Taieri College - Charter 2019-2021

 
Taieri College - Charter 2019-2021
Taieri College

Charter 2019-2021
Taieri College - Charter 2019-2021
OUR MISSION

To deliver a challenging and enriching education in a
supportive environment that will transform the lives of
our students.

OUR VISION

To provide a safe, friendly environment where students
will experience an innovative and cohesive education
to enable them to become confident, connected, life-
long learners who are positively involved in society.

                               Taieri College Charter (2019 to 2021) - Page 2 of 31
Taieri College - Charter 2019-2021
OUTCOME OF OUR VISION –
what we want for our young people

People who:
    will be creative, energetic and enterprising
        will seize the opportunities offered by new knowledge and technologies to
         secure a sustainable social, cultural, economic, and environmental future for
         our country
        will work to create an Aotearoa New Zealand in which Maori and Pakeha
         recognise each other as full Treaty partners, and in which all cultures are
         valued for the contributions they bring
        will continue to develop the values, knowledge, and competencies
         (Thinking; Using Language, Symbols and Text; Managing Self; Relating To
         Others; Participating and Contributing) that will enable them to live full and
         satisfying lives
        will be confident, connected, positively involved and lifelong learners.

                  Confident                                Actively involved
       positive in their own identity           participants in a range of life
       motivated and reliable                    contexts
       resourceful                              contributors to the well-being of
       enterprising and entrepreneurial          New Zealand – social, cultural,
       resilient                                 economic and environmental
                 Connected                                  Lifelong learners
     able to relate well to others              literate and numerate
     effective users of communication           critical and creative thinkers
      tools                                      active seekers, users, and
     connected to the land and                   creators of knowledge
      environment                                informed decision makers
     members of communities
     international citizens

                                                 Taieri College Charter (2019 to 2021) - Page 3 of 31
OUR ROLL

100
                       Taieri College Roll - February 2019
 95
 90
 85
 80
 75
 70
 65
 60
 55
 50
 45
 40
 35
 30
 25
 20
 15
 10
  5
  0
        Year 7              Year 8             Year 9               Year 10             Year 11         Year 12             Year 13
                                                             Boys         Girls

                               Taieri College Roll Comparison
1200
1150
1100                                                                                                    120                      122
1050                                                                                                                       100
1000                  79       83       86                                                                    108
                                                68              137
 950                                                    98               127               111    127
             78                                                                   104                   170                      172
 900                  106               120                                                                                147
                               136             148
 850    83                                                                                                    166
             106                                        166                                       120
                                                                155      135               160
 800                                                                              148
                      167                                                                               158                      159
 750   102                     147      176                                                                                187
             127                               181
 700                                                                                              157         161
                                                        158     137      157               126
 650   123                                                                        162
 600                  161                                                                               172                      173
             169               180      188                                                                                160
 550                                           157                                         154
       130                                              146     169      158                      167         177
 500                                                                              124
 450                  188                                                                               166                      167
 400         157               190      174                                                                                168
                                               153                       126               168    145
       167                                                      161               159                         151
 350                                                    177
 300
 250         162      178                                                                               185                153   185
                               163      146    170                       161
       137                                                      125                        133    164         141
 200                                                    150                       160
 150
 100         172      161               164                                                             172                174   173
       146                     141             139              152      152      122      152    133         147
  50                                                    115
   0
       2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019

                   Year 13           Year 12         Year 11          Year 10           Year 9     Year 8         Year 7

                                                                          Taieri College Charter (2019 to 2021) - Page 4 of 31
COLLEGE AND COMMUNITY

Taieri College, situated in Mosgiel, Dunedin, serves a well-defined local community.
As a Decile 7 co-educational Year 7- 13 college it continues a commitment to
education that began in this area in 1853.

Taieri College is a community college. This concept involves the college having a
sense of ownership by the people of the Taieri. We share with the whole
community the important role of developing our young people.

Logo significance
                                                                  Saddle Hill
                                                                     Taieri’s major landmark
                                                                     Legendary and historic
                                                                     Iconic status
        Sunshine
           New era
           Life-giving
           Warmth, health, happiness
           Taieri’s better weather
                                                                  Blue and Gold
           Recognition of Chinese society
                                                                      Taieri’s colours
           Adds vivacity to design
                                                                      Recognition of Scottish society

    The Water Dish
       Taieri River, Waipori River and
        Silverstream                                          Set of Three
       Meandering appearance of rivers                           Three rivers
       A region born from water                                  Three centuries of Taieri schools: 1800s,
       Legend of Makamaka                                         1900s and 2000
       Maori koru shapes (birth, young)                          Three school names: Mosgiel Intermediate
       Strong New Zealand symbolism                               and The Taieri High School becoming Taieri
                                                                   College
       Students finding their way in life
                                                                  Three-way relationship: students, staff and
       Recognition of Maori society
                                                                   family
       Adds movement to design

The Taieri Plain is a clearly defined geographical area which has a proud tradition
of sturdy independence and a commitment to its unique mix of town and country.
It is a community which is willing to embrace change and has looked to diversify
and grow to meet the evolving needs of the markets for its products. It has warmly
embraced the technical and scientific world in its desire to maximise its production
yet has retained its sense of cohesiveness and of family values.

