Glossary of terms
Action plans
Action plans are a recommended way of structuring the annual plan. They detail what (is to happen), who (will do it), when (it will be completed), the resources and organisation (to achieve it), the expected outcomes (what it is expected to achieve), and actual outcomes (what was actually achieved).
Analysis of variance
These report on achievement against the annual targets for improving teaching and learning. The format for the analysis of variance report should address annual targets for improvement, actual achievement in relation to each target, an analysis of possible reasons for any differences (variance) between the target and actual achievement, and an evaluation of the implications of the variances for the following year's annual plan and targets.
Annual plan
The annually updated section of the school charter. It identifies in detail what needs to be done during the current year as a series of action plans related to the charter/strategic goals.
Charter goals / Strategic goals
A school's charter goals may also be called its strategic goals. They are goals to be achieved in a 3–5-year timeframe, and take into account factors such as learning resources, professional development, development of teaching practices, staffing needs, school organisation, policy priorities, and infrastructure needs (such as ICT and building development). The strategic/charter goals state the school's priorities for development and for improving teaching and learning, and address the National Education Priorities stated in the National Administration Guidelines (NAGs).
Strategic plan
The strategic plan takes each charter/strategic goal and identifies the actions anticipated over a 3–5-year timeframe to achieve the goal. Strategic plans can take a variety of formats. The most important part of strategic planning is the thinking, analysis, and discussion that take place in the process of identifying and prioritising the goals and the actions required to achieve them.
Targets
Targets for improving teaching and learning are measurable. They are based on an analysis of current student achievement data, or they identify the factors that may contribute to improving student achievement. Targets for the current year may be a combination of those that need to be continued from the previous year, and new targets resulting from the analysis of the previous year's achievement (analysis of variance), the introduction of a new learning programme (such as the Numeracy Project), or new strategic goals for improving teaching and student learning.
