learning pathway shared achievement challenge plan€¦ · by parents and whānau and this is...

Whānau ki te Ako: Albany / Greenhithe

Learning Pathway

20 February 2017

Shared Achievement Challenge Plan

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Table of Contents

Our Community 3 Whānau ki te Ako Map 3

Vision and Values 4

Learning Pathways 5 Introduction 5 Early Learning 6 Tertiary 6

Our Community - A History of Collaboration 6

Student Engagement 7

Māori Student Achievement 8

Pasifika Student Achievement 9

Student Agency 10

Parent/Whānau engagement and partnerships 10

Achievement Challenges 11 Achievement Challenge 1: Writing 13

Writing Year 1-6 Achievement Challenge Target One 14 Writing Year 1-6 Achievement Challenge Target Two 14 Writing Year 7-10 Achievement Challenge Target Three 16

Achievement Challenge 2: Mathematics 17 Mathematics Year 1-6 Achievement Challenge Target One 17 Mathematics Year 1-6 Achievement Challenge Target Two 18 Mathematics Year 7-10 Achievement Challenge Target Three 19

Achievement Challenge 3: 20 NCEA Level 1, 2 & 3 and University Entrance 20

Our Key Strategies 25 Effective Transitions 26 Student Agency 27 Culturally Responsive Pedagogies 28 Collaborative Learning 28 Community Involvement 30 Teacher Effectiveness 31

Whānau ki te Ako: Albany-Greenhithe Code of Conduct 33

Whānau ki te Ako: Albany-Greenhithe Memorandum of Agreement 34

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Our Community

Whānau ki te Ako Map

TheWhānau ki te Ako pathway consists of five contributing primary schools: Albany School, CoatesvilleSchool,GreenhitheSchool,RidgeViewSchoolandUpperHarbourSchool.TheseschoolsarefeederschoolstoAlbany JuniorHighSchool (Years7-10)which in turnprovidesapathway toAlbanySeniorHighSchool(Years11-13). Theoptionof includingearly learningand tertiarypathways is a consideration for furtherexplorationfortheWhānaukiteAkocommunityoflearning.

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Vision and Values

Vision

Foralllearnerstobesuccessful-students,adultsandschoolcommunities.

SharedValues

WeseecollaborationasthefoundationofimprovementacrossourCoL.

Weshareapassionforchildrenandwillusethistoaccelerateprogress.

WehaveacommitmentandresponsibilitytoalllearnersacrossourCoL.

Webelievethatincreasingstudentagencywillsupportthedevelopmentoflifelonglearners.

Weunderstandthatwewillbenefiteveryonebyworkinginflexibleandagilewaystoshareresourcesandpromotelearning.

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Learning Pathways

Introduction

WhānaukiteAko:AlbanyLearningPathwayisaCommunityofLearning.WeareacommunityofstateschoolslocatedonAuckland’sNorthShore.Fouroftheschoolsinthenetworkarewellestablishedandthreearerelativelynew.The pathway schools are sizeable by New Zealand standards and generally draw from highsocio-economic communities. The exceptions are Coatesville School, which is on the ruralfringe,andRidgeViewSchoolwhichhasa1July2015rollof81.UpperHarbourSchool,AlbanyJuniorHighandAlbanySeniorHighallopenedbetween2000and2009tomeettheneedsofAuckland’ssprawlingschool-agedpopulation.Atboththejuniorandseniorhighschoollevels,thepathway is significantly influencedby the large choiceof schools availableonAuckland’sNorthShore.InadditiontothetraditionalYear9-13secondaryschools,optionsincludesinglesex,stateintegratedandindependentschools.Thepathwayfromprimarytosecondaryschoolingisreasonablystrong,giventheoptionsthatexiston theNorthShore. ThesixCoLprimaryschoolsmadeup70.3%ofAlbany JuniorHighSchool’s intake in 2016, and in turn Albany Junior High School made up 90% of Year 11enrolmentsatAlbanySeniorHighSchool. Thecontinuedpopulationgrowth in theAlbanyarea iscurrently influencedbyrelativelyhighlevelsofimmigration.Aconsequentimpactisthelargerthanexpectedenrolmentofchildrenofnon-Englishspeakingimmigrants.ItisapparentthatmanyoftheseYear1childrenhavelittleexperience of early childhood education. It is also noticeable that older children’s secondlanguageacquisitionishavinganinitialimpactonoverallachievementdataacrossourschools.2015SchoolRollData(excludesinternationalstudents) School Maori Pasifika Asian Other Total AlbanySenior 62 11 143 529 745 AlbanyJunior 75 26 199 809 1109 AlbanyPrimary 46 5 170 401 622 Coatesville 7 1 11 260 279 Greenhithe 17 1 36 485 539 Ridgeview 22 4 1 54 81 UpperHarbour 19 6 131 274 430

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Total 248 54 691 2812 3805

Early Learning

Therearemorethan35kindergartensandearlychildhoodserviceswithinthecatchmentareaof theWhānau ki te Ako pathway. In our first yearwewill look to establishways tomoreactivelyinvolvetheseearlychildhoodgroupsinWhānaukiteAko. Participation in early childhood education is high at 98.6% in 2015. There is, however, asignificantvarianceinhowwelltheseyounglearnersarepreparedforschool.Furthermore,asnotedintheintroduction,thereisagrowingnumberofchildrenenrollingatYear1whohavehadlittleearlychildhoodeducationinaNewZealandsetting.

Tertiary

Beyond our learning pathway, 60.8% of our school leavers participated in tertiary educationbefore the age of 19 in 2015. The pathway is well served, with two universities having aphysical presence on the North Shore. Massey University is adjacent to Albany Senior HighSchoolandnumerousothertertiaryprovidersarelocatedeitherontheNorthShoreor intheAucklandCentralBusinessDistrict.

Our Community - A History of Collaboration Thispathwayhasalongestablishedhistoryofcollaboration.Inthepast,thisincludedschoolswithintheneighbouringLongBay-OtehaValleyarea,aspartofawidercluster.Wehadinitiallysoughtto includethesenineadditionalschools inourCommunity,howeverdifferentstudentlearningpathwaysmadethischallenging.

Ahistoryofcollaborationunderpinsthewaythisgroupofschools interact.Thishas includedareasof focussuchas improvements in I.C.Tandmorerecently,Literacy. In these instances,theschoolsworkedtogethertocollectandanalysedata,identifylearningfocusareasandmakecluster-wideplanstoaddressgaps.Theclustersetcleartargetsandworkedtogetherasgroupsof Principals, Literacy Leaders and schools, to improve teaching, learning and achievementstandardsoverseveralyears.

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Student Engagement Studentengagementinourclusterofschoolsishigh.EducationalachievementishighlyvaluedbyparentsandWhānauandthisisreflectedpositivelyinthedataforourattendance,truancy,behaviourandsecondaryparticipation. As mentioned previously, participation in early childhood education is high at around 98% for2015.Ourstudentshavehighratesofattendance:

● In2015,unjustifiedabsencesonanygivendaywerearound4perday(per100students),comparedwithNationalaveragesof6justifiedabsencesperday.

