hagley college charter 2016

Charter2015 Report

Hagley Community College Charter (Strategic & Annual Plans). Adopted by the Hagley Community College Board of Trustees in December 2014. Page 1 of 42

CONTENTS

Strategic Focus A. Principal’s Statement 6 B. Statement of Mission 7 C. Statement of Vision 7 D. Statement of Values 7 E. Designated Special School Status 8 Strategic Plans 1. The Unique Position of the Tangata Whenua 11 2. Cultural Diversity 12 3. Long Term Strategic Planning 13 A. Intended Student Outcomes 13 B. Key Strategies that Underpin the College’s Mission & Vision 13 C. Goals & Critical Success Factors Supporting the Key Strategies 15 Curriculum Design 15 Modern Learning Environments 15 Marketing Inspiring Futures – Transforming Lives 15 Student Engagement 16 Student Support Network 16 Learning Support 16 Junior Graduating College 17 Learning Futures 17 Learning Communities 17 Adult Literacy 18 Forte – Itinerant Teachers of Music 18 Learning Transition 18 Enrolment 19 Information Technology 19 Financial Planning 19 College Effectiveness 20 BOT Performance Review 20


D. College Performance & Use of Resources 21 E. Special Characteristics of the College 23 F. College Effectiveness & Self Review 24 Annual Plans 4. Annual Directions, Priorities and Targets 28 A. Intended Student Outcomes 28 B. Strategic Priorities 2015 33 C. College Performance & Use of Resources 34 5. Annual Key Activities & Achievement Objectives 39 6. Directions, Priorities & Targets for Student Achievement 40 7. Meeting General Government Policy Objectives 41 8. Management of Capability, Resources, Assets & Liabilities 42 9. Annual & Long-‐Term Plans 45


STRATEGIC FOCUS

This charter sets out our obligations and our aspirations for making a difference to the lives of students who choose to study with us.

A. PRINCIPAL’S STATEMENT Over 156 years ago the founder of our college, the Reverend Charles Fraser, had a strong belief that education should be more inclusive of those who did not have an opportunity to be educated and should have a broader curriculum rather than the narrow classical education being provided to a few. He was interested in making a difference to students, families and the wider Christchurch community and he did that by creating new opportunities for learning.

How insightful that has turned out to be. I frequently ask myself the question . . . ‘How is it possible that such a diverse range of people who are studying at Hagley make life changing decisions by using education and learning to make their dreams come true. Part of the answer lies in the founding beliefs that have remained alive for over 156 years. Beliefs that recognise that difference is to be celebrated and nurtured, that education should be available to all and that we should do our utmost to create opportunities for people to engage in learning. This is what Hagley believes today and our students are testaments to those beliefs. I saw this in action when I had the real privilege to celebrate with our community adult learners week which was a celebration of life changing stories through the power of education. I saw it again in action when I celebrated our three prize-‐givings and graduation ceremonies of students success. Over 1,000 families attended those celebrations. Nietzsche said ‘Even a thought, even a possibility can transform us”. These learners have been transformed by their belief in what is possible and the opportunities that have allowed this belief to become a reality.

It is the college that creates these opportunities through the wide range of courses, specialist programmes, and different times for study that make Hagley unique in the country. However, the responsibility does not just sit with the school to create and develop successful students through these diverse opportunities. It also sits with the students to take on and accept the responsibility to become successful. There is a fantastic illuminated stained glass window that is now inside the entrance of the student center. It has great historic value to this college. It originally was located across the front doors to the main building entrance and was stored when the restoration of the building occurred in 1994. In 2003 it was restored and placed into the new student centre as a celebration of our past. In this window are two coats of arms. One shield bears the St Andrews Cross signifying our early beginnings as Presbyterian church school associated with St Andrews Parish at hospital corner. The second shield bears a palm frond and a hammer. This is symbolic of the college motto “Palma non sine pulvere”. The motto is “Victory not without

toil” or “The prize cannot be won without effort”. Adult Learners Week and our graduation ceremonies highlight how our learners in the college have engaged in the opportunities that have been presented to them and the effort they have put into those opportunities for their learning. This charter is our mandate and our commitment to the community to use education in the most creative and innovative way to empower and change students’ lives and to build on the successes they are achieving. We have a commitment and dedication to inspire students’ futures and to transform their lives.


B. STATEMENT OF MISSION

Hagley Community College is a unique educational institution in New Zealand. We are recognised as a leader in innovation and educational change. We are also recognised in making a huge positive impact upon adolescent and adult student lives. Hagley Community College has developed a reputation of capturing students back into education by creating opportunities for them to be successful learners. We actively support the concept of lifelong learning for our secondary education adult and adolescent students and for the students within our cohesive learning networks.

Hagley’s successful future is about organisational renewal and transformation, raising student achievement and building a cohesive network of communities. This successful future will be achieved by teachers making a difference to students’ learning through effective teaching practice; by adapting, where necessary, the management arrangements within the College to better support teaching and learning; and by continuing to develop a strong culture of innovation, collaboration and high expectations of student success. Our mission for the college is ‘Lifelong Learning That Is Accessible To All’.

C. STATEMENT OF VISION

Our vision is for Hagley Community College to be a leader in creating innovative learning opportunities that provide dynamic learning experiences and support for students across diverse communities in our region and supported by robust learning infrastructures. We do this to inspire students futures and to transform their lives by raising their achievement and successful transitions to further learning.

D. STATEMENT OF VALUES

Hagley’s values are based around four key aspects of the college: Ourselves (as individuals); Our Place (the college and its environment); Our Practice (what we do); and Our People (community). Hagley’s values are also underpinned by the core Māori values of whanaungatanga (relationships), turangawaewae (a place to stand) and rangatiratanga (self determination). As a college we are committed to developing and implementing a culture that enacts the following values.

• Individuals at Hagley, in all actions and interactions, practise and engender trust, respect, integrity and personal responsibility.

• Hagley is a transformative environment where diversity and individuality are valued and opportunities for all are provided. It is a place where authentic learning and relationships are of paramount importance and all systems are transparent and meaningful.

• Hagley challenges individuals in a supportive, dynamic and optimistic learning environment to influence their lives in positive ways.

• All groups within Hagley communicate with and relate to others with inclusiveness, openness and cooperation in order to empower all.


E. DESIGNATED SPECIAL CHARACTER SCHOOL STATUS Hagley Community College is applying to become a designated special character school. Hagley has a long history of operating as a centrally located regional secondary education hub which sits across the Canterbury network of community based secondary schools. Hagley is a special character school because it deals with a unique student body drawn from across the region who are disadvantaged or disenfranchised within the education system. Three large groups of students can be identified as:

• disengaging and disengaged post-‐compulsory aged students • students who have not gained the NCEA achievement they needed or aspired to from their previous school in order to make successful transitions into further

education or work • students struggling to find ways of engaging or re-‐engaging with education that is appropriate to their needs and circumstances, many of whom have learning skill

deficits. Hagley offers these students a significantly different education from that offered in other state schools within three broad frameworks:

• core Year 9 to 13 curriculum across three graduating colleges • specialist pathways aligned to the MOE Youth Guarantee • and regional collaboration initiatives.

In celebrating difference and students’ individuality, Hagley upholds core Māori values of whanaungatanga (relationships), turangawaewae (a place to stand) and rangatiratanga (self determination). The unique and special character of Hagley Community College is a collaborative model of education implemented for the greater good of the wider Christchurch education network in raising student achievement, especially for those who are disadvantaged and disenfranchised. Hagley Community College’s special character is closely aligned to the Ministry of Education’s policy and strategy to improve education for all. The special character is also closely aligned to the government’s priorities and education targets within Better Public Services. Hagley Community College is actively working across the greater Christchurch network of secondary schools to achieve and collaboratively support these targets. Special character school status confirms the unique role Hagley plays for the 4,770+ full and part-‐time students who study each year in its extended school day structure from 8.40 am to 9 pm, as well as weekends, and its diverse outreach programmes. Its special character is embodied within its mission statement: Lifelong learning that is accessible to all; or, in the words of a Hagley parent: “We don’t challenge conventional schools. We provide a genuine alternative which is based on sound research, good practice and is proven to work”.

Hutia te rito o te harakeke, Kei whea te kōmako e kō? Kī mai ki ahau; He aha te mea nui o te Ao? Māku e kī atu, he tāngata, he tāngata, he tāngata.

If the heart of harakeke was removed, where will the bellbird sing?

If I was asked, what was the most important thing in the world; I would be compelled to reply, It is people, it is people, it is people!


STRATEGIC PLANS

1. THE UNIQUE POSITION OF THE TANGATA WHENUA

The college through its culture, policies and practices reflects the unique position of the Māori culture.

We have a commitment to undertake the implementation of the National Education Goals with specific reference to NEG 9 and NEG 10. • Increased participation and success by Māori through the advancement of Māori education initiatives, including education in Te Reo Māori, consistent with the

principles of the Treaty of Waitangi. • Respect for the diverse ethnic and cultural heritage of New Zealand people, with acknowledgment of the unique place of Māori, and New Zealand's role in the

Pacific and as a member of the international community of nations.

The college is also committed to the Ministry of Education’s vision of Ka Hikitia -‐ ‘Māori enjoying success as Māori’. This vision recognizes the widespread aspirations of Māori to live and succeed as Māori in te Ao Māori in Aotearoa New Zealand society and in the wider world. This means providing Māori learners with the opportunity to get what they require to realize their own unique potential to succeed in their lives as Māori. The college is also committed to the concept of ako, as described in Ka Hikitia. This is a teaching and learning relationship in which learning is reciprocal between teachers and students. It acknowledges that high-‐quality teaching is the most important influence on education for Māori students and that incorporating culture and productive partnerships into learning leads to success.

The college is undertaking an in-‐depth and meaningful process of renewal, understanding and personal ownership and commitment to the unique position of Māori culture. In recognising this unique position of the Maori culture Hagley Community College takes all reasonable steps to provide instruction in Tikanga (Maori culture) and Te Reo Maori (Maori language) for all students and actively works to raise the achievement levels of our Maori students together with students from other cultural backgrounds.

