Annual Portfolio Reports 2015-2016 Hagley College
Inspiring futures. Transforming lives.
ANNUAL PORTFOLIO REPORTS HAGLEY COLLEGE 2016
Annual Portfolio Reports – Hagley College 2016
Page 1
CONTENTS INTRODUCTION TEAM AND PORTFOLIO STRUCTURE PRINCIPAL’S TEAM •
COLLEGE EFFECTIVENESS PORTFOLIO o
Analysis of Variance
o
Analysis of Qualifications Performance
•
STUDENT SYSTEMS PORTFOLIO
•
INFRASTRUCTURE AND DIGITAL STRATEGY PORTFOLIO
•
MARKETING PORTFOLIO
STUDENT WELLBEING TEAM •
STUDENT WELLBEING PORTFOLIO
•
YEAR 11 AND JUNIOR COLLEGE PORTFOLIO
STUDENT LEARNING TEAM •
STUDENT LEARNING PORTFOLIO
•
LEARNING SUPPORT PORTFOLIO
•
LEARNING COMMUNITIES PORTFOLIO
STAFF WELLBEING TEAM •
STAFF WELLBEING PORTFOLIO
•
FORTE [ITINERANT TEACHERS OF MUSIC] PORTFOLIO
Annual Portfolio Reports – Hagley College 2016
Page 2
INTRODUCTION Over the last two decades, school wide self review has been central to Hagley College’s accountability and improvement processes. For Hagley, school effectiveness is comprehensive planning, review and reporting that enables us to demonstrate that our performance matches our purpose. The ultimate purposes of our self review are: • to realise our mission statement: lifelong learning that is accessible for all • to build success and a desire for lifelong learning for every student, through our focus on engagement, retention, achievement and transitions. This school-wide perspective has resulted in on-going improvements and promoted a College culture of informed decisionmaking, goal setting and developing innovations. ERO acknowledged Hagley’s strengths in self review in its 2015 review of the College, placing Hagley on the top review cycle: “The robust framework for self review reflects and promotes a sustained focus on continuous improvement so that all students benefit. Self-review practices across the school are well developed and embedded. These practices continue to evaluate what is contributing most effectively to positive outcomes for students.” This annual portfolio report document should also be read in conjunction with two other key strategic documents: the College’s Charter and annual plan, and the annual subject review document completed by subject leaders reviewing best practice in teaching, learning and assessment.
TEAM AND PORTFOLIO STRUCTURE The eleven portfolios are grouped under four teams introduced in 2016 that together guide the work of the College. Each portfolio has several key outcomes listed below which are closely related to our Charter and annual plan. Each portfolio’s work is reviewed within an annual portfolio performance report published in this document. These reports fulfil several functions. As is appropriate for each portfolio’s outcomes, the reports include how the portfolio brings our mission statement to life, the core purpose of our College. The reports define what developments and success looks like for each key outcome and progress towards achieving these. The reports also act as portfolio development plans, setting out achievement targets for the coming year.
Principal’s Team College Effectiveness Portfolio 1. Develop an annual charter that includes strategic priorities, critical success factors and an annual plan for effective performance. 2. Develop and implement a team structure to improve College operations and enact strategic developments, as well as meet strategic priorities and ERO recommendations. 3. Complete annual portfolio reporting and whole school review of staff appraisal and College performance. 4. Complete an analysis of variance on the college’s annual strategic priorities, including an analysis of qualifications performance. Student Systems Portfolio 1. Manage and develop Hagley’s student data systems, including the student management system, timetabling and facilities use, MOE returns, attendance data, student and caregiver reporting. 2. Lead research into best practice in student data management and analysis, applying those understandings to improve student data management, practices and analysis across the College. 3. Plan and conduct data analysis to inform the work of various College portfolios. 4. Grow strong professional learning and self-review models which build teacher effectiveness in using data. Annual Portfolio Reports – Hagley College 2016
Page 3
Infrastructure and Digital Strategy Portfolio 1. Implement and maintain a robust physical and digital infrastructure and the associated services which are flexible, sustainable, coherent, and proactively planned and managed 2. Develop strategies and processes as well as staff required to drive the development of a flexible and sustainable infrastructure 3. Implement and develop strategies and processes that aid learners to be flexible with their learning in terms of time and location 4. Develop a culture of researching, evaluating and reviewing learning environments, business processes, IT resources and IT educational practice. Marketing Portfolio 1. Identify Hagley’s core services, products, vision and direction and build understanding of Hagley’s role within the region. 2. Develop a clear brand, with logo, colours, byline and imagery to accurately represent Hagley 3. Develop brand and marketing material consistently and clearly both in layout and messaging.. 4. Identify core target groups with the utilisation of specific messages through appropriate media. 5. Align expenditure and budget based upon marketing priorities. 6. Increase opportunities and methods of distribution to ensure information is current and accessible to all interested groups.
