draft charter 2019 - waiuku college€¦ · waiuku college is a state co-educational, decile 6,...

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Waiuku College

Charter 2019

www.waiuku-college.school.nz

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WAIUKU COLLEGE COMMUNITY

ABOUT US Waiuku College is a State Co-educational, Decile 6, Year 9 to 13 Secondary School of approximately 850 students, including approximately 30 internationals. The College caters for students from Waiuku township and the wider rural community, an area of approximately 16,000 people. It also includes the communities of Pukeoware, Aka Aka, Otaua, Glenbrook, Waipipi and Awhitu. About 40% of students come to school by bus from these surrounding rural communities. A strong partnership exists with College parents and the wider community who provide support and encouragement. The College acknowledges Ngati Te Ata as Mana Whenua (Te Runanga O Ngati Te Ata O Waiohua) in the district, and incorporate the principles of the Treaty of Waitangi to work in partnership to promote the interests of Māori students and the wider community. Māori make up about 24 percent of the student population.

OUR PHILOSOPHY

Titiro Teitei - “Effort and Excellence” The school motto means to look high and can be interpreted as exhorting the school community, both staff and students to aim high in all they do. It encourages them to aim for excellence in achieving personal best. It implies that effort in application can produce excellence in achievement.


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VISION – WHAT WE WANT FOR OUR SCHOOL

Waiuku College is an Inclusive Teaching and Learning Community where staff and students aim high and together achieve to the best of their ability. We do this by:

PROVIDING OPPORTUNITIES ENCOURAGING PARTICIPATION

EXPECTING EFFORT PROMOTING SUCCESS

CELEBRATING EXCELLENCE

VALUES – THE WAIUKU WAY The WAIUKU WAY outlines the values that are important to us as a school. They include the values embodied in the New Zealand Curriculum as well as our local values which are important to our school and community.

RESPECT PRIDE

SAFETY


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Waiuku College belongs to the Waiuku Kahui Ako (Community of Learning). The Waiuku Kahui Ako includes: Awhitu School, Waipipi School, Sandspit Road School, View Road School, Waiuku Primary, Glenbrook School, Pukeoware School, Akaaka School and Otaua School. After a phase of strategic consultation in late 2018, the Kahui Ako Stewardship Group has agreed on the following strategic direction.

TE KĀHUI AKO Ō WAIUKU WAIUKU COMMUNITY OF LEARNING


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STRATEGIC INTENT LONG TERM

The Board is committed to high levels of student achievement and to meeting the needs of students who are at risk of not achieving, including Māori, Pasifika and those with Special Needs. The Board’s Long Term aims include:

• To have a curriculum that meets the needs of all learners and that enables the achievement of excellence and equity

• To have staff who are focused on achieving excellence and equity for all learners through the application of best practice

• To have reciprocal relationships with our community that enable us to achieve excellence and equity for all learners

• Have systems and processes that support the needs of all learners and enable the achievement of excellence and equity

• Have facilities and infrastructure that meets the needs of all learners and staff and enables the achievement of excellence and equity


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ANNUAL PLAN GOALS 2019

Strategic Intent- Long Term

2019 Annual Goals 2019 Annual Targets 2019 Improvement Strategies

To have a curriculum that meets the needs of all learners and that enables the achievement of excellence and equity

• Review the Junior Curriculum and make recommendations for changes to be implemented in 2020

• Investigate effective strategies to raise boys’ achievement

• Lead team to gather information and ideas about alternative Junior Curriculum models by end of Term 1 2019 – DI & MA

• Recommendations, including specific recommendations addressing the achievement of Māori and male learners, to be made by end of Term 2 2019 – DI, MA, DNG

• To have identified

effective strategies that raise boys’ achievement and to have fed these through to the Junior Curriculum Lead Team by the end of Term 1 2019 - DI

• Senior leadership team to develop a set of non-negotiable principles to guide Junior Curriculum Review Lead Team in their work, by the end of Term 1 2019

• Recommendations of the Lead Team to incorporate the findings of the leadership inquiry into effective strategies that raise boys’ achievement

• Lead Team to consider findings of PLG on Teacher Agency

• Engage with PLD facilitators to support the next stanges of the review process

• By the end of February 2019, SLT to establish a leadership inquiry into effective strategies to raise boys’ achievement

• VL to use sabbatical inquiry to explore effective strategies to raise boys’ achievement


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To have staff who are focused on achieving excellence and equity for all learners through the application of best practice

• All staff to have received training in the observation to shadow coach processes

