charter-strategic plan 2012 v4

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Folder12\Charter\Strategic Charter-Annual Plan for 2012-2014

TAURANGA GIRLS’ COLLEGE empowering tomorrow’s women

Date: 27 February 2012

Signed:

Chair of the Board of Trustees

Signed: Principal

BOARD OF TRUSTEES’ STRATEGIC CHARTER

2012-2014

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Introduction:

MISSION STATEMENT: Empowering tomorrow’s women. OUR SCHOOL’S PURPOSE: To create a safe, stimulating and exciting learning environment that allows each student to develop her academic, cultural and sporting potential.

In line with their responsibilities under the Education Act, the National Administration Guidelines and National Educational Guidelines the Board aims:

1. To provide a safe physical and emotional environment for students.

Objectives:

To maintain a strong pastoral network available to all students.

To provide induction programmes for new students.

To achieve high standards of self-discipline and conduct.

2. To foster the language and value of the Maori Culture to New Zealand, consistent with the principles of the Treaty of Waitangi.

Objectives:

To foster participation and success by Maori students.

To give people from other cultures an understanding of Maori culture.

To promote the use of Maori language.

3. To create an environment where there is respect and understanding of cultural differences.

Objectives:

To create opportunities for students to gain an understanding of other cultures.

To encourage tolerance and respect for each other.

4. To develop a budget that will provide the best possible environment for staff and student performance.

Objectives: To ensure effective financial management of the school property assets and resources.

To allocate funds that reflect the School’s Charter priorities.

5. To comply with all legislative and regulatory requirements

Objectives:

To ensure effective compliance with legislative and regulatory requirements.

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VALUES NGA TIKANGA

1.1.1.1.1.1 Tauranga Girls’ College believes in:

Responsibility - Taumahatanga

accountable for own actions.

Respect - Whakanui

for self and others.

Excellence - Tino Painga

a challenge to every individual to achieve to the best of her potential.

Participation - Mahi Kotahitanga

develop social, emotional, physical and aesthetic skills.

Co-operation - Mahi Hinengaro

work together and allow work to progress.

Equity - Mahi Whirinaki

acknowledge the rights and needs of others.

Integrity - Te Pono

be honest with self and others and honour commitments.

Learning - Akonga for independence and empowerment throughout life.

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2. STRATEGIC SECTION - 3-5 YEAR AIMS

Aim One To develop forward thinkers with a life-long commitment to learning through high standards of student achievement and personal development. Aim Two To provide inclusive learning environments that encourage participation in academic, cultural and sporting arenas through a flexible, student centered curriculum . Aim Three To demonstrate commitment to biculturalism and the principles of the Treaty of Waitangi acknowledging the unique place of Maori, and to respect all ethnic groups represented at the school. Aim Four To continue the promotion of Tauranga Girls’ College as the preferred provider of quality education for young women.

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Cultural Diversity and Maori Dimension How our school will reflect New Zealand’s cultural diversity Tauranga Girls’ College is committed to empowering students from all cultures with the best education possible. The College is multicultural and proactive in acknowledging the different cultures that make up its student body, reflecting New Zealand’s increasingly multicultural society, through the cultures represented in our school, by offering students a range of opportunities to celebrate their own cultural identity and the diversity of other cultures.

How our school will reflect the unique position of the Maori culture Tauranga Girls’ College will demonstrate commitment to biculturalism and the principles of the Treaty of Waitangi, acknowledging the unique place of Maori, by the following:

Being a Te Kotahitanga School.

Te Reo Maori being offered at all levels of the school.

Nga Toi Maori and Nga Mahia a Rehia being offered in the Junior School.

Bilingual signage around the school.

Upgrading the School Whare as a cultural centre and incorporating traditional Maori designs into décor.

Building Maori student leadership into our prefect structure through the Nga Toi Maori and Kaupapa Maori committees.

Incorporating Maori culture and customs when meeting and welcoming or fare-welling, visitors and newcomers to the school (Powhiri, karanga, waiata, and food customs) or the opening of new buildings.

Considering the place of karakia and blessing of food at appropriate times or occasions. (E.g. karakia to start the day/week or begin a meeting).

Ensuring that local legends and stories or local “heroes”/personalities are remembered and become part of our school and local heritage.

Use of Maori language frequently and incidentally in addition to more formal teaching and learning of Te Reo in classrooms.

Acknowledge and celebrate events in the Maori calendar e.g. Matariki.

Learn and perform waiata, stick games, haka etc.

Consider Maori custom and protocol when using local resources from the environment, e.g. flax.

Build a relationship with our Maori community and families for discussion and feedback from them relating to tikanga and customs. (They will feel able to approach us and advise in the event that we are doing anything that may be contrary to custom or even offensive).

Ensuring Maori families are involved in all school community consultation processes, particularly in relation to the Charter, in a form and forum designated by the Maori community.

