Stoke School, 2020 Charter

Our goals this year are aspirational. We are working to shift every learner who is below and well below in their year groups expectation for reading, writing and math. We also have a well-being goal - our goal is to improve the pro-social behaviour of our students here at Stoke School.

 

Our goals are embedded within our work on Relationship Based Learning (RBL) based on the work of Russel Bishop.  

Relationship based learning allows teachers to respond to diverse groups of students and develop teaching practices that promote learning for everyone. In this approach,  students’ prior knowledge, language and ways of making sense of the world are used to inform teaching practices rather than being seen as barriers to learning.

Research driven, Russell Bishop is Emeritus Professor of Māori Education in the Faculty of Education at the University of Waikato, Hamilton, New Zealand. He is well known for directing the development of Te Kotahitanga, a large New Zealand Ministry of Education funded research and professional development project from 2001 to 2012. This project demonstrated how teachers and other school leaders could improve the educational achievement of Māori students in mainstream classrooms by implementing a culturally responsive pedagogy of relations.

We are collaborating in thsi work with other schools within our Kāhui Ako.

Our Kāhui Ako is Te Tumu Herenga Tangata - Stoke/Tahunanui Kāhui Ako. 

With the schools in our Kahui Ako we intend to:

Develop a learning community across our cluster will enable us to build consistent capability in leadership and teacher practice with learners as our focus. This will allow for greater shared pedagogies focused on priority areas as identified by our schools and community. 

 

Our approach will focus on the attributes of Relationship-Based Learning with a shared understanding of distributed, transformational and pedagogical leadership, linked to our community/school needs, along with the priorities identified by the Ministry of Education

 

Our work within the Stoke Tahunanui Kāhui Ako will be complementary to the work already undertaken by the schools and early childhood centres in their own settings, drawing on common student achievement needs and identifying resources from within the cluster to address these. We will endeavour to develop a sustainable, responsive approach to ensure that future achievement needs continue to be analysed and planned for. 

 

Finally, over the course of this approach, we will build closer ties with our community and involve them more in partnership with education to support the growth of future generations of learners in the Stoke Tahunanui Kāhui Ako.

Developing a learning community across our cluster will enable us to build consistent capability in leadership and teacher practice with learners as our focus. This will allow for greater shared pedagogies focused on priority areas as identified by our schools and community. 

 

Our approach will focus on the attributes of Relationship-Based Learning with a shared understanding of distributed, transformational and pedagogical leadership, linked to our community/school needs, along with the priorities identified by the Ministry of Education

 

Our work within the Stoke Tahunanui Kāhui Ako will be complementary to the work already undertaken by the schools and early childhood centres in their own settings, drawing on common student achievement needs and identifying resources from within the cluster to address these. We will endeavour to develop a sustainable, responsive approach to ensure that future achievement needs continue to be analysed and planned for. 

 

Finally, over the course of this approach, we will build closer ties with our community and involve them more in partnership with education to support the growth of future generations of learners in the Stoke Tahunanui Kāhui Ako.

We are excited by our work here at Stoke school and within our Kāhui Ako.

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