Student Wellbeing Team Student Wellbeing Portfolio 1. Lead student wellbeing across the College to ensure student engagement, retention and involvement. 2. Lead research into best practice in student wellbeing, and apply those understandings to inform approaches to student wellbeing across the College. 3. Develop and promote opportunities for student participation and leadership. 4. Use student, whānau and teacher voice to improve student wellbeing. 5. Grow strong professional learning and self-review models which build teacher practice and effectiveness in enhancing student wellbeing. Year 11 and Junior College Portfolio 1. Develop programmes of learning that are responsive in meeting students’ learning needs. 2. Improve student performance in the essential learning skills and learning objectives. 3. Graduate every student from the Junior College with a Diploma in Learning. 4. Develop and maintain a safe physical and emotional environment for students. 5. Achieve high levels of enrolment into the Junior College and high levels of retention into the Year 11 and Senior Colleges.
Annual Portfolio Reports – Hagley College 2016
Page 4
Student Learning Team Student Learning Portfolio 1. Lead curriculum design, development and delivery across the College to maximise our students’ engagement with learning and achievement. 2. Lead research into best practice in student learning, and apply those understandings to inform curriculum design, development and delivery across the College. 3. Lead best practice in assessment integrated with teaching and learning in order to maximise student achievement. 4. Use student, whānau and teacher voice to improve student learning. 5. Grow strong professional learning and self-review models which build teacher practice and effectiveness in enhancing student learning. Learning Support Portfolio 1. Identify key student learning support functions and build these functions into a comprehensive and integrated student learning support framework. 2. Implement and develop effective individual learning support services and evaluate their impact on the student learning support network. 3. Accurately place students into appropriate programmes of learning. 4. Identify students at risk in their learning through the analysis of diagnostic and other assessment information. 5. Identify, develop and implement a range of teacher skill development and learning support programmes to keep students successfully in learning. Learning Communities Portfolio 1. Develop a cohesive and integrated structure for collaboration, participation and partnerships that is informed by current research 2. Provide English Language Learning that prepares students for community, employment and academic pathways 3. Implement curriculum, pedagogy and assessment practices which reflect diversity 4. Develop flexible and responsive community learning programmes and pathways beyond the school day 5. Deliver support and services where diversity is the norm.
Staff Wellbeing Team Staff Wellbeing Portfolio 1. Foster the appointment, development and retention of quality teachers and support staff who are responsive to diverse learners across the College in all learning areas 2. Develop the College’s commitment to Māori achieving success as Māori and to our bicultural partnership. 3. Develop the College as a regional education hub. 4. Develop ART strategies and opportunities within the College to ensure student engagement, achievement, retention and transitions. Forte [Itinerant Teachers of Music] Portfolio 1. Develop and implement Forte’s collaborative delivery model for the teaching of itinerant music, resulting in high participation and engagement by schools throughout the region. 2. Facilitate reflective teaching practices through inquiry and ongoing professional learning and development. 3. Implement an integrated and comprehensive appraisal system which is evaluated through the windows into practice. 4. Develop and implement a range of personalised music programmes across a diversity of instrumental and vocal disciplines, resulting in greater student achievement and participation in performance music. 5. Connect students to a wide range of ensemble opportunities both in-school and out in the wider community. 6. Coordinate and implement regional and national multi-school music events for students to participate in.