In 2011 the Education Review Office reviewed and evaluated Hagley Community College relating to “How well are Maori students learning – engaging, progressing and achieving?” The ERO found that ‘Maori students achieve well and are engaged in a range of courses and qualifications. The school’s good practice model of learning and teaching provides a well-‐rounded approach for meeting students’ learning needs and reflects kotahitanga and whanaugatanga. The college’s analysed student achievement information shows Maori student achievement consistently improving over time and in some cases is well above national expectations.


2. CULTURAL DIVERSITY

Hagley College is committed to being culturally responsive. It undertakes this commitment by developing and implementing structures, policies, procedures and strategies. This includes encouraging all staff, students, families and their wider communities to value and support the richness of culture and experience that they bring to the College. Learning opportunities are offered for all cultures across all ages in a safe and supported environment. Hagley College enhances the effectiveness of its staff by providing opportunities for inter-‐cultural learning and fostering the employment of multi-‐cultural staff.

Hagley Community College is a vibrant diverse community of race, educational and socio-‐economic background, gender orientation and age. It is a safe and thriving environment for many races, ages, cultures and beliefs. Difference is valued and brought together with an holistic and cohesive approach.

The college encourages and actively participates with students with a diversity of needs such as mental health issues, learning skills deficits and poor educational experiences. Students prize being recognised as individual people and having the opportunity to learn in a variety of settings and within a range of innovative learning models. The college engenders an inclusive practice and an atmosphere that everyone belongs. One teacher’s feedback said:

“When people ask me what I love about my job here I tell them about Pagen and Maryam when they were in Year 9. Maryam is a muslim student and attending Hagley dressed in her full hijab. Pagen arrived at school in a corset, mini skirt and fishnet stockings. Both these girls struck up a friendship. Only at Hagley could I walk down a hallway and be passed by a pair of gossiping girls who looked so likely to be seen together.” A Hagley student said: “Everyone respects one another for who they are. Nobody is alienated from anybody else and everyone is equal”.

Diversity is valued and encouraged in staff and students through celebrating difference as part of everyday College life and the specific events and festivals that represent our learning communities. Promotion of the benefits that ethnic diversity offers are evident in the enrolment of 54 different nationalities, Hagley’s anti-‐discrimination policies and the models it provides for English Language Learning, Diversity Support and the affirmation and maintenance of First Language Programmes. The College is a recipient of the New Zealand Diversity Awards in 2010 and 2014 for its outstanding contribution to cultural diversity and positive race relations.


3. LONG-‐TERM STRATEGIC PLANNING

A long-‐term strategic planning section that establishes for the next 3 to 5 years the board’s directions and priorities for: intended student outcomes; the school’s performance and use of resources; and the designation of the school’s special characteristics or its special character.

A. Intended Student Outcomes The college wants all its students to be successful learners. Our mission is to build, for every student, their success, achievement and a desire for lifelong learning. There are four key intended student outcomes that the college has identified for all students to enable them to be successful: engagement; retention; achievement and transitions.

1. Engagement: The college is creating the organisational conditions around culture, structure and time to become an ‘engaging school’ to improve and deepen the engagement of students in their learning. This involves the development and implementation of design principles for learning programmes and the establishment of new models of educational delivery. It also involves the building of reflective teaching practice around teaching as inquiry and the active development of student wellbeing especially with a focus on authentic relationships and the building of teachers becoming a significant adult in the lives of their students.

2. Retention: The retaining of students in appropriate programmes of learning and having students closely connected to their learning environments is vital to student success. This is particularly true with students who have had poor or disillusioning experiences with their previous schooling and who lack self-‐management, confidence and resilience. The college is committed to retaining students in their programmes of learning until they have reached their goals. These goals will include qualifications, pathways and transitions to further learning, training or work.

3. Achievement: The development of essential learning skills and the gaining of formal qualifications is fundamental to student achievement. The college is committed to raising student achievement both within the college and at a regional level. The Governments Better Public Service (BPS) targets for NCEA L2 will form the base line index for student achievement together with strategies for L4+ transitions.

4. Transitions: When students leave the college we have a commitment and an undertaking to know where they go. In advance of their leaving we will play a strong role in the establishment of appropriate pathways for students to take and we will support them in transitioning into their ‘next steps’. Positive outcomes for all our students are the advancement to on-‐going learning, training and work.

B. Key Strategies That Underpin The College’s Mission & Vision The college has six major long-‐term strategies that underpin the college’s mission and vision. Within each strategy are a number of portfolio’s that plan, implement and review the effectiveness of that strategy. The strategies and associated portfolio’s are:

1. Learning Opportunities: Creating learning opportunities for students through effective, creative and innovative curriculum design. a. Curriculum Design Portfolio b. Modern Learning Environments Portfolio c. Marketing Portfolio


2. Learning Experiences: Providing dynamic learning experiences that support students wellbeing, involvement and learning.

a. Student Engagement Portfolio b. Student Support Portfolio c. Learning Support Portfolio d. Graduating Colleges Yrs 9-‐11 Portfolio

3. Teaching & Learning Practice Across Communities: Engaging with all the college’s diverse communities especially those who are disenfranchised or disadvantaged

and to make a difference to their lives through best practice in teaching, learning and assessement. a. Learning Futures Portfolio b. Learning Communities Portfolio c. Adult Literacy Portfolio d. Itinerant Teachers of Music Portfolio e. Learning Transitions

4. Resource Base: Maintaining a comprehensive resource base through effective and robust infrastructures to support and empower learners and learning.

a. Enrolment Portfolio b. Information Technology Portfolio c. Financial Planning Portfolio

5. College Performance & Student Achievement: Building a culture of organisational renewal and transformation to raise student achievement and successful

transitions to further learning, training or employment. a. College Effectiveness Portfolio b. Analysis of Variance Portfolio c. Student Achievement Portfolio

6. Governance: Providing effective governance through strategic leadership, purposeful direction and high college-‐wide performance on behalf of all stakeholders. a. BOT Performance Review Portfolio

Each college portfolio has a goal and a number of critical success factors that are essential to bring about the success and achievement of that goal. These are documented in the college’s portfolio development plans and reviewed within the annual portfolio performance reports.


C. Goals & Critical Success Factors Supporting The Key Strategies Each college portfolio has a goal and a number of critical success factors that are essential to bring about the success and achievement of that goal. These are documented in the college’s portfolio development plans and reviewed within the annual portfolio performance reports. Curriculum Design

1. The provision of effective and innovative learning opportunities for diverse learners through the development of a robust, comprehensive and relevant curriculum. This goal will be achieved through the following critical success factors:

a. Environmental Education Scanning: The effective use of environmental scanning to identify and monitor changing trends and patterns in education and to assess their organisational impact on the college’s curriculum.

b. Programme Design: The identification and application of key programme design characteristics for the development of a robust and relevant curriculum profile that meets the needs of students.

c. Curriculum Models: The establishment of a range of curriculum models to meet the diverse needs and circumstances of learners. d. Programme Initiatives:The development and implementation of new programme initiatives based on effective programme design and curriculum models. e. Programme Infrastructure: The implementation of an integrated and comprehensive infrastructure to align resources with programmes of learning. f. Programme Evaluation: An analysis of programmes and courses to evaluate their performance in providing effective learning opportunities for students.

Modern Learning Environments

2. The creation of modern learning environments to enhance effectice curriculum design and support innovative learning opportunities for students. This goal will be achieved through the following critical success factors:

a. Innovative Physical Environments For Learning: The development and implementation of innovative physical learning environments. b. Property Maintenance: A planned replacement programme to meet the requirements of learning programmes and support services. c. The Physical Landscape: The implementation of a programme of maintenance and development of the physical environment. d. Health & Safety : The implementation of all legislative requirements to ensure the safety and well being of students and employees. e. Master Property Plan: The development of a master property plan to align with the future direction and designated special character of the college. f. Sustainability & Energy Efficiency: An active sustainability and energy efficiency programme to support the effective maintenance of the environment.

Marketing: Inspiring Futures – Transforming Lives

3. The improved perception, increased understanding, broadened awareness and stregthened support by the community in Hagley College as a transformational education environment that inspires students futures and transforms students lives. This goal will be achieved through the following critical success factors:

a. Vision and Direction: The identification of Hagley’s core services, products, vision and direction and the understanding of Hagley’s role within the region. b. Brand Development: The development of a clear brand, with logo, colours, byline and imagery to accurately incorporate all of Hagley services. c. Brand Consistency: All brand and marketing material is consistent and clear both in layout and messaging.. d. Target Groups:The identification of core target groups with the utilisation of specific messages through appropriate media. e. Financial Alignment.: The refinement of expendiure and budget based upon marketing priorities. f. Accessible Information: Increased opportunities and methods of distribution to ensure information is current and accessible to all interested groups.


Student Engagement 4. The engagement of students in their learning by developing strategies for student wellbeing and their involvement in learning to create the maximum opportunity

for effective learning to take place. This goal will be achieved through the following critical success factors: a. Broad Concepts of Student Engagement: The implementation and monitoring of the broad concept of student engagement across the college. b. A Model of Engagement: The development and implementation of a specific model of student engagement that incorporates the key strategies of student

wellbeing and student involvement. c. Student Wellbeing: The provision of explicit learning opportunities for students to develop skills, abilities and understandings important to the

development of wellbeing for learning. d. Student Involvement: The development of three profound influences on student involvement in learning that include: the relationship teachers have with

their students; the classroom environment; and the quality of the experiences teachers provide for their students. e. Inpact of A.R.T.: The impact of engagement on the achievement, retention and transitions (A.R.T.) of students.

Student Support Network

5. The development, implementation amd maintenance of student support networks to assist student engagement and retention in their learning. This goal will be achieved through the following critical success factors:

a. Support Network Framework: The identification of key student support functions and the building of these functions into a comprehensive and holistic student support framework.

b. Student Services: The performance of individual support services and their impact on the student support network. c. Maori Mentoring Programme: The mentoring and support of Maori students to improve engagement and achievement. d. Student Attendance: The monitoring of student attendance across the college and the use of attendance data to inform student support provision. e. Safe Learning Environments: The provision of a safe physical and emotional learning environment for students. f. Career Pathways: Effective career pathway plans for all students from Years 9 -‐ 13.