If a parent requests a higher level of Te Reo Maori and Tikanga Maori the staff and family will explore opportunities that may include one or more of the following:

Dual enrolment with the correspondence school.

Using local resource people who are willing to assist and who have the expertise.

Seeking advice from local Kura kaupapa.

Discussions and meetings with other schools that offer greater levels of Maori Medium education

Discussions and meetings with external Maori Advisors for guidance and support

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Summary

School Name Tauranga Girls' College

Profile No 122

MAINTENANCE

2012 2013 2014 2015 2016 2017 2018

$ $ $ $ $ $ $

Buildings (adds from worksheet totals)

Boiler 1 0 0 0 0 0 0 0

Swimming Pool 1 650 650 650 650 4,650 650 650

Block A (Block A (ADMINISTRATION)) 35,600 49,000 7,000 7,000 7,000 7,000 7,000

Block B (Block B (ENGLISH DRAMA)) 1,800 1,800 1,800 1,800 1,800 1,800 31,100

Block C (Block C) 1,700 29,100 1,700 1,700 1,700 1,700 1,700

Block D (Block D) 1,650 26,850 1,650 1,650 1,650 1,650 1,650

Block E (Block E) 1,650 59,950 1,650 1,650 1,650 1,650 1,650

Block EG (Block EG (FITNESS (F7, E7)) 330 8,330 330 330 330 330 330

Block F (Block F) 1,820 1,820 1,820 61,620 1,820 1,820 1,820

Block K (Block K) 1,680 1,680 1,680 1,680 1,680 32,080 1,680

Block L (Block L (LIBRARY)) 930 930 930 930 930 930 22,200

Block M (MUSIC) included in Block A 6,600 1,600 1,600 1,600 1,600 1,600 1,600

Block O (Block O (GYMNASIUM)) 40,600 30,300 4,300 4,300 4,300 4,300 4,300

Block T (Block T (AUDIO-VISUAL)) 1,500 1,500 1,500 1,500 1,500 1,500 12,500

Block W (Block W (WOODWORK)) 1,800 1,800 1,800 9,800 1,800 1,800 1,800

House 20673 (House) 0 0 0 0 13,000 0 0

Block ECC (TAURANGA SOUTH KINDERGARTEN) 0 0 0 0 0 0 0

Block G (Block G) 2,400 2,400 2,400 2,400 2,400 2,400 2,400

Block J1 (Block J1 (FACULTY OF SCIENCE)) 12,000 12,000 12,000 12,000 92,000 12,000 112,000

Block Z (Block Z (WHARENUI)) 7,200 800 800 800 800 800 800

Block Z1 (CARETAKER) 1,200 5,700 1,200 1,200 1,200 1,200 1,200

Ancillary Y5 (Block Y5) 0 0 0 0 0 0 0




Ancillary AC (Tractor Shed) 400 400 400 400 400 400 400

Ancillary Y (Block Y) 0 0 0 0 0 0 0

Ancillary X (Mini bus shed) 200 200 200 200 200 200 200

Ancillary R (Block R) 0 0 0 0 0 0 0

Block AA (Block AA) 52,100 14,600 14,600 14,600 14,600 14,600 56,600

Block AB (Block AB) 9,000 1,000 1,000 1,000 1,000 1,000 1,000

Block EE (INTERNATIONAL STUDENTS) 1,600 1,600 1,600 9,600 1,600 1,600 1,600

Subtotal 1 (buildings) 184,810 254,410 63,010 138,810 160,010 93,410 266,580

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Sites (adds from worksheet totals)