• Increase the

sharing and effective use of evidence about students, including achievement data

• All teachers to have been trained in the shadow coaching process by the end of Term 3 2019 – DNG

• 50% of teachers are actively engaged in shadow coaching by the end of Term 4 2019 – DNG, DI

• Staff to receive PLD

around Junior GPA data, SWANs List and Yr 9 Transition information by end of February 2019 – DI, JE

• $17,000 to be set aside in the annual budget to provide relief to enable staff to conduct shadow coaching observations and follow-up meetings

• Establish a register of staff who have completed shadow coaching training

• DI to give presentation about the calculation of the Jnr GPA and NCEA data

• Staff to co-construct shared understanding of Jnr GPA and NCEA data

• DI to share monthly Jnr GPA and NCEA reports with all staff and not just Middle Leaders

• Data analysis to be a standing item of Faculty Meeting Agendas

To have reciprocal relationships with our community that enable us to achieve excellence and equity for all learners

• Increase staff knowledge and understanding of Ngati te Ata’s history and tikanga

• Increase the use of

te reo Māori in classrooms

• Actively participate

in Kahui Ako whanau engagement plan

• All staff to have engaged in PLD about Ngati te Ata’s history by the end of Term 1 2019 – DI, DNG

• All staff to have

access to Language Perfect te reo Māori programme by the start of Term 1 2019 – MA

• Offer classes in te reo Māori to all staff – Term 1 2019 – Eke Whakamua Lead Team

• Staff PLD to be led by members of Ngati te Ata supported by Māori students

• Social Studeis department to share Yr 9 ‘Our Place’ unit with all staff

• Incentivise staff to

use Language Perfect through competition

• Use senior students to run classes for teachers supported by members of the Eke Whakamua Team – DNG

• Ensure all rooms have whiteboard configuration kits in te reo Māori – by start


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• Establish a Pasifika

Student Council

• Work with Kahui Ako partner schools to develop community relations – throughouit 2019 – MA and Eke Whakamua Lead Team

• Council to be

established by Week 5 of Term 1 - VL

of Term 1 2019 – DNG

• Ensure local iwi are dealing with the Kahui Ako only rather than each school separately

• VL to meet with

Junior Pasifika students by the end of Term 2 2018

• VL to approach staff who have expressed an interest in mentoring Pasifika students

Have systems and processes that support the needs of all learners and enable the achievement of excellence and equity

• Review and consult stakeholders on school values, learner and graduate profiles and the teacher profile

• Review current Academic Counselling programme, Form Teacher role and Admin time with a view to moving to a Learning Advisor model in 2020

• Increase awareness

of wellbeing across the whole school

• Develop consultation plan in preparation for the development of the 2020 Strategic Plan by end of Term 1 2019 – SLT

• Consultation to be completed by end of Term 3 2019 - SLT

• Establish a Lead

Team to conduct review by mid-Term 1 2019 – DI, JE

• Lead Team to present recommend-dations by end of Term 2 2019 – DI, JE

• Introduce all staff to

the concept of Te Whare Tapa Wha by end of Term 2 2019 – JE, DNG

• Work with Kahui Ako around hauora

Stakeholder groups to be consulted: • Students • Whanau • Teachers • Kahui Ako / Primary

schools • Ngati te Ata • Local business

community • Local tertiary

providers • Draw on voice from

community consultation meetings (see above) to inform changes

• Have a clear change management plan in place with timeline

• Identify an online tool that will enable students to record goals and build a personal profile. The tool should facilitate interaction with staff and parents/whanau

• Concuct NZCER

Wellbeing for Success survey with staff and students

• Establish an SLT portfolio with


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initiatives – end of 2019 – MA

• Place a limitation on the number of NCEA credits offered as part of course levels 1 and 2 – from start of 2020 – DI

• Establish a staff Health and Wellbeing Committee – VL

responsibililty for health and wellbring

Have facilities and infrastructure that meets the needs of all learners and staff and enables the achievement of excellence and equity

• Review the 10 Year Plan

• Review School

Management System

• Continue transition

of server based files to the cloud

• Commence digitisation of paper based archives

• Revise the current 5YA by the end of Term 1 2019 – VL, PE

• Develop new 5YA (2020 – 2024) by end of Term 4 2019 – VL, PE

• Revisit MUSAC Edge vs KAMAR (cloud based version) by end of Term 3 2019 (subject to KAMAR’s roll out of their cloud based system) – MA, SLT

• 80% of files on the

Schoolwide and Office directories to be moved to the cloud by the end of Term 4 2019 – MA