Annual Portfolio Reports – Hagley College 2016
Page 5
PRINCIPAL’S TEAM College Effectiveness Portfolio Analysis of Variance Analysis of Qualifications Performance Student Systems Portfolio Infrastructure and Digital Strategy Portfolio Marketing Portfolio
COLLEGE EFFECTIVENESS PORTFOLIO
INTRODUCTION The College Effectiveness portfolio guides the overall direction and performance of the College. A critical aspect of the portfolio is to raise awareness across the College that Hagley fulfils multiple roles for many different learners in our region, adolescent and adult, full-time and part-time. There is a wide range of educational activity on behalf of the greater education network. Hagley is diverse and a large part of its strength lies in that diversity. In developing our strategic direction. the portfolio has emphasised that a stronger and responsive Hagley is an integrated Hagley where all areas are aware of each other, complement each other and work together. Our mission statement, lifelong learning that is accessible for all, underpins all that Hagley is involved in. It also underpins the work of the College Effectiveness portfolio. A key focus for the portfolio is initiating the redevelopment of the College Charter and annual plan. A core strategic development the portfolio is responsible for is centred on defining our role as we move into our first year as designated character school. With a maximum roll number specified under our designated character status, it is critical that the College has a robust strategy for roll development that safeguards our roll and allows us to further develop our regional hub role, particularly in tertiary pathways development. The portfolio also leads Hagley’s major redevelopment over the next four years as part of the Canterbury Schools Rebuiid programme.
KEY OUTCOMES 1. 2. 3. 4.
Develop an annual charter that includes strategic goals, short and long term targets and an annual plan for effective performance. Develop and implement a team structure to improve College operations and enact strategic developments, as well as meet strategic priorities and ERO recommendations. Complete annual portfolio reporting and whole school review of staff appraisal and overall College performance. Complete an analysis of variance on the college’s annual strategic priorities, including an analysis of qualifications performance.
Outcome 1: Develop an annual charter that includes strategic goals, short and long term targets and an annual plan for effective performance.
The four teams that lead Hagley, as well as the porfolios within each team, work towards realising the targets in our annual plan and its targets. Hagley’s strategic goals in our Charter focus on our students’ high levels of engagement and achievement; on achieving equity in educational opportunity; on developing transferable learning skills critical for developing learners who live, learn, work and contribute as active members of their communities; and on ensuring success for Māori as Māori. Our goals place an emphasis on the growth and improvement of our Hagley staff as a critical step in order to achieve our student-centred goals. Our goals also reflect our mandate and responsibility to act as a designated character school, meeting the needs of learners of all ages across our region. Annual Portfolio Reports – Hagley College 2016
Page 6
The six strategic goals set out in the annual plan describe the targets that the College as a whole is aiming towards over the next three years. These goals take the College in a new direction. The College will develop these goals collaboratively so that everyone feels informed about this document and connected to it. During 2016, all parts of the school – the Board, directors, learning area heads, teachers, students, whānau – have the opportunity to comment and develop a shared annual plan that will guide our work in 2016 / 2017. The plan collectively describes where Hagley would like to be in three years’ time and what success and achievement will look like.
Outcome 2: Develop and implement a team structure to improve College operations and enact strategic developments, as well as meet strategic priorities and ERO recommendations. A new team structure was introduced at the beginning of 2016, together with several strategic senior appointments into new team leadership roles. The experience a student has at Hagley, their wellbeing and their learning are central to all staff’s work and focus. Consequently, a student-centred focus is prominent in these new roles. Three major teams are the forefront of our work as a College: student wellbeing, student learning and staff wellbeing. These three teams are supported by the principal’s team. All four teams work closely together and their work continually overlaps. The position of Deputy Principal: Student Wellbeing has been introduced to play a major role in shaping the experience a student has at Hagley, developing and leading a coherent vision of student wellbeing based on the belief that engagement is centred on students’ wellbeing and involvement in their learning. This role is closely linked to a second new position, Deputy Principal: Student Learning, which plays a major role in leading curriculum design, development and delivery across the College. Their work is underpinned by a third new role, Director: Student Systems, who manages and develop our student data systems. This Director works closely with staff across the College, including the senior leadership team, directors, subject leaders and support staff to improve data management as well as conduct and scrutinise data analysis. This team structure is to help Hagley grow and develop to meet new opportunities and challenges. It is through these teams that Hagley works towards its annual plan and achieve its strategic goals, reports to our Board and external agencies, and addresses areas for development indicated by ERO. In regard to enacting areas for review and development indicated by ERO in their 2015 review, all four teams are taking a shared lead role. As appropriate, particular portfolio reports that follow detail how the College is initially responding to each of these ERO recommendations as we move to addressing these over the next few years: How effectively does this school’s curriculum promote and support student learning? • There is curriculum cohesion, coherence and balance across academic, vocational and other programmes. • The nature and effectiveness of support for curriculum leaders is regularly reviewed to make sure that the role of middle management, and related communication and decision-making processes, are contributing to effective curriculum planning and development. • Teachers have increasing opportunities to contribute to setting priorities for professional learning programmes in ways that extend current research-based understandings and practices. How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement? • Refine the way targets are set. This would help to ensure that there is a more precise focus on groups of students who need the most support to meet their own and the school’s achievement goals. Annual Portfolio Reports – Hagley College 2016
Page 7
How effectively does the school promote educational success for Māori, as Māori? • Review current provisions, programmes and practices regarding success for Maori, as Maori. • Use the outcomes of this review to identify priorities, goals and guidelines for improvement. • Implement a regular cycle of review and reporting for the board, whanau and the community about progress. towards these identified goals. The Board of Trustees are leading work on the fourth ERO recommendation in regard to sustainable development: • the Board, as a good employer, should provide all staff with regular meaningful opportunities, such as anonymous surveys, to provide feedback about their wellbeing and matters of greatest importance to them.