● MāoristudentabsencestatisticsaremarginallyhigherthanforNewZealandPakeha.Māoristudent data in 2015 showed 6 unjustified absences per day (per 100 students) and 8justifiedabsencesperday.

● Pasifikadatain2015wascomparablewithNewZealandPakehadata. Dataonstanddownsandsuspensionsshowedgenderdifferences. The2015datashowed:

● 7standdownsper1000girls,comparedwith19.7per1000boys. ● 0.6suspensionsper1000girls,comparedwith4.3per1000boys.

Therewerealsodifferences insuspensiondatarelatedtoethnicity. WhilstNewZealandPakehaandPasifika standdownsaveraged12per1000 students, the rate forMāoriwas35.6per1000students. At secondary school, the 2015 retention rates were high with 85.6% of students remaining atschooluntil their17thbirthday. Māori retentionrateswereslightly lowerwith82.4%remaininguntilthesameage.

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Māori Student Achievement Up to 162Māori studentswere included in the 2015National Standard data in Years 1-8.1 AtAlbany JuniorHigh School therewere an additional 24, Year 9-10Māori students. A further 55Māori studentswereenrolled inYears11-13atAlbanySeniorHighSchool, givingusa total 241Māori students across our pathway. Our local iwi are Nga Puhi and Ngati Porou, however ourMāoristudentscomefromarangeofiwi. Allschoolsinourclusterhighlyvaluegenuineengagementandcollaborationwithourlocaliwi,hapu and whānau. A key factor in meeting the shared achievement challenges will be indeepeningtheconnectionsandengagementwithourMāorifamiliesandstudents.AfocusoftheschoolsisthatMāorimustachieveeducationalsuccessasMaori. NationalStandardsAchievement Year1-8Māori Māoristudentsachievebetween5-11%lowerthanotherstudentsinliteracyandmathematics.Anoutcomeofourpathway’sthree-yearprojectwillbetoclosethisgapforMāori. Basedonthe2015NationalStandardsdata:

● 127ofour157(80.9%)MāoristudentsachievedAtorAbovetheNationalStandardforWriting.Thiscompareswith2114ofour2462(85.9%)forallstudents.

● 125ofour161(77.6%)MāoristudentsachievedAtorAbovetheNationalStandardfor

Mathematics.Thiscompareswith2165ofour2464(87.9%)forallstudents.

● 125ofour162(77.2%)MāoristudentsachievedAtorAbovetheNationalStandardforReading.Thiscomparedwith2173ofour2462(88.3%)forallstudents.

2015NCEAandUniversityEntranceforYear11-13Māori InYears11-13,Māoristudentsmadeup55outof774(7%).

● 10ofour17(59%)ofourMāoristudentsachievedNCEALevel1.Thiscomparedto206ofour258(79.9%)forallstudents.

● 15ofour22(68%)ofourMāoristudentsachievedNCEALevel2.Thiscomparedto231ofour260(88.9%)forallstudents.

● 10ofour16(62.5%)ofourMāoristudentsachievedNCEALevel3. 1 Māori roll Years 1-8 in Writing 157, in Mathematics, 161 and in Reading 162

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Thiscomparedto207ofour256(80.9%)forallstudents.● 4ofour16(25%)ofourMāoristudentsachievedUniversityEntrance.

Thiscomparedto166ofour256(65%)forallstudents

Pasifika Student Achievement 33Pasifikastudentswereincludedinthe2015Year1-8NationalStandarddata.InYears9-10atAlbanyJuniorHighSchooltherewere10Pasifikastudents.Afurther10wereenrolledinYears11-13atAlbanySeniorHighSchool,givingusatotalof53PasifikastudentsacrossourPathway. Noprimaryschoolshadmorethan6Pasifikastudents. NationalStandardsAchievement Year1-8Pasifika Year1-8Pasifikastudentsachievebetween20-23%lowerthanotherstudentsinliteracyandmathematics.OurCommunityisconcernedatthelowlevelofPasifikastudentachievement.DespitethelownumberswefeelmorallyobligedtoincludePasifikatargetsinourAchievementChallenges. Basedonthe2015NationalStandardsdata:

● 21ofour33(63.6%)ofYear1-8PasifikastudentsachievedAtorAbovetheNationalStandardinWriting.Thiscompareswith2114ofour2462(86.9%)forallstudents.

● 21ofour32(65.6%)ofYear1-8PasifikastudentsachievedAtorAbovetheNational

StandardinMathematics.Thiscompareswith2165ofour2464(87.9%)forallstudents.

● 22ofour32(68.8%)ofYear1-8PasifikastudentsachievedAtorAbovetheNational

StandardinReading.Thiscompareswith2173ofour2462(88.3%)forallstudents. 2015NCEAandUniversityEntranceforYear11-13Pasifika InYears11-13,Pasifikastudentsmadeup10outof774(0.1%).

● 2ofour2(100%)ofourPasifikastudentsachievedNCEALevel1.Thiscomparedto206ofour258(79.9%)forallstudents.

● 4ofour4(100%)ofourPasifikastudentsachievedNCEALevel2.Thiscomparedto231ofour260(88.9%)forallstudents.

● 3ofour4(75%)ofourPasifikastudentsachievedNCEALevel3.

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Thiscomparedto207ofour256(80.9%)forallstudents.● 1ofour4(25%)ofourPasifikastudentsachievedUniversityEntrance.

Thiscomparedto166ofour256(65%)forallstudents.

Student Agency OurCommunityiscommittedtoenhancingstudentagency.Ithasdefinedbelowthat:Successfulstudentagencyoccurswhenthereisaverystrongbeliefthatlearnersbecomehighlyeffectivewhentheyhaveownershipofthelearningprocess.Learners gain agency through being involved in caring and inclusive learning communitieswhere highly productive relationships exist between teachers and students (and amongstudents)andeveryoneisempoweredtolearnwithandfromeachother.The Learning Community strongly supports the concept of self-efficacy. They define self-efficacy as the extent or strength of one's belief in one's own ability to complete tasks andreachgoals.Itisverystronglysupportedwithinthelearningcommunity.StudentsinthisCommunityaresupportedwithhighlyappropriateresourcesandstrategiestostrengthentheirunderstandingofthelearningprocess,theirengagementandtheir individualcompetencies.

Parent/Whānau engagement and partnerships TheCommunitywishestofurtherdevelopandstrengtheneducationallypowerfulconnectionswithparents,Whānauandtheircommunities. Theysee thisasan importantpartof studentagency. Currently, parents contribute towards their own school community and adapt totransitionsbetweenschoolswiththeirchildren.TheCommunitywantsallparentsandWhānauto feel confident about how teaching and learning is evolving and developing across theschools. They have identified that the engagement of different cultural groupswill supporttheircommunity’sdesiretocreateculturallyresponsivelearningenvironments.

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Engagement is seenasbecoming increasingly importantaseach individual schoolcommunitychangesandthemakeupofWhānaukiteAkoandgrowsincreasinglydiverse.