Learning Support

6. The improvement of student learning through the effective implementation of integrated student learning support services. This goal will be achieved through the following critical success factors:

a. Learning Support Framework: The identification of key student learning support functions and the building of these functions into a comprehensive and integrated student learning support framework.

b. Learning Support Services: The performance of individual learning support services and their impact on the student learning support network. c. Student Placement: Accurate student placement into appropriate programmes of learning. d. Diagnostic Assessment: Students at risk in their learning are identified through the analysis of diagnostic and other assessment information. e. Skill & Programme Development: A range of teacher skill development and learning support programmes are identified, developed and implemented to

keep students successfully in learning. f. Literacy-‐Numeracy & The ART Strategy: The application of the A.R.T. strategy to identify student achievement in NCEA Level 1 literacy and numeracy,

using the analysis to develop interventions for both students and programmes.


Junior Graduating College 7. The development of successful learners in Years 9 and 10, so that on graduation students can meaningfully engage in national qualifications at Year 11. This goal

will be achieved through the following critical success factors: a. Programmes of Learning: Programmes of learning are responsive in meeting the learning needs of students. b. Student Profile & Credit Achievement: The improvement of student performance in the essential learning skills and learning objectives. c. Student Performance and Graduation: Every student will graduate from the Junior College with a Diploma in Learning. d. Safe Environment: The development and maintenance of a safe physical and emational environment for students. e. Learning Environment: High levels of satisfaction expressed by students in the Junior Graduating College. f. Student Enrolment & Retention: High levels of enrolment into the junior college and high levels of retention into the senior college.

Learning Futures

8. The building of teacher capacity across the college to design and implement curriculum and assessment programmes based on best practice and the initiatives of next practice. This goal will be achieved through the following critical success factors:

a. Quality Teaching, Learning & Assessment: The development and implementation of generic principles about quality teaching, learning and assessment that are responsive to diverse learners across the college in all learning areas.

b. Evidence Based Approaches That Improve Student Achievement: The implementation of evidence based approaches that improve student achievement. c. Innovation & Best Practice: The establishment and development of innovation and best practice in approaches to curriculum and assessment with

teachers across the college. d. Qualification Coordination: The coordination of all aspects of qualifications offered at Hagley College. e. Response to Reviews: The coordination and implementation of Hagley’s actions in reponse to reviews and feedback from external agencies including the

Education Review Office and NZQA. f. Best & Next Practice: The integration of ‘best practice’ and ‘next practice’ initiatives with development within other portfolios within the college.

Learning Communities

9. The development of collaborative learning communities that support life-‐long learning and increase responsiveness to diversity. This goal will be achieved through the following critical success factors:

a. Cohesive Intrgrated Structure: The establishment and implementation of a cohesive and integrated structure for the development of collaboration, participation and partnerships across our learning communities.

b. ELL Provision: The provision of English Language Learning that prepares students for community, employment and academic pathways. c. Programme Design: The implementation of curriculum, pedagogy and assessment practices which reflect diversity and are culturally responsive. d. Learning Programmes: The development and implementation of flexible and responsive community learning programmes and pathways. e. Support Services: The establishment of support and services for our communities where diversity is the norm. f. ELL Performance: The evaluation and review of ELL performance in meeting the needs and aspirations of students.


Adult Literacy 10. The primary goal of the Hagley Adult Literacy Centre is to develop students’ skills for employment or further education by providing appropriate and accessible learning programmes.

This is achieved by the programmes run on-‐site at HALC, and by the community programmes, workplace programmes, and work undertaken with Industry Training Organisations. This goal will be achieved through the following critical success factors:

a. To diversify to deliver a wide range of literacy and numeracy provision in the wider community. This is achieved by building on existing programmes, developing wider networks and responding to community needs.

b. To provide excellence in literacy and numeracy provision and innovative programmes. HALC is constantly reviewing current methodologies, trialling new techniques and obtaining the latest resources.

c. To develop programmes that are in alignment with government priorities and meet TEC requirements. d. To deliver quality programmes that reflect best practice teaching methodologies. HALC has a strong professional development programme linked to the appraisal system. e. For students to experience success and a high level of satisfaction with their personal well-‐being and progress in their programme of learning. HALC cultivates a learning

environment where learners are respected as individuals and cultural diversity is embraced. f. To ensure the College’s capability and capacity for delivering TEC provision.

Forte -‐ Itinerant Teachers of Music

11. The engagement of students in developing practical knowledge, technical mastery, musical perception and aesthetic sensitivity in music by the provision of quality itinerant music tuition to schools throughout the Canterbury / Westland region. This goal will be achieved through the following critical success factors:

a. The ITM Model: The development and implementation of a collaborative delivery model for the teaching of itinerant music in the Canterbury region. b. Schools’ Participation: A high participation and engagement by schools throughout the region into the ITM programmes. c. Music programmes: The development and implementation of a range of personalised music programmes across a diversity of music disciplines. d. Student Performance: The undertaking of a performance review on the impact of ITM music tuition on students achievement in music. e. Professional Development: The implementation of an integrated and comprehensive infrastructure to align resources with programmes of learning. f. Regional Music Contribution: The identification and impact of the itinerant teachers of music to the extracurricular contribution of music to the region.

Learning Transitions

12. The provision of opportunities to enable students to gain the understandings and qualifications to effectively transition into their next stage of learning. This goal will be achieved through the following critical success factors:

a. Sustainable Programme Stuctures: The provision of sustainable structures for programmes which enable learning transitions. b. Diverse Programmes: The development of diverse programmes which enable students to transition to tertiary programmes. c. Research & Professional Learning: The implementation of research and professional learning to inform teaching practice and delivery. d. UE Literacy Coordination: The development and implementation of cross-‐curricular UE strategies and the reporting of student achievement in UE literacy. e. Effective Relationships: The building of effective relationships with key stakeholders to develop clear understandings of academic pathways for students. f. Programme Evaluation: The undertaking and reporting of a performance review of student achievement in transition programmes.


Enrolment 13. The support and implementation of the college’s commitment to student access, equity and diversity by effectively enrolling all students into the college.

This goal will be achieved through the following critical success factors: a. Annual Student Enrolment: The undertaking and successful completion of an annual enrolment cycle. b. Effective Customer Service: The achievement of high levels of customer service based on the following criteria: showing a willingness to help enrolling

students students; listening to and understanding students’ needs; and taking responsibility to ensure customer needs are met. c. Robust Quality Systems: The establishment and implementation of robust quality systems to maximise access for potential students and to improve the

efficiency and effectiveness of enrolment provision to all students. d. Full & Accurate Records: The provision of full and accurate student enrolment records on the database that are completed at the point of entry for every

student with any changes being dealt with in a timely and accurate manner. e. Strong Operational Relationships: The development of strong operational relationships between the key areas of Finance, Marketing, IT, Learning Support

and Student Support to ensure enrolment effectively supports the roles of these portfolios. f. Multi-‐Skilled Team: The development of a team of multi-‐skilled staff to meet all the requirements of all student enrolments.

Information Technology

14. The provision of an IT service that effectively supports learners and teachers and encourages innovative practice, giving them every opportunity to use IT to enhance and personalise their learning and teaching. This goal will be achieved through the following critical success factors:

a. Robust Network Infrastructure: The implementation and maintenance of a robust network infrastructure and the associated applications and services that are reliable, coherant, sustainable, managed and supported.

b. Access To IT: The development and implementation of a plan to improve and increase access to IT, IT services and technical applications. c. e-‐Learning & Personalisation: The establishment of a culture whereby e-‐learning and personalisation are an embedded part of Hagley life. d. IT Processes & People: The development and implementation of IT processes and the people required to drive the development of the systems and

technologies to achieve the vision of IT at Hagley College. e. Research, Evaluation & Review: The development of a culture of researching, evaluating and reviewing hardware, software, business processes and IT

educational practice. f. Support & Business Processes: The implementation of plans for improving services and processes that support the learners and educators.

Financial Planning

15. The provision of financial resources that are fiscally responsible to meet the college’s strategic priorities and to manage the distribution of these resources through an effective budgetary system. This goal will be achieved through the following critical success factors:

a. Portfolio Financial Priorities: The establishment of annual priorities by the BOT of resource allocation to all portfolio areas with effective distribution of financial resources through detailed budgets.

b. Financial Performance Summary: The implementation of an annual review and summary of financial performance. c. Managed Expenditure: An annual review and analysis of all portfolio budgets demonstrates well managed expenditure. d. Financial Effectiveness: The development and implementation systems and policies to ensure financial effectiveness.


e. Audited Financial Data: The implementation of financial audit(s) to ensure the stability of financial resources. f. External Funding: The improvement of external funding to the college.

College Effectiveness

16. The integration of strategic planning, review and reporting to demonstrate educational effectiveness and ensure public accountability in order to improve the performance of the college and the achievement of students. This goal will be achieved through the following critical success factors:

a. Documented Charter: The development and approval of an annual documented charter that identifies college goals, strategic priorities and critical success factors for effective performance.

b. Portfolio Performance Plans: The establishment and implementation of annual portfolio plans for every portfolio in the college that sets targets for the key activities and achievement objectives for the year.

c. College Review: A comprehensive annual review of all portfolio areas is undertaken within the college’s effectiveness cycle. d. College-‐Wide Performance: The implementation of a documented annual performance report based on the review of all college portfolios. e. Analysis of Variance: The implementation and reporting of a comprehensive analysis of variance on the college’s annual strategic priorities. f. Student Qualification Achievement: An analysis of the achievement of students across the college in national qualifications using a range of performance

standards and benchmark data to compare how students are performing regionally and nationally g. BOT Review: The BOT regularly reviews and evaluates its governance roles and responsibilities.

BOT Performance Review

17. The development and implementation of a comprehensive model of governance self-‐review to ensure the Hagley Board of Trustees meets its obligations, roles and responsibilities in providing effective governance to the college. This goal will be achieved through the following critical success factors:

a. Leadership: The provision of strategic leadership and direction to the college through the charter and policy framwork which gives direction to guide all college activities and decisions.

b. Representation: The development of systems and strategies to ensure the BOT and individual trustees act in an independent stewardship role on behalf of others who cannot sit around the board table.

c. Accountability: The development and implementation of structures, systems and models to ensure its accountability for the performance of students and the college is well managed, well prepared and on track towards achieving its vision, goals and targets.

d. Good Employer Role: The understanding and implementation of the ‘good employer’ principles and responsibilities. e. Special Character: The commitment and obligation to identify the college’s special character and to ensure that it is protected and inacted in all activities

the college undertakes to insure that it is inspiring students futures and transforming students lives.