• Achieving of Schoolwide by end of Term 4 2019 – VL, PE

• Digitisation of paper based archives commenced by end of Term 1 2019

• Review past projects to bring the best points forward into a new plan

• Seek staff voice

around MUSAC Edge before making final decision

• Monitor roll-out of cloud based version of KAMAR to assess how it compares to server based version and updated version of Edge

• Minimise space

required to store paper record currently dated back to 1960

• Enable quicker access to past records by allowing a digital search as opposed to a physical one


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2019 Professional Learning and Development Priorities

At the start of the year five Professional Learning Groups (PLGs) will be established. Each PLG will focus on a particular area of inquiry identified as part of the school’s strategic planning process. The five areas are:

1. The Junior Curriculum Review; 2. Raising Boys’ Achievement; 3. Teacher Agency (Student engagement and classroom management); 4. Staff and Student Wellbeing; 5. Building Reciprocal Relationships with Whanau.

The focus of teacher PLD during the second part of the year will be determined, in part, by the outcome of the PLGs.

As part of the school’s ongoing commitment to developing teacher capability in Culturally Responsive and Relational Pedagogy (CRRP) there will be a Teacher only Day in mid-March which will examine Ngati te Ata’s educational perspectives and Anne Milne’s work on ‘colouring in white spaces’. There will be further PLD opportunities around these themes during the second part of the year.

Teachers of junior classes will also engage in co-construction meetings. During these meetings teachers develop a shared understanding of the needs of the priority learners in their classes, agree on strategies to address those needs and then evaluate the effectiveness of those strategies.

Acknowledgements Thanks to all the staff, the members of the community, the school Board of Trustees and in particular to Deputy Principal, Gowan Ditchburn for his leadership of the Strategic planning process for 2018 which has led to the development of our 2019 plan.


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School Review and Board Work plan REVIEW AND EVALUATION Waiuku College is committed to ongoing Consultation, Planning, Self Review and Reporting to ensure continual improvement in all areas of school performance. The school will produce a 3 Year Work/Review & Reporting Plan as part of the annual Charter review process. Review processes at Waiuku College include:

Teacher Level

• Appraisal: Inquiry into teaching practice • Observations & Feedback/Shadow Coaching • Review of student achievement data and end of academic year NCEA results • Student feedback Departmental

• Student feedback Units of work feedback and teacher performance feedback

• Review of student achievement data – HoF reports to SLT / BoT • Curriculum Audits – all departments will be subject to an internal compliance

audit on a two-year cycle Whole School – Other

• All major school events and school initiatives are to be followed up by a review process within 4 weeks of taking place. Person in charge is to table review findings at following Senior Leadership meeting for consideration. If appropriate, findings and recommendations are to be passed on to whole staff or relevant groups by either written or verbal report backs

• Review events to be reported on at monthly Board meetings through Principal’s Report

Student Achievement Data

• A summary report of student achievement data is to be presented to the Board in Term 1 of each school year. The report is also to be circulated to staff and considered by the Senior Leadership Team for informing possible changes and improvements to practice and student achievement


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• Subject achievement data for NCEA is presented to Heads of Learning for the purpose of Departmental Review in Term 1. HoF Board Reports to include reference to review process findings and changes made as a result.

School Operations and Systems

• Areas of school operations and systems will be identified each year for review to ensure that there is ongoing scrutiny and focus on improvement

• Board policies to be reviewed on a ‘best practice’ three-year cycle except where earlier need for review is identified


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BOARD WORK PLAN 2019

2019 Board Process Curriculum & Achievement

Operational Strategic

1 Appoint Chair

Delegations

2018 NCEA Report

Budget Approved

Charter Approved

2 Annual Accounts

March 1st Roll

2018 Junior Value Added Report

Staffing report Analysis of Variance

Annual Report to MOE

3 Policy Review NAG 4 Annual Plan 2019 Progress report

Report Audit Dept

Technology

4 Annual Plan 2019 Progress report

5 New Board

Appoint Chair

SENCO Report Report Audit Dept

PE / Health

6 July 1st Roll HoF / Bot Reports Discussion

7 Student Election

Policy Review NAG 5

GATE Report

Report Audit Dept

Social Sciences

8 NCEA Predictions

Māori Achievement

Strategic Consultation

9 Concurrence Review

Policy Review NAG 6

Annual plan Progress report

Report Audit Dept

English

10 Board Dinner Budget (Draft) Charter (Draft)

2020 NAG 7 & 1 Policies Depot Audits

Lang, Art, Sci, Mx

ERO

2021 NAG 2 & 3 Policies

draft charter 2019 - waiuku college€¦ · waiuku college is a state co-educational, decile 6,...

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