Families of the Taieri Plain choose Taieri College to educate their young people.
They want:
     a co-educational seamless school
     a safe, supportive environment
     broad-based balanced education
     strong community links
     an education that will equip their young people for the 21st Century
     credentials that will give students from the school the personal resources to
      fulfil their goals.

At the same time the community wants its young people to be nurtured and cared
for by staff with values similar to their own. They look to the college to help them
teach their young about respect and caring for others, about being honest and
trustworthy and to learn about hard work and commitment and the benefits and
rewards these can bring.
                                               Taieri College Charter (2019 to 2021) - Page 5 of 31
SHARED VALUES

Our shared values are the important qualities we live by; shown in the ways we go
about our work and relationships with others.

Excellence
This means we:
 constantly strive for our personal best, challenging self, showing a positive
    attitude, perseverance, and being accountable
 encourage ourselves and others to show courage in striving for new learning as
    we test ourselves and others in healthy competition
 provide opportunities and help for every individual to reach their potential.

Respect
This means we:
 have pride in ourselves, our family, our college and our community
 take responsibility for our actions and act with honesty and integrity
 show respect for the beliefs and values of other cultures and acknowledge the
    importance of the Treaty of Waitangi as the founding document of our society
 respect the fragility of our environment and strive to practise ecological
    sustainability.

Our Commitment to the Government Requirements
Taieri College is committed to meeting all the requirements of:
 the Treaty of Waitangi. This means that Taieri College will:
    - Ensure an awareness of Tikanga and Te Reo is created within the college
       through curriculum areas, College assemblies, signage and the college
       newsletter (where appropriate).
   - Parents and caregivers who wish to have their young person educated
       through Te Reo Maori will:
       - Have explained to them what Taieri College does to meet Te Reo and
           Tikanga Maori needs in its regular programme.
       - Be offered the opportunity for assessment of the suitability of the student
           for study through Correspondence School
       - Be invited to explore the availability of family support in Te Reo.
       - Work with the college to access external agencies able to offer support.
   the National Education Goals
   the Foundation Curriculum Policy Statements
   the National Curriculum
   the National Administrative Guidelines
   all relevant legislation that applies to all aspects of school operation.

                                                 Taieri College Charter (2019 to 2021) - Page 6 of 31
2019 – 2021 STRATEGIC FOCUS

             Transforming the lives of our students by positively engaging them in
                                  education at Taieri College
    Statements of
         Intent.                         How?                          Who?                 When?                         Resourcing
   We intend to…
Instil confidence in   School Values and expectations           Principal and whole   Ongoing                      N/A
our students by                                                 staff
providing an
environment that is
both emotionally       Positive Teacher/Student Relationships   Whole staff           Ongoing                      N/A
and physically safe.   (Ako)
Classrooms will be
inclusive and cater    Tataiako (cultural competencies)         Whole staff           Ongoing                      Professional
for the needs of all                                                                                               Development
learners, regardless
of age, ethnicity,     Health Programmes                        Health and PE         Ongoing and                  Ongoing PLD
gender or ability.                                              Curriculum Director   reviewed in                  including liaison with
                                                                and Health            December each                other agencies
                                                                Teachers              year

                       Counselling                              Principal, Board of   Ongoing and                  Budgeting and
                                                                Trustees and          reviewed in                  staffing for
                                                                Guidance              October each                 counsellors
                                                                Department            year

                                                                Senior Leadership     Ongoing
                                                                Team and Deans                                     N/A
                                                                                        Taieri College Charter (2019 to 2021) - Page 7 of 31
Pastoral Care discussion at staff meetings   NZ Police             Term 1                        Classrooms
(and Dean’s Meetings) using Student          presenting to Year                                  provided
Manager                                      12’s
“Loves-Me-Not” Presentation (Sophie
Elliott Foundation)

Restorative Practices (PB4L)                 Deputy Principal      Professional                  Teacher Only Day
                                             (Brenton Hackfath)    development of                (Rick Matla and
                                             and whole staff       Restorative Justice           Greg Jansen –
                                                                   principles and                visiting facilitator)
                                                                   practice

Continuation of Year 9 travellers            Year 9 Deans          All year                      Professional
programme                                                                                        development for
                                                                                                 Deans

Peer Mediators                               Guidance              All year                      Training of new Peer
                                                                                                 Mediators