D. College Performance and Use of Resources The college’s performance is documented in the Hagley Community College Annual Performance Reports on the 14 major portfolio areas of the college. These reports to the Hagley Board of Trustees are presented to staff, parents, the community and the Ministry of Education. A comprehensive independent performance review is undertaken by the Education Review Office. The purpose of ERO’s reports is to give parents and the wider school community assurance about the quality of education that Hagley is providing and students receive. ERO’s reports are intended to be clear, concise, constructive and evaluative. The ERO school report answers the question “How effectively is the college’s curriculum promoting student learning – engagement, progress and achievement?” Under that overarching question ERO reports on the quality of education and learning outcomes for students for specific groups of children including Maori students, Pacific students and students with special needs. ERO also reports on the quality of the school’s systems for sustaining and continuing improvements.

There are key features of the college’s context that have an impact on student learning. Hagley Community College is located in central Christchurch. It provides education for a diverse range of students from across the city. The student population includes large numbers of adult learners, ethnic groups and migrant services. The college culture is founded on the values of respect and tolerance. Student diversity is welcomed and celebrated. The college provides a wide range of support services for students including learning, social, health and wellbeing needs. It has a positive history of ERO reviews that demonstrate innovative approaches to education with a strong improvement focus.

Analysis of the college’s performance on how well students are learning (engaging, progressing, achieving) demonstrates and highlights that students benefit from high quality teaching practices. ERO observed high levels of engagement in learning. The College’s analysis of student achievement information shows reliable evidence of students, including adult and part-‐time learners, making significant progress during their time at the college. Innovative programmes meet the learning needs of groups and individuals, with a focus on achieving success for all.

The following areas of strength are identified in the professional practices at Hagley Community College. High quality respectful relationships among teachers and students enhance their sense of belonging and well-‐being. This has a positive effect on students’ learning experiences.

Learning leaders provide good quality guidelines and expectations for teachers. They have developed a good practice model for teaching. This model is linked to teachers’ appraisal and professional development so that ongoing improvements can be made to the quality of teaching. Teachers demonstrate effective teamwork within and across the departments. Students are motivated to learn through stimulating learning environments and appropriate resources which are well used by the teachers and students. Learning support is integrated and well targeted to promote learning for individuals and groups including students who do not have English as their first language and adult learners.

Analysis of the college’s performance on how well Māori students are learning (engaging, progressing, achieving) shows that Maori students achieve well and are engaged in a range of courses and qualifications. The school’s good practice model of learning and teaching provides a well-‐rounded approach for meeting students’ learning needs and reflects kotahitanga and whanaugatanga. The college’s analysed student achievement information shows Maori student achievement consistently improving over time and in some cases it is well above national expectations. The curriculum at Hagley Community College promotes and supports student learning. Leaders and staff have implemented a well-‐designed and responsive curriculum that has a focus on achieving success for all. The following areas of strength are identified in the professional practices at Hagley Community College. The curriculum:

• Accurately reflects the cultures and values of the college community


• Provides an extensive range of learning opportunities throughout the extended school day including the college’s After 3 programmes • Allows for flexibility of programmes, structures and learning pathways, including specialist schools such as fashion, cuisine and the theatre company • Makes meaningful links, with and extends into, the community • Acts as a regional hub for students across the Canterbury region with programmes such as ‘Catch-‐Up’ and the ‘Canterbury Summer School’.

The college is very well placed to sustain and improve its performance. The senior leadership team provides a strong philosophy and model of self review for continuous improvement. This is supported by a comprehensive planning and reporting cycle. The following areas of strength are identified in the professional practices at Hagley Community College.

• Beliefs and practices are well considered and focus on promoting student success • High quality leadership includes a priority on developing and sharing leadership • Evidence and research are used effectively to inform practice and decision making • Strategic thinking and planning are future focused and align to improve and sustain learning outcomes for students • Teachers’ ongoing reflection and development are well supported.

In addition Hagley has strengthened its self-‐review practice to make it more consistent in evaluating the quality of programmes and teaching at department and faculty level by its ‘Best Practice in Teaching, Learning & Assessment’ based on teaching as inquiry projects, NZQA moderation, NCEA data and teacher appraisal. The collection and analysis of qualitative and quantitative data has increased the usefulness of this information for improving practice and decision-‐making.

The college is signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The board of trustees and principal of the college have completed a Board Assurance Statement and Self-‐Audit Checklist (ERO) which attests that all reasonable steps have been undertaken to meet their legislative obligations related to:

• Board administration • Curriculum • Management of health, safety and welfare • Personnel management • Financial management • Asset management

Independent review by ERO has checked the following key legislative items because they have a potentially high impact on students’ achievement but there were no recommendations to other agencies.

• Emotional safety of students (including prevention of bullying and sexual harassment) • Physical safety of students • Teacher registration • Stand-‐downs, suspensions, expulsions and exclusions • Attendance


Hagley is one of the small percentage of schools throughout New Zealand that has been awarded a 4-‐5 year review cycle which is the strongest accolade the Education Review office can give a school showing the confidence it has in the schools on-‐going successful performance.

E. Special Characteristics of the College Hagley Community College is regarded as a dynamic centre of learning and one that is unique in the New Zealand secondary education system. We are recognised as a leader in innovation and educational change. The college provides learning programmes at Levels 3-‐8 of the National Curriculum that are appropriate to student learning needs irrespective of age. The campus provides a mature learning environment that is more akin to a polytechnic or a university for over 2,000 adolescent and adult students. It also caters for an additional 2,770 students in its regional collaboration programmes that it undertakes on behalf of the greater Christchurch secondary network. Every year the college involves approximately 4,770 students in its programmes of learning. It is a very rich and diverse population of age, culture and socio-‐economic backgrounds. It has an holistic and integrated approach to programmes of learning and actively encourages the transition of students from one level of learning to another and aligns its programmes so that students have strong pathways to advanced study and on-‐going tertiary learning, training or work.

Hagley Community College is also a regional hub and collaborative resource for all secondary schools and the wider community in Canterbury in providing effective secondary education for disadvantaged and disenfranchised students especially post compulsory aged students. Our commitment is to re-‐engage these students, capture them back into learning, and to enable them to achieve the qualifications to progress to higher learning or training. Our work is strongly aligned to the Youth Gurantee goals of achievement, retention and transitions (ART) and the BPS targets of: 85% of all students leaving with a minimum of NCEA Level 2 and transitions to Level 4+ national qualifications. Currently Hagley Community College provides one of the highest returns on investment in the secondary sector in Canterbury for the Government.

Over 90% of Hagley’s student population are post compulsory age students who arrive at Hagley with previous poor education experience and history and few or no qualifications. These students are characterised by: diversity of age and culture; diversity of learning need; short-‐term study duration; a mobile population structure; and significant essential learning skill deficits. In addition we know from research that secondary schools are challenged by students who exhibit the following characteristics. At Hagley our current student population exhibits the following characteristics in the corresponding proportions: low socio-‐economic status (60%); NESB backgrounds (33%); recent migrant groups (18.5%); first in family / first generation students (65%); lack of academic preparation (80%); second chance learners (91%); older age groups (56%); part-‐time students (45.5%); students with learning disabilities (20%); students with a history of literacy failure (51%); and mentally unwell students(30+% pre-‐earthquake; 50% post-‐earthquake). These post compulsory age students are drawn equally from all over the Canterbury region.

The College has a large and stable roll as more and more post compulsory aged students choose Hagley to meet their learning requirements. To control our roll growth the Ministry of Education has approved an enrolment scheme for Hagley Community College. This scheme still allows us to take students from all over the Christchurch area and recognises the learning rights of both adolescent and adult students. However, to provide more learning opportunities for the students of the Christchurch community the Minister of Education has formally approved the extending of our College day from 8.00 am to 9.00 pm for any student 16 years and over. The College has also integrated both secondary and tertiary education to provide seamless learning provision to our total educational community.

The College continues to develop, broaden and specialise its curriculum to increase the opportunities for learning and to increase the breadth and depth of learning based upon the needs, abilities and interests of students. The College provides an extensive curriculum profile where students can build an effective programme appropriate for their career aspirtations together with new models of programme design such as packaged programmes, vocational pathways and the ‘schools within a school’ where


students can immerse themselves fully in a passion or interest. These new models of programme design are to increase student engagement, retention, achievement and transitions to further education, training and work.

The College has set itself a clear vision for the future. We will continue to improve Hagley Community College to make it a better place of learning for our students. We do this by providing diverse learning opportunities through educational programmes to address the needs and raise the achievement of students who choose to study with us. We actively support the concept of lifelong learning for our secondary education adult and adolescent students and for the students within our cohesive learning networks. Hagley’s successful future is about organisational renewal and transformation, raising student achievement and building a cohesive network of communities. This successful future is being achieved by teachers making a difference to students’ learning through effective teaching practice; by adapting, where necessary, the management arrangements within the College to better support teaching and learning; and by continuing to develop a strong culture of innovation, collaboration and high expectations of student success.

F. College Effectiveness & Self Review Hagley Community College uses school effectiveness research as a strategy for renewal and improvement. School effectiveness is a comprehensive planning, review and reporting process that enables the College to demonstrate that its performance matches its purpose. This school wide perspective has resulted in tangible improvements and promoted a College culture conducive to informed decision-‐making and creative, innovative solutions. A key to the success of the model is the collection of truly useful information, which can be applied to a number of reporting, planning and operational purposes.

The College has established a strategic planning structure that requires a systematic interaction, consensus and collaboration on appropriate actions and outcomes and ultimately provides parameters for specific operational decisions. The ultimate purpose of our planning and review is to improve the College for the benefit of students to enable them to become achieving, successful learners. By defining effectiveness and using the results of key performance indicators for planned improvement, the College is best able to celebrate its success.

Our college effectiveness cycle is based upon international research. Peter Ewell of the National Centre for Higher Education Management Systems (NCHEMS) identified three characteristics of effective colleges in the USA. These colleges clearly state the kinds of outcomes they are trying to produce. They explicitly assess the degree to which they are attaining those outcomes, and they make appropriate changes to improve the situation where the data warrants. Richard Alfred of the University of Michigan in Making Community Colleges More Effective noted there are three characteristics that differentiate high-‐performing colleges from mediocre ones: • Reputation for quality, distinctiveness and innovation • Flexible strategies for delivering programmes and services • Systems for evaluating and improving performance

The College has used this research along with the work of Reynolds, Cuttance, Fullan, Hopkins and Mortimore and processes from studies in ‘School Improvement in Maryland’. Most of this research has shown that effective schools / colleges define quality and attempt to measure it. Hagley Community College has sought to define and measure quality through a process known as Critical Success Factors (CSF) developed by the Sloan School of Business at MIT. The process argues that everything a business does is not of equal importance to the success of the business. If the business identifies, promotes and measures those critical functions, they will succeed.