Site 2275 (TAURANGA GIRLS' COLLEGE) 10,000 10,000 10,000 10,000 10,000 10,000 10,000

Site 5867 (House # 20673 on School Site) 0 0 0 0 0 0 0

Subtotal 2 (sites) 10,000 10,000 10,000 10,000 10,000 10,000 10,000

Maintenance Contingency

Total MAINTENANCE 194,810 264,410 73,010 148,810 170,010 103,410 276,580

Residual to fund 194,810 264,410 73,010 148,810 170,010 103,410 276,580

FUNDING

Cash in

Ops Grant / PMG 107,627 145,487 145,487 145,487 145,487 145,487 145,487

Locally raised funds

Total Cash In 107,627 145,487 145,487 145,487 145,487 145,487 145,487

Cash out

Payments 194,810 264,410 73,010 148,810 170,010 103,410 276,580

Opening balance 288,478 201,295 82,372 154,849 151,526 127,003 169,080

Cash In 107,627 145,487 145,487 145,487 145,487 145,487 145,487

Cash Out 194,810 264,410 73,010 148,810 170,010 103,410 276,580

Closing Balance 201,295 82,372 154,849 151,526 127,003 169,080 37,987

5 Year Property Agreement Budget 1,751,856

CAPITAL

2012 2013 2014 2015 2016 2017 2018

$ $ $ $ $ $ $

BUILDINGS

Boiler 1 0 0 0 0 0 0 0

Swimming Pool 1 0 0 0 0 0 0 0

Block A (Block A (ADMINISTRATION)) 18,000 0 0 0 0 0 0

Block B (Block B (ENGLISH DRAMA)) 0 0 0 0 0 0 0

Block C (Block C) 0 0 0 3,000 0 0 0

Block D (Block D) 0 0 0 0 0 0 0

Block E (Block E) 0 0 0 0 0 0 0

Block EG (Block EG (FITNESS (F7, E7)) 0 0 0 0 0 0 0

Block F (Block F) 0 20,000 0 0 0 0 0

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Block K (Block K) 0 0 0 0 0 0 0

Block L (Block L (LIBRARY)) 0 0 0 0 0 0 0

Block M (MUSIC) 0 0 0 0 0 0 0

Block O (Block O (GYMNASIUM)) 0 0 0 0 0 0 0

Block T (Block T (AUDIO-VISUAL)) 0 0 0 0 0 0 0

Block W (Block W (WOODWORK)) 0 0 0 0 0 0 0

House 20673 (House) 0 0 0 0 0 0 0

Block ECC (TAURANGA SOUTH KINDERGARTEN) 0 0 0 0 0 0 0

Block G (Block G) 0 0 0 0 0 0 0

Block J1 (Block J1 (FACULTY OF SCIENCE)) 0 0 0 40,000 0 0 0

Block Z (Block Z (WHARENUI)) 0 0 0 0 0 0 0

Block Z1 (CARETAKER) 0 0 0 0 0 0 0





Ancillary AC (Tractor Shed) 0 0 0 0 0 0 0

Ancillary Y (Block Y) 0 0 0 0 0 0 0

Ancillary X (Mini bus shed) 0 0 0 0 0 0 0

Ancillary R (Block R) 0 0 0 0 0 0 0

Block AA (Block AA) 0 0 80,000 0 0 0 0

Block AB (Block AB) 0 0 0 0 0 0 0

Block EE (INTERNATIONAL STUDENTS) 0 0 0 0 0 0 0

Buildings Capital NEW 0 0 0 0 0 0 0

Subtotal 1 (buildings) 18,000 20,000 80,000 43,000 0 0 0

SITES

Site 2275 (TAURANGA GIRLS' COLLEGE) 0 0 120,000 0 0 0 0

Site 5867 (House # 20673 on School Site) 0 0 0 0 0 0 0

Subtotal 2 (sites) 0 0 120,000 0 0 0 0

Total CAPITAL 18,000 20,000 200,000 43,000 0 0 0

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3 STRATEGIC SECTION - 3 YEAR AIMS As a result of community consultation, analysis of school-wide achievement data and information, the analysis of variance and the self-review process the Board has identified the following strategic aims:

Strategic Aims 2012 2013

2014

Strategic Aim 1 To develop forward thinkers with a life-long commitment to learning through high standards of student achievement and personal development Strategic Aim 2 To provide inclusive learning environments that encourage participation in academic, cultural and sporting arenas through a flexible, student centred curriculum

High Standards of Student Achievement

Senior: in 2012 to increase the number of students achieving at or above the NZQA national benchmarks for NCEA compared to 2011: Junior: In 2012 to increase the number of

students in the junior school achieving at or

above national benchmarks for literacy and

numeracy based on e-asTTle

To increase the number of students in each

junior cohort to progress more than 2

curriculum sub-levels over the year in each

subject area

In all of the above to close the gap between

Maori and non-Maori student performance so

that by 2014 no gap exists.

Positive Learning Environment

Participation To create a positive shift in levels

of key competencies

To improve student attendance

To decrease the number of entries in KAMAR

for negative classroom behaviour

To increase positive involvement in activities

outside the classroom


Senior: in 2013 to increase the number of

students achieving at or above the NZQA

national benchmarks for NCEA compared to

2012:

Junior: In 2013 to increase the number of




To increase the number of students in each junior cohort to progress more than 2 curriculum sub-levels over the year in each subject area In all of the above to close the gap between Maori and non-Maori student performance so that by 2014 no gap exists. Positive Learning Environment

Participation To create a positive shift in

levels of key competencies




To increase positive involvement in activities outside the classroom


Senior: in 2014 to increase the number of

students achieving at or above the NZQA

national benchmarks for NCEA compared to

2014:

Junior: In 2014 to increase the number of




To increase the number of students in each junior cohort to progress more than 2 curriculum sub-levels over the year in each subject area In all of the above to close the gap between Maori and non-Maori student performance so that by 2014 no gap exists. Positive Learning Environment