Mentoring Programme                          Assistant Principal                                 Selection and
                                                                                                 training of Senior
                                                                                                 Mentors to work
                                                                                                 with “at risk”
                                                                                                 younger students

                                                                      Taieri College Charter (2019 to 2021) - Page 8 of 31
Respect the         Understanding and implementation of Ka   Principal and         Ongoing                     Professional
uniqueness of New   Hikitia across the school                whole staff                                       development
Zealand Society                                                                                                opportunities
with particular
understanding of    Provision for Kaitiaki (Maori Dean)      Principal and BOT     Ongoing                     Management Unit
our bi cultural                                                                                                and release time
partnership with
Tangata Whenua      Consultation with our Maori community    Kaitiaki, Principal Annual Hui                    Providing Kai
(Tangata            (Whanautanga)                            and Maori-Pasifika
whenuatanga)                                                 Council

                    Identifying Maori students               Whole staff           Ongoing                     N/A

                    Tracking of Maori student achievement    Kaitiaki,             Ongoing                     Professional
                                                             Curriculum                                        Development
                                                             Directors and
                                                             whole staff
                    Support of Maori-Pasifika Council and    Kaitiaki, Principal   Ongoing                     $10,000 Budget
                    promotion of Kapahaka                    and BOT                                           approved by BOT

                    Mentoring Programme                      Principal and         Ongoing                     Employment of a
                                                             Kaitiaki                                          Maori mentor to
                                                                                                               work with students
                                                                                                               who are not
                                                                                                               achieving or “at
                                                                                                               risk” of not
                                                                                                               achieving

                                                                                     Taieri College Charter (2019 to 2021) - Page 9 of 31
Resource our          Budget provision                        Principal and BOT      Ongoing                      IT Budget approved
school so teaching
programmes reflect    Professional Development                Senior Leadership                                   $30,000 budget
current                                                       Team and                                            approved by BOT
developments,                                                 Curriculum Directors
particularly in
regard to             Modern Learning Environment             Principal and BOT      Ongoing                      Professional
technology            development of classrooms                                                                   development
                                                                                                                  opportunities

                      Microsoft 365 Development               Principal and SLT      2019                         Commitment to
                                                                                                                  provide release
                                                                                                                  time for a teacher
                                                                                                                  who will provide
                                                                                                                  release time for staff
                                                                                                                  professional
                                                                                                                  development of
                                                                                                                  Microsoft 365
Foster a community    Email contact from teachers with home   Classroom teachers     Ongoing                      Provision of Staff IT
of connected                                                                                                      (laptops)
learners with the     Reporting                               Curriculum             Learning
understanding that    -Learning Readiness                     Directors, Deans       Readiness every              N/A
students learn        -Formal Reports                         and Classroom          three weeks.
better when we        -Deans pastoral system                  teachers               Formal Reports
work in partnership                                                                  end of Terms 2
with home and the                                                                    and 3
wider community
(Manaakitanga)        Parent Interviews                                          Conducted March Support from FOTC
                                                              Classroom Teachers and July        for supper

                                                              Senior Leadership                                   N/A
                      Community Consultation                                         Ongoing
                                                              Team
                                                                                     Weekly

                                                                                        Taieri College Charter (2019 to 2021) - Page 10 of 31
Weekly Newsletter                    Principal and Office Ongoing                         E-mailed (some
                                                                                                                 posted out)

                       School Website                       Assistant Principal     Ongoing

                       Facebook Pages                       Liz Hurst –TIC Social   Ongoing                      One Middle
                                                            Media                                                Management
                                                                                                                 Allowance

                                                            SLT, Lyndon Jones       Ongoing                      Developing of
                       KAMAR
                                                            (AP)                                                 parent portal to
                                                                                                                 access “real time”
                                                                                                                 assessment details

                       College functions                    Senior Leadership       Ongoing                      Catering and rental
                                                            Team                                                 of facilities when
                                                                                                                 required

                       Careers / Gateway Programmes         Senior Leadership       Monthly                      Careers support
                                                            Team

                       Sports Council                       TIC Sport               Monthly                      N/A

Role model             Professional Development             Senior Leadership       Regular staff                $30,000 per annum
reflective practice                                         Team                    meetings                     professional
and use our                                                                                                      development
knowledge of           Use of Student Profiles (tracking)   Curriculum Directors Developing                      budget
student                                                     and Classroom
achievement to                                              Teacher                                              Reviewable
guide us in the next                                                                                             annually
steps of their                                                                                                   KAMAR licence
learning                                                    Curriculum Directors
                       Assessment Practices                 and Classroom        Ongoing                         N/A
                                                            Teachers
                                                                                       Taieri College Charter (2019 to 2021) - Page 11 of 31
SENCO information sharing                SENCO Teacher         SENCO Folder                 N/A
                                                                                     provided on Staff
                                                                                     SharePoint