Achievement Challenges IndecidingontheAchievementChallengesfortheWhānaukiteAkowehaveundertakenarigorousexaminationofourstudentachievementdata.PedagogicalFocusInearlydiscussions, the schools focusedon theirdesire towidely increase teaching, learningandleadership.Thiswasdrivenbydiscussionsaroundgainingsuccessforthesmallnumberofprioritisedstudentswhilstalsoimprovingoverallteacherpracticesandstudentoutcomesforallstudents. TheCommunitybelievesthatapedagogicalfocuswillmeetthesecombinedneeds.They recognise that there are a number of approaches to teaching and learning. This wasexemplified in discussions around writing. The Community has identified six strategies forimprovement as the first stages of inquiring into improved practice; Effective transitions,Student Agency, Culturally responsive pedagogies, Collaborative Learning, CommunityInvolvement,TeacherEffectiveness.

Byplacingpedagogyatthefoundationofchangedpractice,theCommunitybelievesitwillmeetits immediate Achievement Challenges with identified target students, while providing asustainable platform capable of meeting the changing future needs of its community, bothnow,withtheimmigrantpopulationandinthefuture. MiddleSchoolAchievementAlbanyJuniorHighSchool(AJHS)istheonlyYear7-10providerwithinthepathway.TheirYear9-10 students sit between the Year 1-8 National Standards and Year 11-13 NCEA. AJHS hasdecided to manage this by identifying expectations for Years 7-10 inclusive. This fitscomfortablywith the school’s approach in becoming amiddle school rather than separatingYears 7-8 and Years 9-10. The school is in the process of aligning assessmentswith theNZCurriculum levels (Learning Progressions) for Years 7-10. These assessments are based onOverall Teacher Judgements across Years 7-10 and staff are being supportedby professional

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development to ensure consistency. It is these assessments that have been applied whensettingtargetsforYears7-10.Data used in this document is based onAJHS 1 July, 2016 assessments (includedwithin thisdocument).Thiswillbecheckedagainstendofyeardata.Aconsequenceofthisapproachhasbeen thatwe have disaggregated our National Standards datawhenwe have set out goals.Therefore,ourtargetsarebasedonthreecohorts:

● Years1-6(basedon2015NationalStandardsdata)● Years7-10(basedonAJHSOTJs)● Years11-13(basedonNCEA)

InitialDataObservationsOurinitialanalysisofdataledustothefollowingobservations:

● Studentachievementdataacrosstheschoolsisalreadyhigh.o At National Standards level, achievement rates were above 85% for Reading,

MathematicsandWriting.o AchievementatNCEALevel2ishighatabove86.5%.

● With the exception of writing, there was no noticeable difference between genders;

henceoneofourAchievementChallengeshasafocusonwritingcoveringallyearlevels.When analysing the data we are particularly concerned about the drop-off effectbetweenendofYear6andendofYear7achievement.

● Māoriachievementisbelowthatforallotherstudents inreadingandmathematicsby

morethan10%-points.Inwritingthedifferencewasalmost5%-points.

● Pasifika achievement is identified as an area of focus where, despite small numbersachievement at National Standards in reading, writing and mathematics is between20%-pointsand25%-pointsbelowthatofallstudents.

● Although the numbers of students achieving At or Above the National Standard in

readingis88%,wewanttoensurethereisafocusforMāoriandPasifikainreadingandthereforechosetoincludereadinginourtargets.

● Despitethelownumberofpriority learnerswhowerenotachievingineitherNational

Standards or in NCEA, as school leaders we are concerned at lower levels ofachievementforMāoriandespecially,forPasifikastudentswhencomparedtoothers.

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Achievement Challenge 1: Writing Data Analysis Our data analysis shows that we have challenges in Writing. In our initial inquiry we haveidentified different elements of Writing relevant to curriculum levels and pedagogicalapproaches.Asaresult,ourWritingtargetsfocusontheparticularrequirementsateachofourthreeyeargroupingsi.e.Years1-6,Years8-10andYears11-13.ForbaselinedatawehaveusedNationalStandardsforYears1-6.InYears7-10AlbanyJuniorHighSchoolisimplementingaYear7-102016mid-yearoverallTeacherJudgementassessmentmethodologywhichisusedhereandisbeingtrialledacrosstheschool.ForYears11-13wewilluseNCEAdata.Intotalwewanttoshift:❖ 91studentsinYears1-6fromBeloworWellBelowtoAtorAbove.❖ Inaddition,wewanttoacceleratethelearningof146Year1-6studentswhoare

currentlyAttheNationalStandardandmovethemtoAbovetheNationalStandard.❖ 206Year7-10studentsbasedontheschool’sOverallTeacherJudgements.

ThefocusforYears7-10isonformal(academic)writingandourinquiryidentifiesasignificanttransition effect fromYear 6where 87% (272/313) areAt andAbove theNational Standard,fallingto79.5%(256/322)forYear7NationalStandards. Across Years 7-10 this fall is moremarked at 66.7% (207/310) based on the 2016mid-yearOverallTeacherJudgementmethodologybeingusedatAlbanyJuniorHighSchool. ThefocusforYears11-13wewanttoimprovetheabilityofallstudentstowriteassessments(inEnglish,Literacyrichsubjects,acrossallcurriculumareasandwiththeHighSchool’sImpactProjects). We see that thiswill result in improvingourUniversity Entrance literacypass andUniversityEntranceattainmentlevels. Year1-6WritingData Accordingto2015dataachievementinWritingforallourYear1-6students:

● 1588ofour1826(87%)studentsachievedAtorAbovetheNationalStandard.● 238ofour1826(13%)studentsachievedBeloworWellBelowtheNationalStandard.

Thisdataincludes:● Māori:92ofour112(82.1%)MāoristudentsachievingAtorAbovetheNational

Standard.20ofour112(17.9%)areachievingBeloworWellBelowtheNationalStandard.

● Pasifika:13ofour17(76.5%)PasifikastudentsachievingAtorAbovetheNationalStandard.4ofour17(23.5%)areachievingBeloworWellBelowtheNationalStandard.

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● Boys:739ofour914(80.9%)achievingAtorAbovetheNationalStandard. 175ofour914(19.1%)areachievingatBeloworWellBelowtheNationalStandard.This compares with 849 of our 912 (93%) of the Girls are achieving At or Above theNationalStandard.63ofour912(7%)oftheGirlsareachievingatBeloworWellBelowtheNationalStandardinWriting.