The logic also applies to educational institutions. The College has identified 5-‐6 critical success factors for each of the major portfolio areas of the College. Fundamental to measuring the performance of the college across critical success factors is the key outcome of student success and achievement. This portfolio reports on college-‐wide student achievement and success and uses national and regional data to measure our performance over time.

The college has 16 major portfolio areas each represented by a goal. These goals are documented in the college charter but are ‘brought to life’ through repacking them into 16 individual development plans. It is through these sixteen development plans that the charter goals are actively implemented and reported on. The College Effectiveness portfolio guides the direction and performance of the college. It addresses the three great challenges that have a significant impact on how we view and deliver education:

• Pursuing excellence and equality simultaneously and aggressively. • Combining flexibility in delivery with accountability for results. • Meeting the demand that universal services should have a personal focus.

Self-‐review operates at all levels within the College and particularly within the classroom. Hagley Community College, through the Learning Futures portfolio, is actively involved in self review at this level and the leadership entailed in fostering classroom based self review initiated by Heads of Department and Teachers in Charge of Subjects. Since 2012, each teacher has undertaken an inquiry project into the impact of their teaching on their students. This includes all teachers both in the ‘before 3’ and the ‘after 3’ programmes. Good teachers constantly adjust their teaching based on the responses of the students in front of them, but their inquiry projects take this further. They are examining in detail the teaching and learning relationship from a student perspective. There is significant value collegially as well, in that all teachers share and benefit from the insightful work of their colleagues through a formalised process of sharing their inquiries with their HODs on an ongoing basis and within their curriculum areas.

These annual subject reports describe best practice in teaching, learning and assessment in subjects offered at Hagley. They assist teachers in implementing and documenting best practice where learning and assessment are treated in an integrated way in order to benefit student achievement. The 40 individual reports included in this document have each been compiled by the teacher in charge of each subject and are grouped by departments. Major findings and trends seen across these reports can be sourced in the Learning Futures annual report.


4. ANNUAL DIRECTIONS, PRIORITIES & TARGETS.

An annually updated section that establishes for the relevant year the board’s directions and priorities relating to: intended student outcomes; and the school’s performance and use of resources.

A. Intended Student Outcomes There are four key intended student outcomes that the college has identified for all students in 2015 to enable them to be successful. These are student engagement; retention; achievement and transitions. The annual directions, priorities and targets for intended student outcomes is to improve these four key areas.

ENGAGEMENT

Portfolio Direction Priorities Targets

Programme Design Hagley has a commitment to being an engaging school. Engaging schools engage students in deep learning by changing the way the curriculum is organised, taught and assessed. New models of educational delivery need to be developed based on effective programme design principles to create greater opportunities for students to meaningfully engage and succeed in their learning.

The development of new models of educational delivery at Year 12 and Year 13 to achieve deep and sustained student engagement resulting in increased achievement, retention and transitions to higher learning.

Three new models of education delivery established by the end of 2015 for implementation in 2016.

The ‘schools within a school’ programmes meet and sustain the following targets: to re-‐engage all students; 90% gaining a national certificate; 85% leavers gaining NCEA L2+; and/or 80% leavers transitioning to further study.

Wellbeing Student wellbeing is strongly linked to learning. A student’s level of well being at school is indicated by their satisfaction with life at school, their engagement with learning and their socio-‐emotional behaviour. It is enhanced when evidence-‐informed practices are adopted by schools in partnership with families and community. Optimal student well being is a sustainable state, characterised by predominantly positive feelings and attitude, positive relationships at school, resilience, self-‐optimism and a high level of satisfaction with learning experiences.

The establishment and implementation of key concepts synonmous with student well being and success.

85% of students rate highly the following key characteristics for engagement: resilience; self-‐opimism; positive feelings and attitude; satisfaction with their learning experiences; teachers acknowledge who they are; teachers care for them; teachers make a difference for them.

Pedagogy The college is committed to achievement, retention and transitions (A.R.T.) becoming the focus of every classroom teacher at Hagley. The development of the A.R.T. classroom to raise the engagement of students for better achievement, retention and transitions is essential to

The sustained development and effective implementation of a strong evidence based model in

100% of teachers monitor and evaluate their individual classes retention and achievement.

Teachers use this data to inform their


1. Engagement: The college is creating the organisational conditions around culture, structure and time to become an ‘engaging school’ to improve and deepen the engagement of students in their learning. This involves the development and implementation of design principles for learning programmes and the establishment of new models of educational delivery. It also involves the building of reflective teaching practice around teaching as inquiry and the active development of student wellbeing especially with a focus on authentic relationships and the building of teachers becoming a significant adult in the lives of their students.

Within the intended outcome of Engagement there are three essential portfolio areas that are critical to the success of improving student engagement. These are: Programme Design; Wellbeing; and Pedagogy.

2. Retention: The retaining of students in appropriate programmes of learning and having students closely connected to their learning environments is vital to student success. This is particularly true with students who have had poor or disillusioning experiences with their previous schooling and who lack the self-‐management, confidence and resilience. The college is committed to retaining students in their programmes of learning until they have reached their goals. These goals will include qualifications, pathways and transitions to further learning, training or work.

STUDENT RETENTION

Priority: Monitor student retention in programmes of learning to inform our pedagogical and wellbeing practices in developing successful learners.

Target Area Targets

Compulsory Age Students 95% student retention rates in Years 9, 10 and 11 for compulsory aged students.

Post-‐Compusory Age Students 90% of post-‐compulsory students are retained in their programmes of learning or have moved to a positive outcome such as continuing education, training or work.

90% mean retention rate in every department.

Adolescent Students 90% of adolescent students are retained in their programmes of learning or have moved to a positive outcome such as continuing education, training or work.

Adult Students 90% of adolescent students are retained in their programmes of learning or have moved to a positive outcome such as continuing education, training or work.

reach the Governments BPS targets of NCEA L2+ and transitions to L4+. At the heart of this pedagogy is the best practice in teaching, learning and assessment model developed by the college based on data informing practice drwn from teaching as inquiry, NZQA and NCEA data, teacher appraisal, and descriptions and case studies written by teachers describing their practice.

teaching and learning. practice.

85% of students are retained.

80 % students gain a minimum of 12 credits in a subject.


3. Achievement: The development of essential learning skills and the gaining of formal qualifications is fundamental to student achievement. The college is committed to raising student achievement both within the college and at a regional level. The Governments Better Public Service (BPS) targets for NCEA L2 will form the base line indice for student achievement together with strategies for L4+ transitions. The college has identified 10 critical performance targets in college-‐wide (generic) student achievement for 2015.

COLLEGE-‐WIDE QUALIFICATION ACHIEVEMENT BASED ON BPS TARGETS (NCEA L2+)

Target Area Targets

Better Public Service Target (BPS) For NCEA L2+

The college has realigned its targets based upon the Governments release of the BPS target in 2012 (85% NCEA L2 by 2017). In 2011 the college’s leaver attainment for full-‐time students was 69%. To reach the BPS target of 85% over the next 6 years required an annual improvement increment of 2.6%. All groups including Maori and Pasfika are required to meet this target. The target for 2015 is that 79.4% of student leavers will attain NCEA Level 2 or higher.

Achievement Performance versus Return on Government Investment

Hagley students will achieve NCEA Level 2+ (as a % of school FTE roll) above the upper 95% mean in relation to Christchurch secondary schools. A stretch target for the college is set at 40% of total school FTE roll.

Hagley students will achieve NCEA Level 3 (as a % of school FTE roll) above the upper 95% mean in relation to Christchurch secondary schools. A stretch target for the college is set at 10% of the total school FTE roll.

Participation Based Annual Qualification Achievement

75% of students participating in NCEA Level 2 qualifications will gain a full NCEA Level 2 qualification in 2015.

75% of students participating in NCEA Level 3 qualifications will gain a full NCEA Level 3 qualification in 2015.

Student Leaver Attainment Over 80% of student leavers (MOE defined) in will achieve a full National Certificate of Educational Achievement at Levels 1, 2 or 3.

A stretch target of 70% has been established for student leavers attaining a full NCEA Level 2 (or higher) in 2015.

Thirty percent of Hagley student leavers (MOE defined) will leave with a full National (NCEA) Certificate at Level 3.

The percentage of school leavers with Year 13 qualifications will exceed the National decile 5 mean of 36%.

The percentage of school leavers with less than Year 12 qualifications will be below the National decile 5 mean of 31%.

Students leaving with little or no formal attainment will be less than 5% based on the National decile 5 mean.


COLLEGE-‐WIDE QUALIFICATION ACHIEVEMENT FOR MĀORI STUDENTS BASED ON BPS TARGETS (NCEA L2+)

Target Area Targets

Better Public Service Target (BPS) For NCEA L2+

The college has realigned its targets based upon the Governments release of the BPS target in 2012 (85% NCEA L2 by 2017). In 2011 the college’s leaver attainment for full-‐time students was 69%. To reach the BPS target of 85% over the next 6 years required an annual improvement increment of 2.6%. All groups including Maori and Pasfika are required to meet this target. The target for 2015 is that 79.4.8% of student leavers will attain NCEA Level 2 or higher.

Achievement Performance versus Return on Government Investment

Hagley Maori students will achieve NCEA Level 2+ (as a % of school FTE Maori roll) above the upper 95% mean in relation to Christchurch secondary schools. A stretch target for the college is set at 40% of total school FTE Maori roll.

Hagley students will achieve NCEA Level 3 (as a % of school FTE Maori roll) above the upper 95% mean in relation to Christchurch secondary schools. A stretch target for the college is set at 10% of the total school FTE Maori roll.

Māori Participation Based Annual Qualification Achievement

75% of Maori students participating in NCEA Level 2 qualifications will gain a full NCEA Level 2 qualification in 2015.