                      Appraisal                                Principal and        Ongoing                       Principals appraisal
                                                               Curriculum Directors                               externally sourced
                                                                                                                  every two years

Create a school       School wide expectations                 Principal and whole   Regular staff                N/A
culture that values                                            staff                 meetings
lifelong learning
and allows students   Positive Teacher-Student relationships   Whole Staff           Ongoing                      N/A
to reach their        (Ako)
academic
potential. We will    School wide and Curriculum Specific      Senior Leadership    Ongoing                       N/A
have high             Professional Development                 Team and
expectations                                                   Curriculum Directors

Promote active        EOTC Programme                           PE Curriculum         Ongoing                      Professional
involvement in a                                               Director and EOTC                                  Development
range of school                                                coordinator                                        Budget
contexts, with
reference to          Provision for Sporting and Cultural      Teacher in charge     Ongoing                      Funding for Sports
curriculum and co     opportunities outside of school          of Sport, Sports                                   Coordinators
curriculum                                                     Coordinators
opportunities
                      Compulsory physical education            PE Curriculum         Ongoing                      N/A
                      programme                                Director

                      Compulsory Arts/Music Programme          Arts Curriculum       Ongoing                      N/A
                                                               Director and Head
                                                               of Music

                                                                                        Taieri College Charter (2019 to 2021) - Page 12 of 31
ANNUAL PLAN GOALS FOR 2019

The Board of Trustees has identified the following annual plan goals for 2019:

Goal 1
Raising Maori student achievement and strength of identity. Waiata will be
mandatory at the beginning of every school assembly. We will continue to
develop the Maori mentoring and Tier 2 tracking programme to enhance the
academic achievement of Maori students. Our specific academic goal is for 75%
of Maori students at Year 11 attain Level 1 NCEA in 2019.

Goal 2
Enhancing NCEA achievement. Our college-wide goal is for 85% of all Year 12
students attaining Level 2 NCEA in 2019.

Goal 3
Tracking of Year 7-10 achievement. Curriculum areas will make an early
identification of students who are at risk of not achieving (Tier 2 students) at the
Curriculum level recommended by the Ministry of Education and will develop and
employ strategies to accelerate the learning of the targeted students

    Year 7–8 Writing: All students identified as operating 'below' the desired
     Curriculum level of learning should move at least two subsets in their writing
     ability.
    Year 9–10 Science: Tier 2 students will be identified using assessment of their
     Science capability. Their learning progression will be tracked and half of
     identified Tier 2 students will graduate into Tier 1 during the course of the year.
    Year 9-10 English: Tier 2 students will be identified using assessment of their
     Writing capability. Their learning progression will be tracked and half of
     identified Tier 2 students will graduate into Tier 1 during the course of the year.

Goal 4
Restorative strategies will be implemented as part of our college-wide behaviour
management practice in the classroom. Recognition of the importance of student
well-being will be supported by staff.

Goal 5
We will work with Myth to develop a new platform for our college website.

Goal 6
Our Professional Learning and Performance Appraisal (PLPA) programme will be
administered via Arinui school-wide appraisal tool.

                                                Taieri College Charter (2019 to 2021) - Page 13 of 31
Goal 1
Raising Maori student achievement and strength of identity. Waiata will mandatory at the beginning of every school assembly.
We will continue to develop the Maori mentoring and Tier 2 tracking programme to enhance the academic achievement of
Maori students. Our specific academic goal is for 75% of Maori students at Year 11 attain Level 1 NCEA in 2019.

Background
Taieri College upholds the principles of the Treaty of Waitangi. We respect the notion of Maori learning as Maori and their right to
a fair and equitable education.

                                              Completed        Responsibility of and
                  Action                                                                                             KPI
                                                 By                   cost

Funding for Maori mentor                    Principal        Principal, $3,500 of BoT      Encourage and assist personal goal
                                                             funds if RTLB funding          setting programmes for each student.
                                                             application is                Monitor student achievement and
                                                             unsuccessful                   liaise with Deans regarding
                                                                                            interventions if and/or as required.
                                                                                           Encourage participation in Kapa Haka
                                                                                            activities.

Funding of a Kaitiaki (Maori Dean)          Principal        Principal (One                Kaitiaki oversees Maori mentoring
                                                             Management Unit,               programme.
                                                             including classroom           Organisation of annual Whanau Hui
                                                             release time)
                                                                                           Identify NCEA Maori students who are
                                                                                            at risk of not achieving.
                                                                                           Assists Year Level Deans in the pastoral
                                                                                            care of Maori students.
                                                                                           Maori / Pasifika students show a
                                                                                            willingness to participate in cultural
                                                                                            events. Promotion of Kapa Haka.