WritingYear1-6AchievementChallengeTargetOne

WearechallengingourselvestolifttheachievementinYear1-6Writingfrom1588ofour1826(87%)studentsachievedAtorAbovetheNationalStandardto1679ofour1826(92%)studentsachievedAtorAbovetheNationalStandardbasedonNationalStandards,a5%-pointshiftbytheendof2019.Thismeansmoving91additionalstudentstoAtorAbovetheNationalStandard.These91additionalstudentsinclude:

● ashiftof11Māoristudentsto103ofour112(92%)achieveAtorAbove● ashiftof3Pasifikastudentsto16ofour17(94%)achieveAtorAbove● ashiftofanadditional77otherstudentsachieveAtorAbove

ForthenumberofstudentstobetargetedinWritingforeachschoolissetoutinthetablebelowfor2017to2019:

School

TotalMaori

TotalPasifika

TotalOther

TotalShift

2017Target

2018Target

2019Target

AlbanyPrimary 2 1 39 42 8 17 17Coatesville 1 1 9 11 2 4 5Greenhithe 0 0 16 16 3 6 7Ridgeview 3 1 8 12 2 5 5

UpperHarbour 5 0 5 10 2 4 4Total 11 3 77 91 17 36 38

WritingYear1-6AchievementChallengeTargetTwo

Inadditiontomoving1679ofour1826(92%)studentsachievingNationalStandardinWritingwewant toalso increasethenumberofstudentsachievingAboveNationalStandardateachschooltobeatleast25%*.Overallthisisashiftof156students;from311outof1826(17%)to467outof1826(26%)inwriting.

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Atanindividualschoollevelthiscouldmeanthefollowing: Nameofschool #Above

20152017Target

2018Target

2019Target

TotalShift

AlbanyPrimary(580) 39(6.7%) 87(15%) 116(20%) 145(25%) 106Coatesville(240) 38(15.8%) 41(17%) 48(20%) 60(25%) 22Greenhithe(512) 111(21.6%) 113(22%) 118(23%) 128(25%) 17UpperHarbour(412) 95(23%) 103(25%) 103(25%) 103(25%) 8*RidgeView(75) 28(37%) 29(39%) 30(40%) 31(41%) 3Total(1826) 311(17%) 373(21%) 415(23%) 467(26%) 156*Ridgeviewthatisalreadyabove25%willincreaseto41%Year7-10WritingData(NBthisdataisbasedon1July2016rollandOverallTeacherJudgementsOTJs)AlbanyJuniorHighSchoolisimplementingaYear7-10curriculumandisbasingoverallteacherjudgements(OTJs)onthecurriculumlearningprogressionsinYears7-10.Thedatabeingusedisfrommid-Year 2016 and will be reviewed against end of year data. The school is currentlyundertakingsignificantprofessionaldevelopmenttoensurequalitymoderationacrossthefouryearlevels.According to July 2016 Overall Teacher Judgement data achievement in Writing for all ourstudentsinYears7-10:

● 738ofour1109(66.5%)studentsachievedAtorAbovetheNationalStandard.● 371ofour1109(33.4%)studentsachievedBeloworWellBelowtheNationalStandard.

Thisdataincludes:

● Māori:48ofour79(60.7%)MāoristudentsachievedAtorAbovetheOTJ31outof79(29.3%)areBeloworWellBelowtheOTJ.

● Pasifika:14ofour27(51.8%)PasifikastudentsachievedAtorAbovetheOTJ13ofour27(48.2%)areBeloworWellBelowtheOTJ.

● Other:676of1003(67.4%)otherstudentsachievedAtorAbovetheOTJ 327ofour1003(32.6%)areBeloworWellBelowtheOTJ.

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WritingYear7-10AchievementChallengeTargetThree

WearechallengingourselvestolifttheachievementinYear7-10Writingfrom738ofour1109(66.5%)studentsachievedAtorAbovetheNationalStandardto943ofour1109(85%)oftheOverallTeacherJudgementashiftof18.5%pointsbytheendof2019.Thismeansmoving205additionalstudents.These205studentsinclude:

● ashiftof19Māoristudentssothat67ofour79(85%)achieveAtorAbovetheOTJ● ashiftof9Pasifikastudentssothat23ofour27(85%)achieveAtorAbovetheOTJ● ashiftof177Otherstudentssothat853ofour1003(85%)studentsachieveAtor

AbovetheOTJ

Y7-10CohortAchievingAtorAboveoftheOverallTeacherJudgement(OTJ)

Y7-10Cohort

2016Baseline

2017Target

2018Target

2019Target

TotalShift

All(1109) 738(66.5%) 776(70%) 832(75%) 943(85%) 205(18.5%)

Māori(79) 48(60.7%) 55(70%) 59(75%) 67(85%) 19(24.3%)

Pasifika(27) 14(51.8%) 19(70%) 20(75%) 23(85%) 9(33.2%)

Other(1003) 676(67.4%) 702(70%) 753(75%) 853(85%) 177(17.6%)

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Achievement Challenge 2: Mathematics OurdataanalysisshowsthatwehavechallengesinMathematics.Intotalwewanttoshift❖ Years1-6wewant to shift91 students fromBeloworWellBelowtoAtorAbove the

NationalStandard.Thisincludes19Māoriand4Pasifikastudents.❖ InYears7-10wewanttoshift174studentsfromBeloworWellBelowtoAtorAbove

basedonanOverallTeacherJudgement(OTJ).❖ In addition, we want to accelerate the learning of 173 Year 1-6 students who are

currentlyAttheNationalStandardandmovethemtoAbovetheNationalStandard.Years1-6MathematicsDataInYears1-6,1625ofour1826(89%)studentsachievedAtorAbovetheNationalStandard.201ofour1826(11%)studentsachievedBeloworWellbelowtheNationalStandard.Thisdataincludes:

● Māori:85ofour111(76.6%)MāoristudentsachievedAtorAbovetheNationalStandard.26ofour111(23.4%)MāoristudentsareBeloworWellBelowtheNationalStandard.

● Pasifika:12ofour17(70.5%)PasifikastudentsachievedAtorAbovetheNationalStandard.5 of our 17 (29.5%) Pasifika students achieved Below or Well Below the NationalStandard.

MathematicsYear1-6AchievementChallengeTargetOne

WearechallengingourselvestolifttheachievementinYear1-6Mathematicsfrom1625ofour1826(89%)achievingAtorAbovetheNationalStandardto1716of1826(94%).A5%-pointshiftbytheendof2019.Thismeansmoving91additionalstudents.These91studentsinclude:

● Ashiftof19Māoristudentssothat104outofour111(94%)achieveAtorAbovetheNationalStandard.

● Ashiftof4Pasifikastudentssothat16outofour17(94%)achieveAtorAbovetheNationalStandard.

● Ashiftofanadditional68otherstudentssothat1596outofour1698(94%)otherstudentsareAtorAbovetheNationalStandards.