75% of Maori students participating in NCEA Level 3 qualifications will gain a full NCEA Level 3 qualification in 2015.

Māori Student Leaver Attainment Over 80% of Māori leavers (MOE defined) will achieve a full National Certificate of Educational Achievement at Levels 1, 2 or 3.

A stretch target of 70% has been established for Māori leavers attaining a full NCEA Level 2 (or higher) in 2015.

Thirty percent of Hagley Māori leavers (MOE defined) will leave with a full National (NCEA) Certificate at Level 3.

The percentage of Māori school leavers with Year 13 qualifications will exceed the National decile 5 mean of 36%.

The percentage of Māori school leavers with less than Year 12 qualifications will be below the National decile 5 mean of 31%.

Māori students leaving with little or no formal attainment will be less than 5% based on the National decile 5 mean.

4. Transitions: Learning transitions are multi-‐faceted as students move from a secondary setting to the next stage in their learning. As students develop their goals and aspirations for the future it is essential that the college plays a strong role in the establishment of multiple effective pathways for students to take and supports them in transitioning into their ‘next steps’. When students leave the college we have a commitment and an undertaking to ensure they have the necessary qualifications to effectively transition into their next stage of learning. Positive outcomes for all our students are their advancement to post-‐secondary learning learning, training and work. To enhance and improve the effective transitions of students the college is undertaking the development of new models of educational achievement to enable students to effectively transition to university amd polytechnics for National Certificates at Level 5 (Diploma) and Level 6 (Degree). In addition the Identification of a broad range of effective learning pathways for students that are sequential, robust and built around qualifications will ensure the college is providing multiple pathways for students to transition into further learning.


TRANSITIONS

Key Area Direction Priorities Targets

Transition Programmes

As Hagley has 85% of its students in the post-‐compulsory age of learning it is important that a range of transition programmes are available for this large diverse learning group of students. In addition Hagley as a regional learning hub is developing transition programmes for the Canterbury region to ensure a broad range of students have access to higher learning programmes both at the secondary and tertiary levels. In particular the college is developing and implementing the Canterbury Summer School for NCEA L2 achievement, the Catch-‐Up College for NCEA L3 and UE, and the Certificate of University Preparation in conjunction with the University of Canterbury for senior adolescent and adult entry to university.

The development of new models of educational achievement to enable students to effectively transition to university amd polytechnics for National Certificates at Level 5 (Diploma) and Level 6 (Degree).

80% of students attending summer school report that the course mte their needs and that they were satisfied with the delivery.

At least 85% of students who are within 8 credits of gaining NCEA L2, achieve it.

The CUP programme for university preparation is implemented and reviewed in 2015.

90% of students engaging in Catch-‐Up college achieve their NCEA L3 or UE.

UE Literacy Strategies

The college has a commitment to developing and implementing cross-‐curricular UE literacy programmes. This involves the delivery of teaching programmes leading to students achieving UE literacy and the oversight of UE literacy monitoring and achievement. At the heart of these strategies is the delivery of staff professional learning in developing understandings about UE literacy practice.

The Implementation of a range of strategies for dealing with achievement in the literacy and numeracy component of qualifications.

Cross-‐curricular proammes for UE literacy have been developed and implemented.

Teachers are actively involved in the delivery of teaching programmes.

80% of students who require UE for their transition to tertiary study have achieved UE literacy.

Learning Pathways The MOE’s Tertiary Sector Performance Analysis indicates that the goal of increased tertiary educational achievement depends on school leavers gaining the qualifications prescribed for higher-‐level study, choosing to progress on to higher-‐level tertiary study, then completing their qualifications. This is highlighted in the BPS target of L4+ qualifications

Ensuring that our students are well informed and have clear sense of sequential progression from the qualifications they have gained at Hagley into those they will achieve in tertiary study is essential in facilitating success at tertiary level. We are identifying multiple effective learning pathways for students to transition into further learning, training or work.

The Identification of a broad range of effective learning pathways for students that are sequential, robust and built around qualifications.

Multiple pathways are identified.

100% of pathways are built around qualifications.

100% of pathways are sequential and robust.

95% of all post-‐compulsory age students are studying within an identified pathway.


B. Strategic Priorities 2015 To meet the College’s commitment to improve engagement, achievement, retention, and transitions for priority learners and students ‘at risk’ of not meeting the BPS targets of 85% student leaver achievement in NCEA Level 2+ and transitions to achievement in Level 4+ qualifications, the following priorities for 2014 were identified:

1. The development of new models of educational delivery at Year 12 and Year 13 to achieve deep and sustained student engagement resulting in increased achievement, retention and transitions to higher learning.

a. School of Cuisine

b. Early Childhood Education

c. Pre-‐Nursing Studies

d. School of Dance

e. School of Music

f. School of Fashion

g. Hagley/Canterbury Tertiary College Partnership

h. The Canterbury Summer School

i. Mentoring Year 12 ‘at risk’ students.

j. Mentoring of Maori students.

k. School of Apps

l. Primary Industries pathway

m. Animation & Digital Design

n. ‘Passport’ – A full immersion Y12 programme in Social Sciences.

o. Theatre Company – Gi60 Project

2. The Implementation of a range of strategies for dealing with achievement in the literacy and numeracy component of qualifications.

3. The growth of a strong self-‐review model to improve student engagement, retention, achievement and transitions.

4. The establishment, implementation and maintenance of a diverse range of learning opportunities for students to meet their learning needs and educational achievement. Redesigning the senior curriculum.

a. Expanding curriculum choice

b. Packaged programmes

c. Full-‐focus courses

d. Partnership programmes

e. Schools within Schools initiative.

f. Subject immersion


g. Clustering communities

5. The development of new models of educational achievement to enable students to effectively transition to university and polytechnics for National Certificates at Level 5 (Diploma) and Level 6 (Degree).

a. Catch-‐Up College

b. Certificate in University Preparation (CUP).

6. The identification of a broad range of effective learning pathways for students that are sequential, robust and built around qualifications.

7. Developing the case for Hagley to become a designated special character school.

8. Building the bicultural strategy by growing the understanding, ownership and personal commitment throughout the college.

9. The implementation of the ‘effective teacher profile’ (Bishop & Berryman) within the wellbeing portfolio that enables and empowers:

a) Relationships and interactions between teachers and students in the classroom that are key to effective teaching incorporating the concept of ako.

b) Teachers taking positive, non-‐deficit views of students, and see themselves as capable of making a difference for them.

c) Employing effective interactions which rely which rely on: caring for students and acknowledging who they are; managing the classroom to promote learning; using a range of dynamic, interactive teaching styles; and teachers and students reflecting together on their achievement in order to move forward collaboratively.

10. Growing the regional hub – strategies and practice

11. Redesigning the programmes portfolio into a new major portfolio called ‘Learning Opportunities’ that incorporates the critical success areas of: environmental scanning; curriculum models; programme design; programme initiatives; and programme implementation and evaluation.

12. Developing the MLE (Modern Learning Environments) / MLP (Modern Learning Pedagogies) master plan for Hagley’s future capital works using the college’s MOE approved project manager (Luisa Viettoni – DD Architects).

13. Defining and marketing the ‘Hagley brand’.

C. College Performance and Use of Resources The college has 14 major portfolio areas each represented by a goal. These goals are documented in the college charter below but are ‘brought to life’ through repacking them into 14 individual development plans. It is through these fourteen development plans that the charter goals are actively implemented and reported on in the college annual performance report to the Hagley Board of Trustees. These portfolio development plans document in detail the annual direction, strategies and targets for the effective implementation of all our operational areas and resources. The full comprehensive development plans for each portfolio are held at Hagley Community College.

This section of the charter focuses on the colleges performance and use of resources in relation to planning and programmes for curriculum, assessment, staff professional development and the on-‐going programme of self-‐review. The directions, priorities and targets relating to these areas are documented below.


SCHOOLS PERFORMANCE & USE OF RESOURCES

Portfolio Direction Strategies Targets

Programmes & Curriculum

The college is establishing a broad and expansive curriculum profile to maximise learning opportunity for students. It is also developing through effective programme design (see student learning outcomes) new models of educational delivery designed to improve engagement and performance for students ‘at risk of not achieving the BPS target of NCEA L2+.

The, broadening and specialisation of a comprehensive curriculum profile on an annual basis, to increase the breadth and depth of learning based on: the needs, abilities and interests of students; the nature of the College’s current curriculum; and scope of the NZ curriculum as specified in the National Administration Guidelines.

Develop and implement a process of annual course approval.

The development and implementation of a “roll analysis” to gather a range of data that will be the basis of good information for decision-‐making and planning for staffing and programme development.

The development of new models of educational delivery at Year 12 and Year 13 to achieve deep and sustained student engagement resulting in increased achievement, retention and transitions to higher learning.

A broad, balanced, expansive profile that is qualifications-‐based and which staircases and pathways to higher learning and appropriate career opportunities.

Every course on the profile approved by the programmes committee and meets the criteria for professional course approaval.

Every course attracts the minimum funded level of 20 students per class.

Courses attracting fewer than 20 students which are “at risk” of being removed are identified. Analysis will identify which courses will be removed.

All departments will develop new courses or initiatives to improve courses “at risk”.

Three new models of education delivery established by the end of 2015 for implementation in 2016.

The ‘schools within a school’ programmes meet and sustain the following targets: to re-‐engage all students; 90% gaining a national certificate; 85% leavers gaining NCEA L2+; 80% leavers transitioning to further study.

Assessment Hagley Community College continues to have a strong focus on the direction of the high stakes area of assessment for qualifications by applying the principles and pedagogies of the New Zealand Curriculum to assess practices in Years 11 to 13. The standards themselves are

To treat learning and assessment are in an integrated way in order to benefit student achievement.

To place emphasis on personalised and differentiated approaches where student learning and readiness for assessment rather than a set of

With the support of their HOD and the College wide professional learning programme, all teachers will actively engage in school wide professional learning in inquiry, department specific professional learning, and apply best practice in their teaching.

Departments take a strategic view of the direction of their specific professional learning needs.


not the curriculum in the senior college. The integration of curriculum, learning and assessment is clearly mandated by the curriculum to occur at all levels. NCEA and the curriculum must not sit in separate camps in how they operate in practice at Hagley. The college is committed to build teacher capacity across the college to design and implement curriculum and assessment programmes based on best practice and the initiatives of next practice. Central to this work at Hagley for 2015 is developing and fostering innovation and best practice in approaches to curriculum and assessment.

deadlines drive the learning process.