                                                                                            Taieri College Charter (2019 to 2021) - Page 14 of 31
All staff continue to embrace the            On-going     Curriculum Directors      Continued understanding and
principles of Ka Hikitia and demonstrate     and                                     implementation of “Ako” concept.
cultural competency as teachers              monitored                              Ensuring learning programmes are
(Tataiako)                                   each year                               inclusive and their progress as
                                                                                     individuals is comparable with non-
                                                                                     Maori Pasifika students.

Te Reo classes continue to be offered        Whole year   Principal                 Waiata sung at beginning of
and use of Te Reo promoted across the                                                assemblies.
college                                                                             The college is committed to ensuring
                                                                                     that Te Reo classes continue to be
                                                                                     offered.
                                                                                    Professional development opportunities
                                                                                     made available to Te Reo Teacher.

Early identification of Maori students at    Whole year   Classroom Teachers and    Maori student identified by classroom
risk of not achieving                                     Curriculum Directors       teachers.
                                                                                    Learning data from “Student Profiles”
                                                                                     on KAMAR will be analysed to identify
                                                                                     as early as possible students at risk of
                                                                                     not achieving.
                                                                                    IEP’s developed in response to data
                                                                                     ensuring students are put on a
                                                                                     pathway that ensures academic
                                                                                     success.

Provision for specialised Kapa Haka tutors   Whole year   Principal and BoT         $10,000 per annum

                                                                                     Taieri College Charter (2019 to 2021) - Page 15 of 31
Goal 2
Enhancing NCEA Achievement. Our college-wide goal is for 85% of all Year 12 students attaining Level 2 NCEA in 2019.

Background
In alignment to the national achievement target for NCEA Level 2.

                                              Completed
                  Action                                        Responsibility of                                 KPI
                                                 By

Provision of a rich and diverse Level 2      December       Principal                    Vocational courses offered to students
Curriculum giving students the               2019                                         who aren’t suited to a traditional
opportunity to attain credits in a variety                                                academic pathway.
of learning areas
Programmes developed giving students         December       Curriculum Directors and     Programme of work completed.
a better chance of attaining credits at      2019           teaching staff
NCEA
Expanding of NCEA Advancement                February 2019 Principal                     Staffing provision to allow two lines of
course                                                                                    NCEA Advancement therefore giving
                                                                                          Year 12 students greater options in
                                                                                          including it as part of their course.

Purchase of resources for teaching           Ongoing        NCEA Advancement             Develop a bank of resources.
programme                                                   teacher - $500

Professional development opportunities       Ongoing        Principal - $1,000           Visit schools who have implemented
provided for staff eg. visiting other                                                     similar programmes.
schools

Resourcing                         Ideas of best practice sourced from other schools who have already successfully implemented
                                    this.

                                                                                          Taieri College Charter (2019 to 2021) - Page 16 of 31
Goal 3
Tracking of Year 7-10 achievement. Curriculum Areas will make an early identification of students who are at risk of not achieving
(Tier 2 students) at the Curriculum level recommended by the Ministry of Education and will develop and employ strategies to
accelerate the learning of the targeted students

    Year 7–8 Writing: All students identified as operating 'below' the desired Curriculum level of learning should move at least two subsets in their writing
     ability.
    Year 9–10 Science: Tier 2 students will be identified using assessment of their Science capability. Their learning progression will be tracked and half of
     identified Tier 2 students will graduate into Tier 1 during the course of the year.
    Year 9-10 English: Tier 2 students will be identified using assessment of their Writing capability. Their learning progression will be tracked and half of
     identified Tier 2 students will graduate into Tier 1 during the course of the year.

Background
Early identification of students at risk of not achieving is essential in developing programmes and implementing appropriate
interventions to ensure success for all students
                                                            Completed
                        Action                                                   Responsibility of                                       KPI
                                                               By
Science and English Curriculum Directors                    March 2019 Curriculum Directors                   Specific achievement data used to
define criteria for identifying students at risk of                                                            provide information for determining
not achieving                                                                                                  students at risk of not achieving (overall
                                                                                                               Teacher judgement criteria).

Science and English Curriculum Directors will               March 2019 Curriculum Directors                   List of Tier 2 at risk students identified
identify students at risk of not achieving early in                    and Heads of                            before the end of February.
the year                                                               Departments

Identified students will have their achievement             December         Curriculum Directors             Data of at risk students collated.
tracked over the course of the year                         2019             and Heads of
                                                                             Departments

Teaching programmes will be reviewed and                    December         Curriculum Directors,            Teaching programmes cater for students
modified to enhance achievement of                          2019             Heads of                          working at curriculum levels below the
identified at risk learners (Teaching as Inquiry)                            Departments and                   recommended level for each Year level.
                                                                             Classroom teachers
                                                                                                                 Taieri College Charter (2019 to 2021) - Page 17 of 31
Year 7 and 8 Reading / Writing / Mathematics -   December    TK Curriculum         Group four to six students for each
To move a core group of Tier 2 students by       2019        Director               subject, over the two cohorts this will be
implementing an intervention programme to                                           around 35 students per year level.
boost achievement and progress towards                                              Planned programme over two terms.
expected curriculum level.                                                         Move these identified students one to
                                                             TK Teachers            two subsets. Have entry level data and
                                                                                    exit level data.

