potentially the biggest change to education

administration and management since the introduction of
Tomorrows Schools (TS) almost thirty years ago.
Before TS, (pre 1990) schools were administered by
Regional Boards (e.g the Canterbury Education Board.)
Decisions about school curriculum, funding, staffing and
resourcing were all in the hands of the staff employed by
these boards. The result was a large bureaucracy and little
school autonomy. (We were even allocated chalk and
dusters by the Board resourcing centre.)
With the introduction of TS this all changed. The
responsibility of all of these tasks has been placed within
the individual schools through their Principals, Teachers
and Boards. This has lead to many positive changes and
much greater school autonomy. We would never want to
go back.
However there has been a number of significant negatives.
Including duplication and workload.
Schools have become increasingly competitive work
environments with diminished amounts of sharing across
schools. (Where previously sharing was the trademark of
the profession.)
Educational Pathways have become blurred and there is
less connection between early childhood, primary and
secondary schools.
Career pathways are no longer as clear, with many of our
best teachers moving into administration roles, rather
than being recognised and rewarded for their classroom
work.
Student achievement has also changed. New generations
with new opportunities but also new challenges. There has
been a measurable decline in some core literacy and
numeracy skills, at the same time new skills have been
introduced into the classrooms. (e.g Cyber-safety, ICT
Literacy, Environmental Education and Problem Solving.)
There has been a significant shift in schools towards Key
Competencies and self management of learning.
In addition, we have seen a trend in recent years, the
development of MLE (Modern Learning Environments)
and ILE (Innovative Learning environments.)
For all these reasons, we need to update our model of
school leadership and development. IES offers us an
opportunity to make the changes that suit the needs of
our communities.

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Commitments:
By signing the Memorandum of Agreement all schools are
agreeing to work co-operatively with each other in the
pursuit of our collective goals. These goals are about
student outcome not just achievement levels. (See
achievement challenges inside.)
This commitment to co-operate will lead us into different
ways of thinking, different ways of resourcing and
different ways of sharing. As this is a new system we will
be going into the unknown and will have to accept some
actions will be developmental.
However, as individual schools we will retain the
autonomy of all key decisions, and have the right to
withdraw from the community whenever it is viewed that
the interests of the school are being compromised.
Looking into 2017, there will be some exciting
opportunities for school staff, firstly in new leadership
roles (cross-school teaching positions) and then for inschool teachers who will take responsibility for
coordinating in-school implementation towards the
community goals.
This will mean that high quality staff will have the
opportunity to share their expertise, and at the same time
learn from, schools across the community. This will mean
some students will experience team or job-share teaching.
BOTs responsibility:
1) To ensure the school strategic plan addresses the
school and community targets and goals
2) To appoint appropriate people to positions
3) Monitor progress and achievement.
Expected Positives/Highlights:
Career opportunities for teachers
Clear pathways of learning through to the High School
Sharing of best practice
Collaboration not isolation
Support and guidance from within
Best teachers shared
We are a big group which gives a large support base
Improved student outcomes and achievement
Summary:
This is a massive investment in schools, which we
appreciate and we can use to make apositive difference.

Puketeraki

Puketeraki Draft Planning Stages going Forward

Term 3 2016

Term 4 2016

Term 1 2017

MEMORANDUM OF
AGREEMENT COMPLETED

Plan Calendar 2017

Launch Community:
Share vision and goals with
wider community:

Implementation Team
Systems development:
School need scanned and
consulted

Develop communication
systems (website)

Advertise and appoint

teachers for term 2 start
- 6 cross-school
- Up to 35 in-school
- Acting up roles confirmed

Confirm allocation of roles

(by school or cluster)

Communicate with BOTs,

Principals and Teachers

School visits, professional

connections

Data update (2016 data)

Networks started (e.g.

ECE/yr1)

Vision
MOA
Achievement Challenges
Appoint Interim Leader,
(Appraisal Set Up)

Consult & confirm

organisation structures 2017
Consult & confirm
employment details 2017

Goals in Charters.

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Term 2 2017

Teaching teams developed

Appraisals and monitoring

systems established

Term 3 2017

Term 4 2017

Implementation Teams in
action. Support and
Development:

Implementation Teams in
action. Support and
development:

This is where the rubber

meets the road and we start
the real work of the
Community

More.caring, sharing and

creating

Caring, sharing and creating

First stage data update

Interim findings/progress
planning 2018
Appoint Leader 2018/2019