To develop coordinated approaches to school wide professional learning, and flexible approaches to department specific professional learning needs.

To develop a coordinated approach ensuring that the College communicates and reports effectively on learning, as well as achievement and progress towards qualifications.

School-‐wide professional learning is monitored in an ongoing way and formulated in response to needs revealed through self review processes.

Professional learning on effective reporting is scheduled, particularly in terms of creating personalised reporting that expresses clearly what a student had achieved to date and how they can improve.

Annual reviews of each teacher’s reporting is completed and used to highlight best practice examples of feedback and feed forward.

NCEA goal setting, a process where teachers work with each student to establish and set individual NCEA goals, occurs on an ongoing basis.

Parents@Hagley is promoted as offering up to date clearly presented information on NCEA achievement, as well as other aspects such as attendance, timetable and previous reports.

Staff Professional Development

It is essential that all teachers are undertaking and fulfilling their professional responsibilities by meeting the NZ Teacher Council Registered Criteria and Code of Ethics for Registered Teachers. As a college we are committed to teachers demonstrating good teaching practices by using teaching techniques and effective pedagogies and engaging in professional learning and reflective practice. To support and develop this professional learning and reflective practice generic principles about quality teaching, learning and assessment are fostered and developed.

To develop curriculum self-‐review capacities within all teachers, based on teaching as inquiry. Teaching as inquiry is the process at the centre of effective teaching where teachers look at the effectiveness of their teaching and its impact on students.

To develop an annual process of self-‐review for all learning areas which is focused on teaching learning and assessment.

To develop curriculum leaders as leaders of learning.

All Hagley teachers complete annual inquiry projects as a major part of the professional learning programme. These inquiries act as a vital window into their professional practice.

A detailed meta-‐analysis of school-‐wide inquiry is completed annually. This acts as a major professional review tool across all learning areas as well as a guide in setting College-‐wide professional learning goals.

Teachers are informed about good practice and current developments in teaching and learning. They are made aware of key research and current MOE, ERO and NZQA developments.

Teachers are informed about good practice and current developments.

All teachers in charge of subjects keep up to date and stay informed about developments in curriculum, assessment


and pedagogy.

All TICs reflect and report on teaching, learning and assessment within their subject area and apply that to build student achievement within their subject.

All TICs participate in best practice workshops where they contribute to the development of school-‐wide curriculum and assessment practice.

All Heads of Department build pedagogical expertise with the purpose of providing professional leadership for all teachers within their departments.

These middle-‐level leaders play a critical role in mentoring teachers as they work with the teaching-‐as-‐inquiry process. This is influential on the quality of inquiry, both for an individual teacher and on a school-‐wide basis.

On-‐Going Programme of Self-‐Review – College Effectiveness Cycle.

Hagley Community College uses school effectiveness research as a strategy for renewal and improvement. School effectiveness is a comprehensive planning, review and reporting process that enables the College to demonstrate that its performance matches its purpose. This school wide perspective has resulted in tangible improvements and promoted a College culture conducive to informed decision-‐making and creative, innovative solutions. A key to the success of the model is the collection of truly useful information, which can be applied to a number of reporting, planning and operational purposes.

The College has established a strategic planning structure that requires a systematic interaction, consensus and

The college will establish and implement an approved cycle of college effectiveness that incorporates planning, implementation, monitoring, review and reporting.

College-‐wide planning will incorporate: performance structures relating to portfolio goals and their associated critical success factors and development structures, which will address strategic priorities. This planning will be documented in the colleges annually approved charter.

Every portfolio director will have an annual performance agreement established from the portfolio goal and the critical success factors. This annual performance agreement will document annual strategies, targets and analyses.

Every portfolio in the college will be

Documented college effectiveness cycle.

All portfolio plans reviewed based on annual performance reports and strategic priorities.

A documented annual performance agreement with each portfolio director.

An approved development plan for each portfolio.

An approved budget linked directly to the delivery of the portfolio development plan.

A fully documented annual performance report from each portfolio director

Every annual performance report meets the requirements of measuring performance against the critical success factors of the plan.

Every plan is reviewed annually.

Every director will have an appraisal with the Principal or a member of the Principal’s Team.

Documented annual performance report by the Principal.


collaboration on appropriate actions and outcomes and ultimately provides parameters for specific operational decisions. The ultimate purpose of our planning and review is to improve the College for the benefit of students to enable them to become achieving, successful learners. By defining effectiveness and using the results of key performance indicators for planned improvement, the College is best able to celebrate its success.

reviewed annually and include a review of the strategic priorities and a review of the performance measures for the portfolio.

Every portfolio director will produce a written report that documents the performance of the portfolio against the critical success factors of the portfolio. Trend analysis and benchmark data will be used across all reports

The Principal will produce a college-‐wide annual performance report for the Board of Trustees and be presented at the May BOT meeting.

Publication of the annual performance report.

Performance report available on the Hagley website.

Electronic copies sent to MOE and acknowledged.


5. ANNUAL KEY ACTIVITIES & ACHIEVEMENT OBJECTIVES

An annually updated section that sets targets for the key activities and achievement objectives for the year.

TARGETS FOR ANNUAL KEY ACTIVITIES & ACHIEVEMENT OBJECTIVES

Key Activities & Achievement Objectives Targets

Developing successful learners and raising student achievement BPS target for NCEA L2 achievement at 85% for all full-‐time learners especially priority groups. This includes Maori, Pasifika etc.

Developing successful learners in Years 9 and 10 so that upon graduation students can meaningfully engage in national qualifications at Year 11.

95% of Year 9 and Year 10 students graduating with a Diploma in Learning based on the key competencies of the NZ Curriculum.

Developing, implementing and maintaining support systems to enhance student success.

The implementation of the ERO indicators for student wellbeing in conjunction with the Te Kotahitanga effective teaching profile.

Improving student learning through quality practice and innovation in teaching and student learning support services.

90% of post-‐compulsory students are retained in their programmes of learning or have moved to a positive outcome such as continuing education, training or work.

Developing successful teachers who make a significant difference to improving student learning and achievement.

100% of teachers complete annual inquiry projects as a major contributor to their professional learning programme. The inquiry acts as a vital window into teachers professional practice.

Building teacher capacity across the college to design and implement curriculum and assessment programmes based on best practice and the initiatives of next practice.

The ‘schools within a school’ programmes meet and sustain the following targets: to re-‐engage all students; 90% gaining a national certificate; 85% leavers gaining NCEA L2+; 80% leavers transitioning to further study or employment.

Implementing a range of initiatives to improve literacy and numeracy. 80% of students who require UE for their transition to tertiary study have achieved UE literacy. Applications for Literacy Pathways FFTO and YG programmes approved.

Building learning capacity and learning opportunity across Hagley’s broad based communities including refugee and new migrant families

The delivery of professional learning and development in the A3, DSC ad ELLC communities with a focus on inquiry, teacher mentoring and adult learning.

The development of Hagley as a regional learning hub for post-‐compulsory aged students who are disadvantaged or disenfranchised from learning.

Implementation of the Canterbury Summer school with students achievement rates in NCEA L2 at 85% for students from schools throughout Canterbury. The application to the Ministry of Education for Hagley Community College to become a designated special character school.

Supporting the college’s commitment to student access, equity and diversity by enrolling students from across Canterbury.

80% of student satisfaction surveys of customer service of enrolment staff rate their willingness to help; listening to and understanding needs; and taking responsibility to meet those needs, from high to excellent.


Providing an IT service that effectively supports learners and teachers to use IT to enhance and personalise their learning and encouraging innovative practice.

Multiple services available anytime / anywhere including email, office suite, storage, LMS, SMS amd parental portal data.

Making strategic decisions in the acquisition and distribution of limited resources to maximise productivity and efficiency while being fiscally responsible.

Stability of financial resources through audited financial data which includes positive working capital achieved annually.

Providing high quality facilities necessary to support the college’s programmes and services.

An established college-‐wide property plan for future capital works development based upon effective modern learning environments for students and teachers. This to be facilitated and implemented by DD Architects (Luisa Viettoni) as MOE approved project manager. Planning to begin February, 2015.

Gaining increased and widespread community interest and participation in the educational opportunities that Hagley offers.

The production of a documented marketing plan based upon the analysis of the colleges community which includes rebranding all the college’s services and programmes and a the development of a new strategy for web-‐designed material.

Integrating strategic planning, review and reporting to demonstrate effectiveness and ensure public accountability in order to improve the performance of the college.

The development , implementation and publication of annual performance reports across all 14 portfolio’s of the college. In addition the Board of Trustees will implement a self review process that evaluates its governance roles and responsibilities including meeting all general legislation and completing ERO compliance analyses.

6. DIRECTIONS, PRIORITIES & TARGETS FOR STUDENT ACHIEVEMENT

The board’s directions, priorities and targets for student achievement, including assessment of students against any national standard.

The college wants all its students to be successful and achieve and has aligned its strategies and priorities of engagement, retention, achievement and transitions to be at the centre of its work to make a difference to students lives. These targets are documented in the Charter under Section 4: Annual Directions, Priorities and Targets.

Hagley Community College draws its students throughout Canterbury from a disadvantaged, disengaging and often a disenfrancaised population of learners with over 85% being of post-‐compulsory age arriving at the college with little or no qualifications and neither the resiliance, confidence or self-‐management skills to meaningfully engage in learning. The one significant advantage is that they choose to come to Hagley.

Hagley utilises this important advantage and captures students back into learning to rebuild their educational opportunities by providing them with the wellbeing, the learning skills, and the learning opportunities to be successful. This makes the BPS target of 85% of student leavers having NCEA L2+ as their minimum qualification challenging but absolutely vital for the success of our students. This target lies at the heart of all our priorites. In addition, we want our students to leave Hagley with effective pathways and strong connections into further learning, training and work. The college therefore has taken the second BPS target of transitions into qualifications at L4+ as also being a vital target for all students.


7. MEETING GENERAL GOVERNMENT POLICY OBJECTIVES

The board’s directions, priorities and targets for the board’s activities aimed at meeting general government policy objectives for all schools, being policy objectives in national education guidelines and specific policy objectives applying to the school.