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For2019thenumberofstudentstobetargetedinMathematicsforeachschoolissetoutinthetablebelow:

School

TotalMaori

TotalPasifika

TotalOther

TotalShift

2017Target

2018Target

2019Target

AlbanyPrimary 8 2 35 45 11 17 17Coatesville 1 0 8 9 2 3 4Greenhithe 0 0 17 17 4 6 7Ridgeview 3 1 5 9 2 3 4

UpperHarbour 7 1 3 11 2 4 5Total 19 4 68 91 21 33 37

MathematicsYear1-6AchievementChallengeTargetTwo

InadditiontomovingstudentsachievingAtorAbovetheNationalStandard to1716of1826(94%)wewant to increase thenumberof studentsachieving fromAt toAbove theNationalStandardinMathematicsfrom466ofour1826(25.5%)to647ofour1826(37%)bytheendof2019.Thisisashiftof208studentsand11%.Atanindividualschoollevelthiscouldmeanthefollowing: Nameofschool 2015

#Above2017Target

2018Target

2019Target35%

TotalShift

AlbanyPrimary(580) 76(13%) 145(25%) 174(30%) 203(35%) 127(22%)

Coatesville(240) 79(33%) 85(35%) 90(38%) 96(40%) 17(7%)

Greenhithe(512) 150(29%) 154(30%) 154(30%) 180(35%) 30(6%)

RidgeView(75) 25(33%) 26(35%) 28(37%) 30(40%) 5(7%)

UpperHarbour(412) 136(33%) 145(35%) 155(38%) 165(40%) 29(7%)

Total(1826) 466(26%) 555(30%) 601(33%) 674(37%) 208(11%)

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Year7-10DataAlbanyJuniorHighSchoolisimplementingaYear7-10curriculumandisbasingOverallTeacherJudgements(OTJ)onthelearningprogressionsinYears7-10.Thedatabeingusedisfrommid-Year2016andwillbereviewedagainstendofyeardata.AccordingtoJuly2016data,achievementinMathematicsforallourstudents:

● 769ofour1109(69.3%)studentsachievedAtorAbovetheOTJ.● Māori:44ofour79(55.7%)MāoristudentsachievingAtorAbovetheOTJ.

33ofour79(41.77%)areBeloworWellBelowtheOTJ.● Pasifika:15ofour26(57.6%)PasifikastudentsachievingAtorAbovetheOTJ.

9ofour26(34.6%)areBeloworWellBelowtheOTJ.● Other:710(70.7%)ofour1004studentsachievingAtorAbovetheOTJ.

MathematicsYear7-10AchievementChallengeTargetThree We are challenging ourselves to lift the achievement in Years 7-10 from 769 of our 1109(69.3%)studentsachievedAtorAbovetheOTJinMathematicsto942of1109(85%).Thismeansmoving173additionalstudentsanda15.7%pointshiftbytheendof2019.These173studentsinclude:

● Ashiftof23Māoristudentssothat67ofour79(85%)achieveAtorAbovetheOTJ.● Ashiftof7Pasifikastudentssothat22ofour26(85%)achieveAtorAbovetheOTJ.● Ashiftof143otherstudentssothat853ofour1004(85%)achieveAtorAbovethe

OTJ.

Y7-10CohortAchievingAtorAboveoftheOverallTeacherJudgement(OTJ)

Y7-10Cohort

2016Baseline

2017Target

2018Target

2019Target

TotalShift

All(1109) 769(69.3%) 832(75%) 887(80%) 942(85%) 173(15.7%)

Māori(79) 44(55.7%) 59(75%) 63(80%) 67(85%) 23(29.3%)

Pasifika(26) 15(57.6%) 20(75%) 21(80%) 22(85%) 7(27.4%)

Other(1004) 710(70.7%) 753(75%) 803(80%) 853(85%) 143(14.3%)

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Achievement Challenge 3:

NCEA Level 1, 2 & 3 and University Entrance Albany Senior High School is founded on the acquisition of future focused skills within itsmodernlearningenvironment.SchoolImpactProjectsprovideauthenticplatformforstudentstointegratetheir learningwhensolvingreal-worldproblems.Theuseof impactprojectsis inplace at both the senior and juniorhigh schools. As aCommunity,wewill explorehow thisapproachcanbebroadenedtoincludeallprimaryschools.Theschoolisconcentratingitseffortsonexploringthetransformativepoweroftechnologytoengagestudentsindeeplearninginclassratherthanmeetingmaterialforthefirsttime.Theaimistwofold:1)Toimproveoverallachievement.2)Toshowmasteryinlearningtoincreasethequalityofachievement.DataAnalysisandAchievementChallengeTargetsAlbanySeniorHighSchoolisaYear11-13schoolandassuchitsfocusisonNCEAandvocationalpathways forpostsecondarysuccess. Whenanalysingthe2015rollbaseddata, thegreatestvariationwasbetweengendersandethnicity.*OtherisIncludingInternationalStudents.

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2015NCEALevel1ResultsAccordingto2015endofyeardata206ofour258(79.9%)studentsattainedNCEALevel1.Thetablebelowgivesafurtherbreakdownbygenderandethnicity:

NCEALevel1

Male Female Asian NZEuropean

Māori Pasifika *Other Overall

Cohort# 130 128 53 169 17 2 17 258

Achieved

% No % No % No % No % No % No % No % No

76.3 99 83.5 107 86.8 46 81.1 137 59 10 100 2 65 11 79.9 206

NCEALevel1AchievementChallengeTargetWeaimtoliftthenumberofstudentsachievingNCEALevel1from79.9%toatleast90%bytheendof2019.Thisisashiftof18%and26learners.

NCEALevel1AchievementChallengeTargets

Targets 2015Baseline

2017Target

2018Target

2019Target

TotalShift

% No % No % No % No % No

All(258) 79.9 206 85 219 87 224 90 232 10.1 26

Male(130) 76.3 99 80 104 85 111 90 117 13.7 18

Female(128) 83.5 107 85 109 87 111 90 115 6.5 8

Asian(53) 86.8 46 89 47 91 48 91 48 3.8 2

European(169) 81.1 137 85 144 87 147 90 152 8.9 15

Māori(17) 58.8 10 76 13 82 14 88 15 29 5

Pasifika(2) 100 2 100 2 100 2 100 2 0 0

Other(17) 64.7 11 76 13 82 14 88 15 23.5 4

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NCEALevel2



Cohort# 126 134 54 175 22 4 5 260

Achieved


89.7 113 88.1 118 90.7 49 92.6 162 68.2 15 100 4 20 1 88.8 231

NCEALevel2AchievementChallengeTargetWeaimtoliftthenumberofstudentsachievingNCEALevel2from88.8%toatleast95%bytheendof2019.Thisisashiftof6.1%and16learners.



2017Target

2018Target

2019Target

TotalShift


All(260) 88.8 231 90 234 92 239 95 247 6.1 16

Male(126) 89.7 113 92 116 94 118 95 120 4.8 7

Female(134) 88.1 118 90 121 92 123 95 127 7.2 9

Asian(54) 90.7 49 93 50 94 51 95 51 3.7 2

European(175) 92.6 162 93 163 94 165 95 166 2.3 4

Māori(22) 68.2 15 77 17 86 19 95 21 25.4 6

Pasifika(4) 100 4 100 4 100 4 100 4 0 0

Other(5) 20 1 60 3 80 4 100 5 80 4

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NCEALevel3



Cohort# 116 140 53 168 16 4 15 256

Achieved


73.3 85 87.1 122 100 53 81 136 62.5 10 75 3 47 7 80.9 207

NCEALevel3AchievementChallengeTargetWeaimtoliftthenumberofstudentsachievingNCEALevel3from80.9%toatleast90%bytheendof2019.Thisisashiftof9.1%and23learners.