Outcome 3: Complete annual portfolio reporting and whole school review of staff appraisal and overall College performance. Self review operates at multiple levels within Hagley. Teachers complete inquiries centred on improving outcomes for students they teach. They also complete Windows into Practice, drawing on multiple evidence sources including inquiry and reflecting on improvements in their own practice, as central to teacher appraisal and attestation for their Practising Certificates. Meta-analyses of inquiry and appraisal guide the direction of College wide professional learning. Subject leaders complete annual reviews of teaching, learning and assessment against four indicators of best practice. At a senior level, each portfolio director completes an annual review of several critical success factors that are central to achieving our strategic goals. The College Effectiveness portfolio is working with other teams to begin to gather cohort-wide data from Years 9 to 13 about our students’ engagement with school and with their learning. One priority is the identification of student dispositions, the transferable competencies or skills, the College should prioritise in order to build engagement, then to make instructional choices that foreground these skills. The College Effectiveness portfolio ensures that all layers of self review inform Hagley’s evidence-driven practices and contribute to our overall performance and achievement of our strategic goals.
Outcome 4: Complete an analysis of variance on the college’s annual strategic priorities, including an analysis of qualifications performance.
Annual strategic priorities Rationale We want all Hagley students to be successful learners. Our mission is to build success, achievement and a desire for lifelong learning for every student. There are four key intended outcomes to enable students to be successful: engagement; retention; achievement and transitions. 1.
Engagement: Improving our students’ engagement in school and in their learning are fundamental to our work. This involves the active development of student wellbeing, built on our understandings about how our students feel about their school and their learning. We focus on authentic relationships and teachers becoming significant adults in the lives of their students.
Annual Portfolio Reports – Hagley College 2016
Page 8
2.
Retention: Retaining students in appropriate programmes and students being connected to their learning are vital to retention and success. We are committed to retaining students in their programmes and to reaching goals they have co-constructed with their teachers. These goals include qualifications, pathways and transitions to further learning, training or employment.
3.
Achievement: The development of transferable learning skills and the gaining of qualifications are fundamental to student achievement. We are committed to raising student achievement both within the college and at a regional level. The government’s Better Public Service (BPS) targets form one baseline index for student achievement.
4.
Transitions: We play a role in establishing appropriate pathways for students and support them in transitioning into their ‘next steps’. Positive outcomes for all our students are the advancement to further learning, training or employment.
Evidence towards our strategic priorities is drawn from particular sources and reported on in the analysis of variance published below. In 2016 the selected evidence sources are the performance of new and established specialist schools [Animation and Music], innovative subject contexts [Gender Studies], and the Year 12 students at risk mentorship strategy; teacher engagement in inquiry and in our bicultural strategy; developing curriculum cohesion; and tertiary pathways performance. To meet our commitment to improve engagement, achievement, retention, and transitions, the following strategic priorities for 2015 were identified: 1.
Increase achievement, retention and transitions through specialist pathways. Innovative specialist ‘schools within schools’ achieve sustained student engagement resulting in increased achievement, retention and transitions to higher learning. These programmes exemplify Priority 1: a. An emerging school within a school: School of Animation and Design b. An established school within a school: School of Music
2.
Grow a strong self-review model to improve student engagement, retention, achievement and transitions. School wide teaching as inquiry exemplifies Priority 2.
3.