Participation To create a positive shift in levels

of key competencies




To increase positive involvement in activities outside the classroom

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Strategic Aim 3 To demonstrate commitment to biculturalism and the principles of the Treaty of Waitangi acknowledging the unique place of Maori, and to respect all ethnic groups represented at the school. Strategic Aim 4 To continue the promotion of Tauranga Girls’ College as the preferred provider of quality education for young women




Internal networking of the aims, goals and

objectives for learning, as well as student

success promotes awareness within the college

of the quality of education provision

External networking of the aims, goals and objectives for learning, as well as student success promotes awareness in the wider community the school of the quality of education provision









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Strategic Aim 1 Target Objectives

Evidence

To develop forward thinkers with a life-long commitment to learning through high standards of student achievement and personal development

High Standards of Student Achievement Senior: Having reviewed 2011 data our targets for 2012 related to NCEA Levels 1, 2 and 3 are:

Year 11 Māori girls will achieve Level 1 NCEA above the level of National Māori girls >65%

Excellence endorsements

at Level 1 are above the rate of Decile 6 Girls’ >4% student attainment

at Level 2 are above the rate of National Girls’ > 7%

at Level 3 are above the rate of Decile 6 Girls’ >4%

HODs will review with teachers student performance in 2012 and current class abilities using NCEA data to identify students needing remedial and extension support

Teachers will create differentiated learning plans to address the needs of students for reinforcement and extension

All students will be made aware of the requirements of merit or excellence level endorsement

Tutorial and mentoring help will be offered where need is identified

Data analysis, records and commentary in planning material Lesson plans and resources available to students are catering to different levels Department records contain evidence of material shared Students whose performance requires it have accessed tutorial and mentoring sessions Outcomes in NCEA level 1,2 and 3 meet the target benchmarks for 2012

Junior: having reviewed 2011 data we have identified a group of students who are achieving below or well below national benchmarks for literacy and numeracy based on e-asTTle. Targets for these students are: Students in each junior cohort will progress more than 2 curriculum sub-levels over the year in both literacy and numeracy as measured by e-asTTle.

A booster class in each junior cohort will focus on programmes to lift literacy and numeracy for members of that class

E- asTTle data will be used to identify students who are underperforming

Literacy and numeracy support will be put in place across the curriculum

Data analysis, records and commentary in planning material Lesson plans and resources available to students are catering to different levels Department records contain evidence of material shared Students whose performance requires it have accessed tutorial and mentoring sessions Identified students’ performance in e-asTTle end of year tests show the targeted improvement

Annual Plan for Tauranga Girls’ College 2012

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Strategic Aim 2

Target Objectives Evidence

To provide inclusive learning environments that encourage participation in academic, cultural and sporting arenas through a flexible, student centred curriculum

Positive Learning Environment

Participation To create a positive shift in

levels of key competencies

To improve student attendance to meet the

Ministry of Education benchmark of 90% at

all levels

To increase positive involvement in activities

outside the classroom

Learning competencies are revised and regular feedback provided to students on

Curriculum level progress

Learning competencies

E asTTle progress

Attendance is monitored both by teachers and tutors, home contact made and strategies to engage students put in place

Extra-curricular activities are supported and promoted

Evidence of reporting back to students and their families on all these areas is recorded The number of students receiving excellence for learning competencies increases during the year Attendance benchmarks are met or exceeded. Participation data shows increased involvement in activities

Strategic Aim 3

To demonstrate commitment to biculturalism and the principles of the Treaty of Waitangi acknowledging the unique place of Maori, and to respect all ethnic groups represented at the school.

Te Kotahitanga continues to be implemented

across the school, through observations in all

classrooms, co-construction meetings and

building of community links

All planning processes include review of Maori and Pasifika performance as a focus

Te Kotahitanga Professional development for staff develops strategies to continue the lifting of performance of Maori students

Markbooks and reporting show focus benchmarks and progress against the identified benchmarks Specific benchmarks for Maori and Pacifica are identified and progress reported on in Te Kotahitanga milestones

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Strategic Aim 4

Target Objectives Evidence

To continue the promotion of Tauranga Girls’ College as the preferred provider of quality education for young women

Internal networking of the aims, goals and objectives for learning, as well as student success promotes awareness within the school of the quality of education provision External networking of the aims, goals and objectives for learning, as well as student success promotes awareness in the wider community the school of the quality of education provision

All members of the school community share

responsibility for networking and publishing

of information around aims, goals, objectives

and student success

Budget provision is made for school wide

publicity

All members of the school community share

responsibility for networking and publishing

of information within school around aims,

goals, objectives and student success

Budget provision is made for external school

publicity

Visible displays of thematic material in all public spaces and classrooms Student successes celebrated and displayed Public communication channels contain published material

charter-strategic plan 2012 v4

Documents

maori students

new students

understanding of maori

emotional environment

schools charter priorities

exciting learning environment

use of maori language

student performance