2017Target

2018Target

2019Target

TotalShift


All(256) 80.9 207 82 210 85 218 90 230 9.1 23

Male(116) 73.3 85 80 93 85 99 90 104 16.4 19

Female(140) 87.1 122 87 122 88 123 90 126 2.9 4

Asian(53) 100 53 100 53 100 53 100 53 0 0

European(168) 81 136 83 139 87 146 90 151 8.9 17

Māori(16) 63.2 10 75 12 85 14 90 14 25.8 4

Pasifika(4) 75 3 75 3 85 3 100 4 25 1

Other(15) 46.7 7 60 9 80 12 90 13 44 6

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2015UniversityEntranceResultsAccordingto2015endofyeardata166ofour256(65%)studentsattainedUniversityEntrance.Thishasdroppedinrecentyearssincetherequirementof14creditsinthreesubjectshasbeenintroduced.Thetablebelowgivesafurtherbreakdownbygenderandethnicity:

NCEAUE



Cohort 116 140 53 168 16 4 15 256

Achieved


50 58 77.2 108 92.3 49 64.3 108 25 4 25 1 13 2 65 166

NCEAUniversityEntranceAchievementChallengeTargetWeaimtoliftthenumberofstudentsachievingUniversityEntrancefrom65%toatleast85%bytheendof2019.Thisisashiftof20%and52learners.

UniversityEntranceAchievementChallengeTargets


2017Target

2018Target

2019Target

TotalShift


All(256) 65 166 70 179 75 192 85 218 20 52

Male(116) 50 58 65 75 75 87 85 99 35 41

Female(140) 77 108 80 112 83 116 85 119 8 11

Asian(53) 92 49 95 50 95 50 94 50 2 1

European(168) 64 108 70 118 75 126 85 143 21 35

Māori(16) 25 4 50 8 75 12 88 14 63 10

Pasifika(4) 25 1 50 2 75 3 100 4 75 3

Other(15) 13 2 50 11 75 11 85 13 73 11

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Our Key Strategies

The principals have identified six strategies of improvement to achieve their AchievementChallenges:

● EffectiveTransitions● StudentAgency● CulturallyResponsivePedagogies● CommunityInvolvement● TeacherEffectiveness

Whilst a focus will remain on the accelerated achievement of target group students, theprincipals believe that through improving these six areas of teacher practice and pedagogyacross thebreadthofour schools, all teacherswill increase in capacity and thiswill result inimprovedresultsforallstudents.

Theprincipalswantthewordsinthesestrategiestoachievemultiplepurposes:

● Toinspireourteachersandlearnerstojointhejourney.● Tocreateadesireinourschoolstomoveforwardasanentirecommunityratherthan

justaschool.● TogetourAchievementChallengeendorsedwiththeMinistryofEducation.● Tocreatesomethingthatfutureemployeeswillwanttobeapartof.

Framework

Theprincipals’ haveexplained their initial thoughtsoneachof these strategiesbelow. Theyhavechosentoleavetheseuneditedandslightlyfragmentedatthisstage,asweconsiderthisistheworkofourfirstyear.Theyhaveusedthefollowingframeworktodefineeachstrategyandexplainthegoalwithinit:

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1. Definitionofconcept(driver)2. Justimagine…3. Inordertodosowewillneedto…

EffectiveTransitions Definitionofconcept(driver)Successfultransitionsineducationoccurwhenstudentsdevelopastrongsenseofbelonginginthenewsettingandfeelproudandsupportedintheiridentity,languageandculture.Successfultransitionsarecritical inenablingstrongeducationpathways forall students,butparticularlyourstudentswhoareMāoriandPasifika.Keytransitionsinclude:

● beginningearlychildhoodeducationandcareservices● startingschool● changingyearlevelswithinaschool● transferringfromoneschooltoanother● shiftingfromprimaryschooltointermediateschool,andontosecondaryschool● moving fromsecondary schoolor reengagingpost compulsory schooling tovocational

education and training tertiary education, and higher skilled employment (Ka Hikitia,2012)

Justimagine…Just imaginewhat itwouldfeel likeforour learnersandfamiliestotravelfromoneschooltothenext-feeling‘known’fromthedaytheystart.Justthinkhowpowerfulitwouldbefortheirteachers to be able to reference where they’ve come from, who has been a part of theirjourneythusfaraswellasbeingabletoreferencewheretheywillbegoinginthefuture.Justimagine as a teacher being able to call upon colleagues across the cluster to help solutionfindingforstudents-growingandbuildingonwhathasworkedwellinthepast.Inordertodosowewillneedto…Weneedtimetogettoknoweachotheraslearningorganisations:whatwedo,howwedoitandwhoisthere,andtocapitaliseonoursimilaritiesandtobuildpowerfulpathwaysbetweenusthroughhavingasharedvisionandsharedlanguage.Theimplementationteamwilldojustthat in our first year as a COL. Creating a mosaic for our cluster so that together we candetermine what steps or actions are necessary for us to strengthen pathways or createpathwayswherenonecurrentlyexist.

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Student Agency Definitionofconcept(driver)Successful student agency occurs when there is very strong belief that learners requireownershipofthelearningprocesstobehighlyeffective.Learnersmustbeinvolvedincaringandinclusivelearningcommunitieswherehighlyproductiverelationships exist between teacher and students (and among students) and everyone isempoweredtolearnwithandfromeachother.Self-efficacy-theextentorstrengthofone'sbeliefinone'sownabilitytocompletetasksandreachgoals–isverystronglysupportedwithinthelearningcommunity.Studentsare supportedwithhighlyappropriate resourcesandstrategies to strengthen theirunderstandingofthelearningprocess,theirengagementandtheirindividualcompetencies.Justimagine…Iflearnerswereconsistently:

● excitedand‘ignited’during‘new’learning● understandingwhattheyarelearning● understandingwhytheyarelearning● askingessentialquestionstoclarifytheirlearning● makingaccuratejudgementsabouttheirlearning● sharingopenlytheirlearningsuccesses(andnon-successes)● negotiatingclearnextlearningsteps● ‘ignited’againwiththelearningprocess● workinalearningclimatewhichallowsalltheabovetohappen● abletocreateandrecreatetheirfuture

Inordertodosowewillneedto…ExploreCOL-wide ownership of a flexible, open shared learning process/cycle and learningclimatewhichhasstudentagencyatitscore

● Whatdoesthislooklike?● Whataretheessential,non-negotiableaspects?● Whataretheessentialsuccessindicators?● Whatrolesdodifferentstakeholdersplay?

Support school leaders to successfully allow stakeholder ownership of a COL learningprocess/cycle&learningclimate.Supportteacherstosuccessfullyimplementthislearningprocess/cycle&learningclimate.

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Supportteacheraides/administrationstaff tosuccessfullysupportthis learningprocess/cycle&learningclimate.SupportWhānautosuccessfullysupportthislearningprocess/cycle&learningclimate.