Broaden and diversify innovative models of educational delivery to improve student engagement, retention, achievement and transitions. Develop diverse and innovative opportunities to meet learning needs and interests and to increase educational achievement. These programmes exemplify Priority 3: a. Developing curriculum cohesion across the College b. Innovative subject contexts: Gender Studies
4.
Develop pathways to enable students to effectively transition to tertiary learning. These programmes exemplify Priority 4: a. Catch Up College b. UC@Hagley
5.
Build the bicultural strategy by growing understanding, ownership and personal commitment throughout the College. The work of our Māori kaiako and student mentor in building school wide biculturalism exemplifies Priority 6.
Annual Portfolio Reports – Hagley College 2016
Page 9
6.
Implement the Effective Teacher Profile. The focus is on: • • •
Relationships and interactions between teachers and students in the classroom that are key to effective teaching incorporating the concept of āko. Teachers taking positive views of students, and seeing themselves as capable of making a difference for them. Employing effective interactions which rely on caring for students and acknowledging who they are; managing the classroom to promote learning; using a range of interactive teaching styles; and teachers and students reflecting together on their achievement in order to move forward collaboratively.
The mentoring Year 12 ‘at risk’ students strategy exemplifies Priority 6. Based on outcomes published in the analysis of variance below, the following summary gives a holistic assessment of the development stage, as well as the impact on student engagement, retention and achievement: STRATEGIC PRIORITY SUMMARY 2015 Stage of Development
Strategic Priority
Impact on Student Engagement and Retention
1
2
3
4
1 Increase achievement, retention and transitions through specialist pathways:
•
An emerging school within a school: School of Animation and Design
•
An established school within a school: School of Music
2 Grow a strong self-review model to improve student engagement, retention, achievement and transitions.
1
2
3
4
5
1
2
3
4
5
✔
✔
✔
✔
✔
✔
3 Increase achievement, retention and transitions through specialist pathways:
•
Developing curriculum cohesion across the College
✔
4
✔
✔
4
•
Innovative subject contexts: Gender Studies
✔
4 Develop pathways to enable students to effectively transition to tertiary learning.:
•
CatchUp College
4
4
✔
4
✔
4
✔
•
UC@Hagley
✔
✔
✔
5 Build the bicultural strategy by growing understanding, ownership and personal commitment throughout the College.
✔
✔
✔
✔
✔
✔
•
School wide teaching as inquiry
5
Impact on Student Achievement
✔
✔
✔
✔
✔
•
The work of our Māori kaiako and student mentor in building school wide biculturalism
6 Implement the effective teacher profile.
Annual Portfolio Reports – Hagley College 2016
Page 10
STRATEGIC PRIORITY 1 Increase achievement, retention and transitions through specialist pathways. Innovative specialist ‘schools within schools’ achieve sustained student engagement resulting in increased achievement, retention and transitions to higher learning. These programmes are the focus for Priority 1: a) An emerging school within a school: School of Animation and Design Focus: To establish, sustain and grow the School of Animation and Digital Design (NCEA L3) where students are able to acquire creative 3D and moving image project skills and knowledge, with clear pathways to tertiary and the industry. Strategic Aim: To improve retention, engagement, achievement and transitions for students interested in creative digital design technologies not offered in art programmes in NZ schools. Annual Aim: To establish the School of Animation and Digital Design. This School is a new addition to Hagley’s ‘school within school’ model, creating opportunities for engagement in areas that are grounded in the students’ worlds and that they are passionate about. Baseline data: 20 students enrolled in the School of Animation and Digital Design Target: To develop students who are interested in the creative digital industries into highly passionate, engaged, independent learners. Actions
Outcomes
Reasons for the Variance
Evaluation
• Full 2015 immersion programme in Animation and Digital Design advertised in the school prospectus. 20 places filled quickly, 19 were adolescent and adults from existing Hagley students.
• By the end of the year, the class had 18 students still on the role. A group of 6 students were sporadic in attendance and found the sustained level of work required was impacted by mental health issues. The remaining students worked hard and all achieved their desired goals – which ranged from achieving partial to full L3 NCEA (60 + credits).
Three clear groupings emerged from within the year:
The strategy is being sustained for the future.
1)
• Students were highly interested, with very high levels of engagement seen.
• Students’ confidence in their own skills grew significantly. Students developed strong project management skills, and were able to problem solve independently.