                                                             TK Teachers           Teacher class profiles identify and plan
                                                                                    intervention programme for each
                                                                                    student.
                                                             TK Teachers           Specific teaching strategies are planned
                                                                                    in order to boost/improve the student’s
                                                                                    achievement

Resourcing:                     Professional development opportunities.
                                Professional development around KAMAR Markbooks.

                                                                                     Taieri College Charter (2019 to 2021) - Page 18 of 31
Goal 4
Restorative strategies will be embedded as part of our college-wide behaviour management practice in the classroom.
Recognition of the importance of student well-being will be supported by staff.

Background
As part of our PB4L development we are committed to embedding the consistent use of restorative practices.

                                              Completed
                   Action                                       Responsibility of                                  KPI
                                                 By
Teacher only day (18 May) with                May 2019      Deputy Principal             Attendance and engagement of staff
specialised facilitators from “Restorative                  (Brenton Hackfath)            during professional development day.
Schools” (Rich Matla and Greg Jansen)

Regular Professional Development offered      Dec 2019      Deputy Principals            Attendance of staff at professional
by “Restorative Schools” via workshop                       (Brenton Hackfath and         development workshops/staff meetings.
sessions covering specific aspects of                       Karen Rosevear)              Implementing of learned strategies
restorative practice eg. circle time,
                                                                                          during class time.
communication advice etc.

Regular use of restorative practices during   May - end     Classroom teachers           Use of “restorative chat”.
school day                                    of school                                  Other strategies used eg. circle time,
                                              year                                        restorative justice.
                                                                                         Enhanced communication between
                                                                                          classroom teacher and Deans.

Resourcing:                    Professional Development opportunities for staff.
                               Further Professional Development opportunities for appointed Microsoft 365 Facilitator.

                                                                                            Taieri College Charter (2019 to 2021) - Page 19 of 31
Goal 5
We will work with Myth to develop a new platform for our college website.

Background
We have contracted a new provider for our college website and would like to explore further opportunities in promoting Taieri
College from a digital platform.

                                              Completed       Responsibility of and
                 Action                                                                                            KPI
                                                 By                  cost

Change over to Myth as our new website       March 2019     SLT                        School information successfully
provider                                                                                transferred to new platform.
                                                                                       Explore use of other Social Media
                                                                                        platforms eg. school app.

Resourcing:                  Budget adjusted (Set up fee of $8200 and monthly rate of $49.95 per month).

                                                                                          Taieri College Charter (2019 to 2021) - Page 20 of 31
Goal 6
Our Professional Learning and Performance Appraisal (PLPA) programme will be administered via Arinui school wide appraisal
tool.

Background
During the 2016 ERO visit it was identified the need for a “Teaching as Inquiry” model to be developed across the college.

                                             Completed        Responsibility of and
                 Action                                                                                            KPI
                                                By                   cost

PLPA process to be undertaken and          March 2019      Senior Leadership Team      Appraisals completed by staff.
completed via Arinui online appraisal                      Professional
                                                           development for
                                                           Appraisers $6,500 per
                                                           annum

Professional Learning and Performance      March 2019      Principal                     PLPA documentation to
Appraisal (PLPA) will include “Teaching as                                                accommodate a “Teaching as
Inquiry” as an element                                                                    Inquiry” component.
                                                                                         Teachers provided professional
                                                                                          development to understand the
                                                                                          “teaching as inquiry” process.

                                                                                          Taieri College Charter (2019 to 2021) - Page 21 of 31
ANALYSIS OF
VARIANCE FROM
     2018

       Taieri College Charter (2019 to 2021) - Page 22 of 31
ANNUAL PLAN GOALS 2018 (Analysis of Variance)

GOAL 1
Raising Maori student achievement and strength of identity. Continue
to develop the Maori mentoring and Tier 2 tracking programme to
enhance the academic achievement of Maori students. Our specific
academic goal is for 75% of Maori students at Year 11 attain Level 1
NCEA in 2018.

Participation Based Results:    Year 11 Level 1 NCEA

                                                                           Taieri College
             Taieri College Maori       National Maori
                                                                                  All
2014                76.5%                    57.9%                               74.8%
2015                50.0%                    61.2%                               75.5%
2016                73.3%                    62.8%                               88.8%
2017                70.6%                    62.0%                               82.5%
2018                66.7%                    55.1%                               77.8%

Result :    Partial Success

Excellent result. Several students were identified early as part of our Year 11 Tier 2
programme and several interventions were put into place including grouping
them together in their own study period where they were given specific tuition into
obtaining their NCEA goals.