CulturallyResponsivePedagogiesDefinitionofconcept(driver)The delivery of a culturally responsive pedagogy ensures the diversity of our students isvalued. Itaffirmstherichnessfound inthe languages,heritagesandcustomsof learnersandusestheseasplatformsforsuccess.Justimagine…ThatourMāoriandPasifikastudentsdescribed thekeymotivatorsof their success tobe theconsistently high level of relationships they had with their COL teachers who understood,respected and adapted to their differences, while promoting their participation in rich anddynamiclearningactivities.InordertodosowewillneedtoAccessexpertisetodeepenourunderstandingandapplicationoftheEssentialTeachingProfile(Te Kotahitanga) across our COL. We will support teachers to adapt their learning focusedrelationshipstorelateandinteractwithdifferentculturesinenvironmentsthatarefoundedonhigh expectations, promote learning through interactive teaching styles and supportcollaborativereflection.

CollaborativeLearning OurCommunityisalreadysharingsomegoodpractices.Itisthrougheffectiveteachingpracticethatwewill support all of our students.Our Community provides uswith an opportunity tobuild on this collaboration, particularly through our common understanding of learningprogressions.Definitionofconcept(driver)Collaborationhasbeen identifiedasa future-focusedcapability,essential for lifeandwork inthe interconnected world of the 21st Century. School leaders and teachers are learning tomodelandteachthesecapabilitiesinandacrosstheirschools.

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Collaborativeschoolswork together to improve thequalityofprofessional learningandbuildtheir capacity for improvement. Staff at these schools recognise that sharing skills amongstcolleagues is amore powerful form of professional learning than an individual approach. Itdevelopstrustingrelationshipsthatleadtosharing,critiquingandimprovingpractice.Justimagine…IftheschoolsinourCOLwereknownfortheircollaborativeapproachtoteachingandlearning.TeacherswouldhaveasharedcommitmenttoraisingachievementacrossYears1 -13. Theywouldbe valued for their adaptiveexpertise,whichwouldbeused in these schools to solveproblems and excel as a group. Colleagueswould know each other and naturally engage inlearningconversationstogether.Webelievethat the learningpowerof theCOLcomes fromnotone leaderorschoolbut thesharedimaginingsofthewholegroup.TheCOLwouldbeknownforit’shighlyinnovativeapproachtoeducationandexcellentstudentresults.Inordertodosowewillneedto…Haveasharedunderstandingofwhatitmeanstoworkcollaboratively.AllschoolswillneedtocommittothisapproachasthefoundationoftheCoL’sdevelopment.Wewillunderstandthattrue collaboration results in a better outcomes i.e. much larger than what is possible ofindividuals.The Stewardship Group, Principals and Achievement Challenge Leadership positions willexemplifyacollaborativeapproachandmodelthisacrosstheCOLandwithintheirownschools.Theywillgenuinelybelieveincollaborationasthepathwaytomorepowerfullearning,inquiry-richenvironmentsandincreasedleadershipcapacity.Schoolswillusethiscollaborativeapproachtodevelopcommonunderstandingsabouteffectiveteaching practices. They will have a shared language in regard to pedagogies, curriculumcontent,deliveryandassessments.

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CommunityInvolvement CommunityInvolvementOur focus is on creating powerful education connections with our parents, Whānau andcommunity. Each school will strengthen its approach to working with parents,Whānau andcommunityincelebratingoursuccessasagroup.Definitionofconcept(driver)Boards combine and support each other and the Community as a whole. Being aware thatestablishing connections and relationships with parents, families, Whānau and communitiesprovidesaccesstoagreaterrangeofresourcestosupporteducationendeavourandenhancesoutcomes for all students. This involves using cultural responsivenessmodels/pedagogies tosupportstrengtheningWhānauengagement.Justimagine…Parentsarefamiliarwiththeschoolsintheirchild'slearningpathwayandfeelconfidentabouttheirexistingand'nextschool'partnerships.Families are involvedand consultedabouthow their students learnbest andareengaged inworkingtogethertosupporttheirstudents.ParentsareconfidentinsendingchildrentoanyoftheschoolsinourCommunity.Inordertodosowewillneedto…Assistboardsandstafftocontinuetoworktogetherasacollegialgroup.Make sure community and local resources are accessible, shared and used across theCommunitytomeettheneedsofallteachersandstaff.especiallyculturallyrichresourcesthatwillenhanceourknowledgeofdifferentcultures(Asian,Maori,Pasifika).SchoolsinformationeveningstobeopentoallCOLcommunitiesforprofessionaldevelopment,toshareknowledgeandcelebratesuccess.

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TeacherEffectiveness Wewillallbe learnerssothatwecanreflectonour teachingpractice, learnhowto improveandmodel a consistent practice that enhances learning for all.Wewillmodel collaboration,incorporatinggrowthmindsetsandauthenticdialogue,inordertodevelopequity,excellence,andeffectivenessineverylearningcontextinourcommunity.In this sense effectiveness will ultimately be measured against the outcome of studentachievementbutwewilldevelopourselvesinunderstandingadaptiveexpertisethatevidenceshows improves achievement. This requires that we build evaluative capability across allstakeholders.Webelievein:

● whakamana(empowerment)-toengageinprofessionallearningandinquirythatbuildscapacity;and

● wananga(tomeetdiscussandlearn)-gatheringtheknowledgeofotherstobuildnewunderstandingsthathelpsdefinetheconceptofteachereffectiveness.

Inadditiontoliftingourteachereffectiveness(includingthatofleaders)wealsowanttoraiseconsistencyofbothwithinschoolandacrossourCommunity.Definitionofconcept(driver)

BuildingEvaluativeCapability for students, teachers, leaders, andacrossour communityoflearners.In the early stages of implementation,we (the CoL)will review and investigate the levels ofevaluative capability and data literacy in our schools and across the CoL, using a series ofinquiry projects (probes). Although we recognise that not everything that is important forlearning can be measured (and that not everything measured is important), two keyperspectivesunderpinthiswork:

1. Our COL’s commitment to designing and developing ways of measuring valued studentoutcomes across the full breadth of the curriculum, to reflect the scope and consequentstudent successes, and the broad range and depth of the rich curriculum being offered byschools.

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2.Weconsiderevaluativecapabilityanddataliteracyessentialforprovidingasoundevidencebase fordecisionmakingand forstrategies thatare the focusofourAchievementChallenge,suchasStudentAgency,Collaboration,CulturallyResponsivePractices.Justimagine…Just imaginehow inclusive itwouldbe forall stakeholders tounderstandthedatawecollectbasedon learningoutcomes.Thecommunitywouldknowtheevidencebaseuponwhichouranalysesrestandbeabletocollaboratewithandsupportschoolsonmeetingtargets.Thepowerof teachersand leadersknowingwhereweare inbeingeffectiveandexcellent inour practice, and being able to speakwith our communitywith a shared language, over theschool-timeofourstudents,meansthatwewillhaveacommonunderstandingofprogressandachievement.Imaginethecommunitydialoguearoundequity,excellence,andeffectivenessandthechangeswe may see in values, behaviour, and support for each other. We will build even deeperfoundationsforthealreadyfabulouslearningthattakesplaceinourschools.Inordertodosowewillneedto…We need to make explicit what our understanding of teacher effectiveness is, within eachschoolandintra-school.Weneedtoexploreandinquireintoevaluationmethodsandteacherdevelopment. We then need to come together with a shared vision for what we need toachieve in teaching practice for quality student outcomes. The knowledge is within ourcommunityalreadyandwecanbuildonour similaritiesandexplore thedifferences.Thekeyresourcewillbetime.

