Page 8 - CJK Gisborne Report

KEY PERFORMANCE INDICATORS
The Key Performance Indicators for the duration of the pilot were:
1. Growth in the proportion of Tairawhiti children engaged in the IFK/CJK initiative:
This was achieved. A quick look at statistics con rms this:
Numbers at the start of the pilot (2016 school year):
• 14 schools
• 153 classroom teachers
• 3500+ students involved (approx. 74% year 1-6 Tairāwhiti-wide).
Numbers in the 2017 school year:
• 14 schools
• 153 classroom teachers
• 3500+ students involved (approx. 74% year 1-6 Tairāwhiti-wide).
Numbers moving forward into 2018:
• 21 schools (all schools over 100 students in the region)
• 200 + teachers
• 4000+ students (approx. 84% of primary population Tairāwhiti-wide)
• As rural school engagement increases, we are noting a corresponding increase in engaging Y7
and Y8 students with CJK.
2. Positive feedback from at least 75% of school principals regarding IFK/CJK - both the resource itself and the support given on the ground
We achieved 100% positive feedback. This was gathered through letters of support directly from the principals of our schools. 100% of our schools signed on to continue for 2018.
Below are a few words from principals:
“We have found the resources, the philosophy behind the kaupapa and the energy towards it quite refreshing.”
“The CJK initiative has provided a framework for our teachers to develop and teach our values - and it has become a school-wide tool for bringing these alive.”
“We have noticed that after PD sessions sta are re-energised and focused and are becoming more con dent at letting the children in their classes lead the process of adapting games.”
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