Participation Based Results:    Year 12 Level 2 NCEA

                                         National Decile                   Taieri College
              Taieri College Maori
                                           4-7 Maori                              All
2014                 76.5%                   63.6%                              78.9%
2015                 75.0%                   66.9%                              76.1%
2016                 83.3%                   70.6%                              79.4%
2017                  100%                   69.8%                              86.5%
2018                 84.6%                   66.4%                              85.4%

                                                     Taieri College Charter (2019 to 2021) - Page 23 of 31
Participation Based Results:    Year 13 Level 3 NCEA

                                        National Decile                   Taieri College
              Taieri College Maori
                                          4-7 Maori                              All
2014                 50.0%                   43.8%                             58.1%
2015                 50.0%                   47.5%                             63.9%
2016                 37.5%                   49.9%                             57.6%
2017                 88.9%                   52.4%                             76.0%
2018                 83.3%                   50.8%                             74.5%

In regards to Maori strength of identity, we have continued to make significant
gains with the ongoing development of the Maori-Pasifika Council.
  Our Kapa Haka group represents Taieri College with distinction at Hautonga
     and the Polyfest .
  The Kapa Haka group also provides mihi whakatau at our Junior and Senior
     Prizegivings.
  Our Year 10 Maori students visited Waitangi in December.
  Kapa Haka numbers are strong.

All of these initiatives have certainly had a positive effect on Maori strength and
identity.

                                                     Taieri College Charter (2019 to 2021) - Page 24 of 31
GOAL 2
Enhancing NCEA Achievement. Our college-wide goal is for 85% of
all Year 12 students attaining Level 2 NCEA in 2018.

Result :     Success

Results (Year 12, Level 2)

           Taieri College Year 12      Decile                           National
                   Level 2              4-7

2014               78.9%               77.6%                              75.1%
2015               76.1%               79.7%                              76.3%
2016               79.4%               81.4%                              78.4%
2017               86.5%               80.8%                              78.0%
2018               85.4%               78.6%                              76.1%

Gender Based (Year 12, Level 2)

Male
            Taieri College Year 12      Decile                           National
                    Level 2              4-7

2014                 70.8%              73.1%                              71.0%
2015                 71.1%              76.2%                              72.6%
2016                 85.7%              78.4%                              75.1%
2017                 75.3%              77.9%                              74.9%
2018                 72.4%              75.0%                              72.5%

Female
              Taieri College Year 12    Decile                            National
                      Level 2            4-7

2014                  87.8%              81.9%                              79.2%
2015                  84.3%              83.6%                              80.1%
2016                  85.7%              84.6%                              81.8%
2017                  90.1%              83.7%                              81.1%
2018                  91.7%              82.3%                              79.7%

                                            Taieri College Charter (2019 to 2021) - Page 25 of 31
GOAL 3
 Tracking of Year 7-10 achievement. Curriculum Areas will make an
 early identification of students who are at risk of not achieving at the
 Curriculum level recommended by the Ministry of Education and
 develop and employ strategies to improve their achievement.

 •   Year 7–8 writing: All students identified as operating 'below' the desired
     Curriculum level of learning should move at least two subsets in their writing
     ability.
    Year 9–10: Curriculum Areas will identify individual students operating 'below'
     the desired Curriculum level and accelerate progress to aid their
     achievement. Evidence of student progress will be specific to each
     Curriculum Area.

Result :     Success

YEAR 7-8 WRITING GOAL

2018 Annual Plan Goals: All students in Year 7 & 8 who are identified as being “Below” will
move 2 sub sets towards their expected achievement level.

As of end of Term 4 2018.

Year 7 Writing: Term 1 to 4 movement of pupils who were Below in Term 1

          Level of Achievement                       Number of Pupils
                  Below                                     41*
                    At                                       35
                  Above                                      3
Of the 41 pupils who are Below 31 of them are working at 3P which is only 1 subset below
expected level.

Year 7 Writing: Pupils “Below” in Term 1 Progress and Movement – end of Term 4

             Sub Set Movement                        Number of Pupils
                     0                                       2
                     1                                       20
                     2                                       44
                     3                                       13
ie: 20 pupils who were below in Term 1 have moved 1 subset. (Expected progress)

35 pupils moved from Below to At

3 pupils moved from Below to Merit

44 pupils moved 2 subsets (accelerated progress)

13 pupils moved 3 subsets (accelerated progress)

                                                     Taieri College Charter (2019 to 2021) - Page 26 of 31
Year 7 Writing: Pupils who are still “Below” at the end of Term 4 Progress and Movement –

            Sub Set Movement                       Number of Pupils
                    0                                      2
                    1                                      20
                    2                                      12
                    3                                      7
39 pupils who were below have made progress over the 4 terms.