The Hagley Community College Board of Trustees pays close attention to regulations encompassed in the National Education Guidelines. The National Education Guidelines are defined by section 60A Education Act 1989 and given effect by sections 61 (2), section 61 (4) (b) and section 62 (2). The guidelines have five components:

• The National Education Goals (NEG’s) where the Government lays out national priorities for education which, among issues of local importance the board takes into account when preparing the charter;

• Foundation curriculum policy statements concerning teaching, learning and assessment that are made for the purposes of underpinning and giving direction to the way in which curriculum and assessment responsibilities are managed in the school and National Curriculum statements and locally developed curriculum.

• National Curriculum Statements describe achievement objectives for students including: the areas of knowledge and understanding to be covered by students; the skills to be covered by students; and desireable levels of knowledge, understanding and skill, to be achieved by students during the years of schooling.

• National Standards which aim to lift achievement in literacy and numeracy by being clear about what students should achieve and by when. • The National Administration Guidelines (NAG’s) which set out: the broad regulations about teaching and assessment, staffing, health and safety, and financial

affairs that a board must observe in governing the school; and requirements of planning and reporting and, in more detail, what a school’s charter should cover.

The Hagley Community College Board of Trustees regularly reviews and evaluates its governance roles and responsibilities. These roles and responsibilities include:

• The composition and operations of the board meet legal requirements and all general legislation such as attendance, land length of the school year.

• A clear understanding of its governance role.

• An efficient system for the management of its own training including external STA training.

• Meeting its obligations as a good employer;

• Appointing and assessing the performance of the principal in accordance with legal requirements;

• A positive working relationship with the principal;

• Delegating to the principal responsibility for day-‐to-‐day educational, personnel and administrative affairs;

• A positive working relationship with the school staff;

• Developing and approving the school’s charter and strategic plan;

• Policies for significant areas within the school, in consultation with the principal, staff and community;

• Policies and practices that reflects and respects N Z’s ethnic and cultural diversity, and the unique position of Maori;

• The principal and teachers evaluating the quality of teaching and learning using student achievement information;

• An ongoing programme of self review;

• Decisions on the allocation of resources using information from self review;


8. MANAGEMENT OF CAPABILITY, RESOURCES, ASSETS & LIABILITIES

The board’s directions, priorities and targets for the management of the school’s and board’s capability, resources, assets, and liabilities including human resources, finances, property and other ownership matters.

MANAGEMENT OF CAPABILITY, RESOURCES, ASSETS & LIABILITIES

Key Area Direction Strategies Targets

BOT Capability The Hagley Community College Board of Trustees regularly reviews and evaluates its governance roles and responsibilities.

The BOT has established clear ‘Terms of Reference’ which form the basis of the Hagley Community College BOT performance review. These are derived from the National Education Guidelines and Education Act 1989. Two additional documents provide guidelines on the roles and responsibilities of each BOT member. The first document is ‘In Partnership With Government’ (essential information for new school trustees) from the Ministry of Education. The second document is ‘An Introduction To Trusteeship’ (a guide for school trustees) from NZSTA. Each Board member is provided with a copy of these documents upon election or co-‐option to the Board together with a copy of the NZSTA Trustees Handbook.

Professional development and on-‐going training is made available to all board of

Ensure the composition and operations of the board meet legal requirements.

Articulate a clear understanding of its governance role.

Have an efficient system for the management of its own training.

Meet its obligations as a good employer;

Appoint and assesses the performance of the principal in accordance with legal requirements;and havee a positive working relationship with the principal;

Delegate to the principal responsibility for day-‐to-‐day educational, personnel and administrative affairs;

Have a positive working relationship with the school staff;

Develop and approve the school’s charter and strategic plan;

Set policies for significant areas within the school, in consultation with the principal, staff and community;

Develop and implement policies and practices that reflects and respects N Z’s ethnic and cultural diversity, and the unique position of Maori;

An accurate and complete ERO compliance analysis.

Documented delegated authority to Principal

Principal’s appraisal completed annually

Documented evidence of the positive working relationship between the BOT and Principal.

Charter approved annually and distributed to MOE.

Policies developed and reviewed. Every CSF should have a policy.

Regular reports and presentations from the Principal relating to performance and achievement.

Annual budget established and approved.

The BOT meets all general legislation.


trustee members. Ensure the principal and teachers are evaluating the quality of teaching and learning using achievement information;

Maintain a programme of self review;

Make decisions on resource allocation using information from self review;

Ensure that all general legislation concerning requirements such as attendance, length of the school day and length of school year is complied with.

Human Resources It is essential that teachers being employed at Hagley Community College are qualified and trained with the college undertaking and meeting its ‘good employer’ obligations through teachers conditions of employment, salary rates, rights and entitlements.

It is also important that teachers are undertaking and fulfilling their professional responsibilities by meeting the Teacher Council Registered Criteria and ‘Code of Ethics for Registered Teachers’.

Employ qualified and trained teachers.

Meet the condition’s of the PPTA contract and apply this to the Individual Employment Agreement (IEA)

The establishment and implementation of a comprehensive teacher database within the college SMS.

Teachers at Hagley become familiar with the Good Practice Teaching Model (GPTM).

Increase teachers awareness of their professional responsibilities through the Code of Practice and Teachers Professional Standards and link these responsibilities to the Good Practice Teaching Model and the curriculum initiatives.

A comprehensive programme of mentoring and induction for new and beginner teachers.

All teachers to be qualified and trained and belong to PPTA or have an IEA.

Fully operational teacher database.

All departments annually select and engage in an aspect of the GPTM to improve student achievement.

Teachers actively engaging in the Good Practice Teaching Model.

Teachers are familiar and understand the ‘Code of Ethics for Registered Teachers.

Teachers meet their professional standards within their employment contract.

All new and beginner teachers participate in programme of induction and mentoring.

Finances Financial management is crucial to the health of the college in terms of providing adequate funding for day-‐to-‐

Produce a budget for the coming year by 30 November and present it to the BOT for approval in the December meeting.

Draft budget adopted by BOT in December

All expenditure within budget.


day needs and in planning for the future. Hagley Community College is committed to having an efficient and effective financial management system to ensure the Board of Trustees and the Principal have: accurate financial data; understandable financial statements that meet the needs of the college; timely financial statements; actual versus budget figures for the period presented; an annual audit by an independent certified public accounting firm. Responsibility for compliance lies with the Board of Trustees. The Board is charged with ensuring that its funding is used to meet the aims of its charter. The Financial Planning portfolio reports on Hagley’s ability to implement robust learning infrastructures by making strategic decisions in the acquisition and distribution of limited resources to maximise productivity and efficiency while at all times being fiscally responsible. Key to this goal is ensuring improved financial effectiveness is all college portfolios.

Maintain expenditure within budget and report monthly to the Principal and the Board of Trustees on performance against that budget.

Ensure all expenditure, and commitment of expenditure, is approved within the Board’s schedule of delegated authorities.

Table accurate, understandable and timely financial reports at all statutory Board of Trustees meetings.

Ensure financial reports comply with Public Sector Accounting Standards, are prepared annually and are publicly available and presented to the Ministry of Education on time.

Ensure that the College cheque account is maintained in credit.

Approved finance staff to invest surplus funds in approved institutions at favourable rates.

Maintain clear, understandable and up-‐to-‐date financial records at all levels.

Regular review of financial policies.

Communicate financial systems and procedures to staff.

Maintain an appropriate timeframe for the BOT finance committee meetings to allow full reporting on monthly performance.

Maintain a professional and effective finance team.

Portfolio directors discuss variations and /or concerns with director of financial planning.

Schedule of delegated authorities within Financial Management Policy

Accurate, understandable and timely reports are achieved for all statutory BOT meetings.

All financial reports comply with Public Sector Accounting standards/MOE timelines.

College cheque account is in credit.

Surplus money is invested in approved institutions.

High level of satisfaction with reports from BOT survey.

Up-‐to-‐date and BOT approved policies

Regular review of staff handbook, procedures manual and purchase system including credit cards

Improve communication between Financial Planning and other portfolios to advance regular budget monitoring.

BOT finance meeting times meet the requirement for full reporting on monthly performance.

Mentor finance staff, network


Property The college has a commitment to provide high-‐quality facilities, resources and equipment to support the college’s programmes of learning for students. As a regional hub in the centre of Christchurch the college also needs to develop facilities that cater for student learning on behalf of the greater Christchurch community. The college is already engaged in providing homework centres for refugees in Christchurch and extensive NESB learning for students from diverse cutures as well as transitioning programmes such as ‘Catch-‐Up’ College for students to enter university and the Canterbury Summer School for students gaining NCEA L2 on behalf of other schools.

The college is undertaking the development of a comprehensive property plan for the future developments of Hagley Community College in relation to its strategic focus as a regional education hub for Christchurch. The plan will be developed with DD Architects in conjunction with the college. MOE insights and views will be sought especially in relation to the Greater Christchurch education network and developments.

Specific developments include:

-‐ the learning community centre

-‐ the learning curve

-‐ facilities for the CUP programme.

A draft plan completed by April 2015 Consultation and feedback on the plan in June 2015.

Finalised plan by November 2015.

Draft plans for Learning Community Centre and programme schedule approved.

Concepts plans for the learning curve and CUP programme.

MOE consultation and approval.

9. ANNUAL & LONG-‐TERM PLANS

All annual or long-‐term plans (or a summary or reference to them) the board is required to have or has prepared for its own purposes.

Detailed Development Plans for the college’s 16 portfolios. This includes: Curriculum Design; Student Engagement; Junior Graduating College; Student Support; Learning Support; Learning Futures; Learning Communities; Adult Literacy; Itinerant Teachers of Music; Learning Transitions; Enrolment; Information Technology; Financial Planning; Modern Learn Environments; Marketing; and College Effectiveness.

Detailed Annual Performance Reports for the college’s 16 portfolios. This includes: Curriculum Design; Student Engagement; Junior Graduating College; Student Support; Learning Support; Learning Futures; Learning Communities; Adult Literacy; Itinerant Teachers of Music; Learning Transitions; Enrolment; Information Technology; Financial Planning; Modern Learn Environments; Marketing; and College Effectiveness.

Comprehensive Annual performance Report on ‘Best Practices in Teaching, Learning and Assessment.

The Hagley Community College Board of Trustees Performance Review

hagley college charter 2016

Documents