2)
The general shift in expectations of the working environment (less school like and more work like) has contributed to students’ success. Engagement and retention have been very high.
• Students were introduced to fundamental art skills, both traditional and digital in an overall project based context (short animated film). • Clear pathways were established with visits from Auckland Media Design School, and visits to Wellington Massey and Weta Workshops. • Students were very supportive of each other, with classroom hours and timetables became less important as many students worked above and beyond. • Software and digital technology systems were critical in the delivery of the class and required close support from IT services. • Visual Arts Design submissions for 2015 were digital portfolios – the first time Hagley has submitted in this format.
• An awareness of the career pathways provided motivation and a desire to gain the necessary credits. Portfolios were submitted in September to Massey. All who applied were accepted. Some students intend to apply for Auckland Media Design school in 2017 after a year working to save monies. • Digital systems continued to be refined throughout the year. • All students who entered external submissions gained either a Merit or Excellence. The curriculum delivery model for Design has been very successful and has impacted positively on the New Zealand Visual Arts NZQA community – as evidenced by the TOP ART exhibition and the Outstanding Scholarship Award. Photography was also very successful with all students who submitted bar one achieving Excellence grades. Sculpture was assessed against internal standards and whilst the activity suited the course direction, it did not allow students the levels of success enjoyed in the Design or Photography fields.
3)
Adult students interested in skills acquisition (not NCEA) (1 student) Students who struggled with depression / and maintaining regular attendance (6 students) Students with clear goals and committed to gaining NCEA qualifications (11 students)
Although students were highly engaged and interested, not all students were able to complete project work required for assessment. For these students, regular attendance was the single most significant factor in not achieving success. The Sculpture tasks and activities require a closer match between the project and NZQA sculpture assessment practices.
Access to software and projects not available elsewhere in secondary schools is a huge drawcard e.g. Maya, Mudbox, Figurative sculpting etc, as is the merging of creative arts and new technologies. An awareness of student ratios (those engaging or not in NZQA) at enrolment time will help determine class culture. Support for students who struggle with health issues may mean students take several years to complete studies. Early detection and intervention may improve students’ success. Academic results [for those whom NCEA qualifications were a goal] were strong, and reflected the high levels of energy and commitment from students and staff.
Planning for next year: The core strategy is working well and provides an excellent base from which to improve. The complex nature of integrating NZQA assessment and CG technologies is being streamlined by the integration into the course of “Shotgun Studio”, an asset management system based in the cloud. This should support students in establishing and embedding independent self management skills. The programme is being modified at NCEA level 3 Sculpture to provide greater opportunities for Excellence grades. Sculpture marquettes will also be extended into more finished forms. An investigation will be undertaken to see if a second year class can be instituted to focus on portfolio production (Non-NZQA) with game integration into virtual reality technologies, providing students with a second year to focus and develop skills.
Annual Portfolio Reports – Hagley College 2016
Page 11
b)
An established school within a school: School of Music
Focus: To establish and implement an immersion School of Music (at NCEA Level 2 and 3) with strong pathways for future learning for a majority of students who are disengaging from education, who have few qualifications, or who are disinterested in a conventional “mainstream” subject programme. Strategic Aim: To improve retention, engagement, achievement and transitions for these students. Annual Aim: To identify ‘at risk’ students with a passion for music and immerse them into engaging learning around their passion to achieve the ART targets. Baseline data: Ten out of thirty-six students with no qualifications at risk of ‘dropping out’ of schooling with a history of increasing disengagement. Target: To re-engage all students; 90% gaining a National Certificate; 90% of leavers gaining NCEA Level 2 (or higher); 100% of student leavers transitioning to further study (C.P.I.T, Mainz, U of C etc). Actions
Outcomes
Reason for Variance
Evaluation
The School of Music is in its fifth year, with a full immersion programme in Music established with English, History and L1 Mathematics embedded. Target group identified with 10 out of 36 enrolments all with no or low qualifications (8 males and 2 females) with ethnic diversity (20% Maori, 70% NZ European and 10% other ethnicities).
90% retention rate at across L2 and 3. 90% of L2 students staying on to complete Level 2 or engage in Level 3: high levels of engagement; 90% gained a full National Certificate. 80% leavers gained NCEA Level 2+ with 50% gaining NCEA Level 3. Students below NCEA Level 2 all returning. NCEA Level 3 achievers are all transitioning to polytechnic or university degree courses, or full time/part-time employment.