20 Pupils made expected progress of 1 subset

19 pupils made accelerated progress of 2 or more subsets

Year 8 Writing: Term 1 to 4 movement of pupils who were Below in Term 1

           Level of Achievement                          Number of Pupils
                   Below                                        38*
                     At                                         30
                   Above                                         4
*of the 38 pupils below 28 are working at 4B which is only 1 subset below expected level.

Year 8 Writing: Pupils “Below” in Term 1 Progress and Movement – end of Term 4

         Sub Set Movement                        Number of Pupils
                  0                                     2
                  1                                    18
                  2                                    42
                 2+                                    20
A good number of students have now moved to AT expected curriculum level

30 pupils moved from Below to At.

4 Pupils moved from Below to Merit.

42 pupils moved 2 subsets (accelerated progress)

20 pupils moved 3 or more subsets (accelerated progress)

Year 8 Writing: Pupils who are still “Below” at the end of Term 4 Progress and Movement –

               Sub Set Movement                          Number of Pupils
                       0                                       2
                       1                                      18
                       2                                      14
                       3                                       4
18 pupils still made expected progress of 1 subset.

18 students although still below have accelerated their learning of 2 subsets or more

                                                      Taieri College Charter (2019 to 2021) - Page 27 of 31
2018 Year 9 Tier 2 Group Tracking

                                                       Creative Writing
                                    8
                                    7
               Number of students

                                    6
                                    5
                                    4
                                    3
                                    2
                                    1
                                    0
2018 Year 10 Tier 2 Group Tracking

                                                                       Creative Writing
                                        7
                                        6
                  Number of students

                                        5
                                        4
                                        3
                                        2
                                        1
                                        0
                                                3B    3P    3A    4B      4P      4A      5B       5P    5A     6B     6P     6A
                                                                               Curriculum Level

                                                                          Term 1        Term 2

                                                                       Formal Writing
                                        12

                                        10
                   Number of students

                                            8

                                            6

                                            4

                                            2

                                            0
                                                 3B    3P    3A    4B     4P       4A     5B       5P     5A    6B     6P     6A
                                                                               Curriculum Level

                                                                          Term 1        Term 3

                                                                           e-asTTle
                                       7
                                       6
             Number of students

                                       5
                                       4
                                       3
                                       2
                                       1
                                       0
                                                3B    3P    3A    4B     4P       4A      5B       5P     5A     6B     6P     6A
                                                                               Curriculum Level

                                                                          Term 1        Term 3

                                                                                                 Taieri College Charter (2019 to 2021) - Page 29 of 31
GOAL 4
 Professional development will be provided to all teachers allowing
 them to implement restorative strategies as part of their behaviour
 management practice in the classroom.
Result :    Success

Very successful teacher only day followed up by the formation of a “Restorative
Practices” teachers committee. Regular PD snippets were delivered during staff
meetings and staff were introduced to several specific strategies around good
restorative practice. Staff have access to several resources on a specific
SharePoint site where than can easily access these resources giving the capacity
to effectively implement good restorative practice in their classrooms. Further
resources will be developed and a greater understanding of restorative practice
will be undertaken in 2019.

GOAL 5
Goal 5
Construction of the new Performing Arts Centre and the renovation of
C Block will begin. The college will ensure that the new developments
are completed as to required expectations.
Result :    Success

Our Performing Arts Centre is now complete. We are enjoying being able to use
this facility for formal assemblies. performing arts, student meetings, kapa haka and
a multitude of other student activities.

GOAL 6
Teaching as Inquiry will be an integral part of the Professional Learning
and Performance Appraisal (PLPA) programme.

Result :    Partial Success

Teaching as inquiry is now embedded in our PLPA documentation. Staff have
reacted positively to this initiative. Looking ahead we will providing staff with more
professional development opportunities, particularly in regard to collection and
interpretation of student data. As of 2019 we will be switching to Arinui online
appraisal.

                                                  Taieri College Charter (2019 to 2021) - Page 30 of 31
Inquiry Planning Sheet Name:                     Department:                        Date:

 Hunch/problem/trigger (What       Evidence (How do I know? Data may be quantitative
 is a ‘valued outcome’ in my       or qualitative)
 classroom that I want to work
 on?)
 What do I already know that could be useful?

 What new knowledge and/or              Where can I go or who can I ask to help?
 capability do I need?

 What are some possible strategies I could use?

 How will I know it’s made a difference? How will I measure any change?

                    Professional Learning and Performance Appraisal - 2018

                    Teaching as Inquiry                     Name

 INQUIRY

 What is the valued outcome that I
 want to explore?

 What data do I have around my
 valued outcome?

 What is my strategy to make a
 difference?

 How will I measure the difference?
 How will I know my strategy has been
 effective?

                                                      Taieri College Charter (2019 to 2021) - Page 31 of 31
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