OUR VISION: Our vision is to create a community of learning in the heart of the wider Rangiora District where learning is engaging, relevant and responsive to the needs of all students.

For further details please see the Puketeraki Strategic Plan attached below.

Our Approach

Puketeraki’s approach is to build teachers’ individual and collective capacity to attend to the needs of every student. This approach is based on our community sharing the educational processes that are currently working well, valuing ‘the best of what is’, engaging in dialogue about ‘what should be’, and envisioning processes that will work well going forward, ‘what will be’, across the community.

Dimensions of Quality Teaching

We endorse:

• A focus on valued student outcomes
• The use of knowledge, evidence and inquiry to improve teaching
• The use of smart tools
• The focus on providing sufficient and effective opportunities for all to learn
• A caring and collaborative learning community, including diverse learners
• Educationally powerful connections to learners knowledge and history
• The use of scaffolded learning and appropriate feedback on learning
• Being responsive to students learning, identity and wellbeing
• The promotion and use of thoughtful learning strategies – student self regulation
• The use of assessment for learning

Student outcomes through the Achievement Challenges:

There are three key themes to our approach to accelerating the achievement of our priority students

• Culturally responsive pedagogies
• Collaborative Inquiry
• Effective transition

While the overall intention of the community is to improve the student outcomes for all learners, a particular focus in Puketeraki will be on the progress and retention of boys and Māori students, both of whom are poorly represented in the community’s collective achievement data.

The implementation process is built on three key steps:

Step 1: To care – We, all educators in our learning community, will take ownership of the achievement of all children within the community.

Step 2: To share/compare – achievement information and effective teaching practice. It is only through opening up our own work places and practices that we can meaningfully improve the quality of teaching and learning across the community. This must be done with regards to Trust, Integrity, Equity, and Respect for the privacy of individuals and their school information.

Step 3: To create – Our achievement challenges need solutions. It will be the responsibility of individual schools to create new ways of doing things, with the assistance of expert teachers and the wider CoL.