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Whānau ki te Ako: Albany-Greenhithe Community of Learning Code of Conduct

Allparticipantswillberespectfulofeachother's’viewsandopinions.AllparticipantswillundertaketoreadandcontributeinaninformedmannertothecritiqueandCommunity’sdiscussions.All participants will value new learning and critique, and treat shared information in aprofessionalmanner.Thiswillincludeusingshareddatafortheexpresspurposesitisintendedfor.Inacaseofdisputeorbreakdownincommunication,matterswillbereferredtotheLeadRoleof theCommunity. WherethePrincipalLead is involvedorunabletoresolvedifferencestheothermembersof thePrincipals’WorkingParty, twoappointedboardmemberswillmeet toidentifyawaytoresolvetheconcerns.All positions of appointment to the Community agree to abide by the philosophy of theinitiativewhichvaluestheuniquenessofeachschool inthecontextoftheAlbany-GreenhitheCommunityofLearning.AppointmentstopositionsofacrossschoolleadershipwillinvolvethecollectivewisdomofalltheleadersinschoolswhereanappointeeshallworkandwillalwaysberepresentativeofthespreadofschoolsintheCommunity.

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A

Whānau ki te Ako: Albany-Greenhithe Community of Learning

Memorandum of Agreement PARTONE UndertakingtoworkasaCommunityofLearning TheBoardsofTrusteesandPrincipalsoftheschoolsintheAlbany-GreenhitheCommunityofLearninghaveagreedthattheCommunityofLearningisbasedoncollaboration,withthepartnersworkingtogetherinaspiritofco-operationandgoodfaithforthebenefitoftheirstudentstoraisestudentachievement.ThepurposeofthisMemorandumofAgreement(MoA)istoconfirmthenatureofcollaborationandtoestablishtheframeworkandprocedureswithinwhichtheAlbanyGreenhitheCommunityofLearningwilloperate. TheschoolsintheAlbanyGreenhitheCommunityofLearningare:

● AlbanyJuniorHighSchool ● AlbanySchool ● AlbanySeniorHighSchool ● CoatesvilleSchool ● GreenhitheSchool ● RidgeviewSchool ● UpperHarbourSchool

TermsofAgreement ThisagreementisforaperiodofthreeyearscommencingfromJanuary282017.

a) AgreementReview:Oneyearpriortotheendofthisterm,i.e.,by28January2019theschoolsintheAlbany-GreenhitheCommunityofLearningwillformallyreviewwhethertocontinueinitscurrentcomposition.

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WorkingTogether ● Wehaveidentifiedsharedachievementchallengesthatarerelevanttotheneedsofthestudents

withinourschools. ● Wehavecollaborativelydevelopedapreliminarysharedachievementchallengeplantoaddress

thesesharedachievementchallengesinordertoachievethevaluedoutcomeweseek.ThisplanwillbefurtherdevelopedoncewehaveourAchievementChallengesendorsedandwillbesharedwithourcommunities.

● WewillutiliseandmanagededicatedresourcesprovidedtotheCommunityofLearningteacherand

leadershiprolesandassociatedInquiryTimetobestimplementtheplan. ● Wewillinvolveparents,students,familiesandWhānauandcommunitiesinimplementingtheplan. ● TheindividualBoardsofTrusteeswillreferencetheAlbany-GreenhitheCommunityofLearningplan

withintheirownindividualschoolchartersalongwiththegoalsandobjectivesrelatingtotheneedsoftheirownstudents.

● Wewillimplementsystemsformonitoring,reviewingandadaptingtheplanasnecessaryandwe

willestablishandoperateanoperationalstructuretomanagetheprocessestoimplementtheplan.Anoperationalstructureisattached.

VariationtotheAchievementPlan

a) Changestothesharedachievementchallengesplan:Wheresubstantialchangesaremadetotheplani.e.thechallengesbeingaddressedand/ortheapproachesusedtoaddressthem,and/ormilestone/reviewdates;thiswillnecessitateAlbany-GreenhitheCommunityofLearningtoagreetotheamendedplan.Anysuchamendmenttotheplanwillbeattachedtotheoriginalagreement.

PARTTWO Privacy TheCommunityofLearningPrivacyprotocol(assetoutinAppendix1oftheCommunityofSchoolsGuideforSchoolsandKura),whichiscompliantwiththePrivacyAct1993,andtheOfficialInformationAct1982(sharingofaggregateddata),hasbeenadoptedbyourCommunityofLearning.AllparticipatingBoardsagreetocomplywithandtoensurecompliancewiththeprivacyprotocolwhendealingwithpersonalinformationaboutleaders,teachers,students,parents,familiesandWhānau.ThePrivacyProtocolisattachedasanAppendix.

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Variations WeacknowledgethatthefollowingmustberecordedasanamendmenttothisAgreementandtheMinistryofEducationinformedasperthefollowing:

A. ChangetothecompositionoftheCommunityoflearningI. Joining:WhereaschoolistojoinourCommunityofLearning,theMinistryofEducationisto

beinformedofthispriortothechangetakingeffect.II. Withdrawing*WhereanyBoardelectstoleaveourCommunityofLearningtheywillprovide

noticenolaterthantheendofTerm2toourCommunityofLearningandtheMinistryofEducation.Thewithdrawalwilltakeeffectfromthestartofthefollowingyear.

(*)ThisdoesnotprecludeawithdrawingschoolfromparticipatinginanotherCommunityofLearningwithoutresourcingduringthisperiodofnotice.

B. WeacknowledgethatouragreementtoclausesAa)1and11haveresourcingandemployment

relationsimplicationsforschoolsinourCommunityofLearning.Particularly:

I. Whereoneoftherolesisemployedbythedepartingschool.II. Wherethedepartingschooliscriticaltothemaintenanceofthestudentpathwaywithinthe

CommunityofLearning.

C. ChangestothecompositionofourCommunityofLearningwillrequire:

I. ApprovalbytheMinistryofEducation.II. AmendmenttothelistofsignatoriestothisAgreement.

D. DisestablishmentoftheCommunityofLearning:

Ifpriortotheterminationdateofthisagreement,ourCommunityofSchoolsdeterminestodisestablish,wewillnotifytheMinistryofEducationofthisintentimmediately.WeacknowledgethesameconditionsinclauseA)11Withdrawing,applytodisestablish. possibleapproachforAchievementChallenges AlbanyJuniorCollegeBoardofTrustees AlbanyPrimarySchoolBoardofTrustees AlbanySeniorHighSchoolBoardofTrustees CoatesvilleSchoolBoardofTrustees

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GreenhithePrimarySchoolBoardofTrustees RidgeviewSchoolBoardofTrustees UpperHarbourPrimarySchoolBoardofTrustees forAchievementChall

learning pathway shared achievement challenge plan€¦ · by parents and whānau and this is...

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