One student left the course early due to failing academic probation and another dropped out intending to return in 2016. Another student joined us in Term 2 then moved north after Term 3. A female student who was struggling, formulated a new plan with Careers and has successfully transitioned. Another student joined us in Term 2, and is continuing on with L3 this year. There is a high expectation that mostly all students will continue in the School Of Music programme for the full 2 years in order to gain their necessary qualifications in order to transition to a tertiary provider. Only 20% of students did not convert their qualification into a higher qualification. Many are staying on to do so. This strategy is designed to be transformative and therefore the college is looking to students gaining the highest possible qualification in the shortest possbile time. We design personalised plans for students if necessary to help them achieve their goals. We are also looking to build a history of success not only through qualifications, but through transferable skills and modelling Hagley’s guiding principles.
The strategy is being sustained for the future with the model extended into new curriculum areas. The model is also being used within the YG national workshops. The School of Music at Level 2 and 3 is also being modified to embed additional subjects into the School Of Music (Media Studies will replace History in 2016, Music Scholarship available at L3). The strategy is working extremely well with high levels of retention and engagement from a group of students who were ‘at risk’ of disengaging from learning. While some of these students are facing significant disadvantage when they start, their motivation and passion give rise to high engagement which in turn is translating into qualification achievement. Other students have clear, defined goals of which we set out, then can facilitate and co-ordinate and inspire students to achieve their goals/dreams.
Planning for next year: The programme is being modified at NCEA Level 2 and 3 qualifications to ensure greater contextual learning in curriculum areas that sit outside music. The concept is that students want to solely undertake music. The strategy is to immerse them in music, while enabling them to build qualifications across a more diverse educational front (Media Studies, English and L1 Maths if needed), while also gaining skills in other areas that relate to the Music industry. Media Studies explores web design, music videos, documentaries (video and audio production skills) etc to increase their knowledge and up skill them for the industry or for self/band promotion. English requiring open reading/viewing, reflection, critical analysis, critical thinking and communication. These stategies include the importance and awareness of Hagley’s guiding principles, which harness the power of life-long learning and an emphasis on transferable skills that are vital in today’s work environment. Communication, collaboration, innovation and creativity, critical thinking and self regulation. New strategies from a musical perspective include regular public performances (junior assemblies, Rock Quest, Jazz Quest, Southern Jam, performance assessments) increasing performance confidence ( assessed via performance achievement standards); creating, drafting, recording and producing a 4 song CD in conjunction with composition standards, also aligned with Media Studies standards (music videos, You Tube, social media promotion , band page,web design); graphic design for CD covers, posters and T-shirts; music engineering skills (recording, sound checks, mixing, mastering, collaborating and co-ordinating) in conjunction with composition standards, and digital technology standards. A recognition, rewards and consequences programme for attendance and lateness issues is being implemented. Students sign attendance contracts at the beginning of the year, as well as signing off on Hagleys’ Codes and Conditions. There is a clear understanding of expectations and consequences between students, teachers and parents during the interview/audition process. I believe having everyone on the same page, with clear, transparent communication regarding their goals and expectations is key in enabling student success. Teachers in the School are modelling these guiding principles to students, inspire their creativity, initiate, facilitate and co-ordinate areas of their learning, and positively infuse them with a passion for knowledge and a desire to achieve their dreams. There have already been some very positive results in these areas in the first term of 2016. Upon reflection, 2015 School Of Music seemed less communal and connected, where as this year there is a sense of community, belonging, acceptance and a positive culture of learning and sharing knowledge and skills, collaborating, modelling, promoting and fostering Hagley’s guiding principles.
Annual Portfolio Reports – Hagley College 2016
Page 12
STRATEGIC PRIORITY 2 Grow a strong self-review model to improve student engagement, retention, achievement and transitions. Focus: To strengthen self review so that the responsiveness, effectiveness and quality of teaching and learning is improved and impacts on student engagement, retention and achievement. Strategic Aim: To improve teachers’ abilities to respond effectively to students’ learning needs, particularly those who are at risk around the key focus areas of A.R.T. Annual Aim: To improve teacher capacity to gather evidence and make appropriate teaching interventions in response to that evidence. Baseline data: All teachers complete inquiry projects on the effectiveness of an aspect of their responses to evidence of student engagement, retention and achievement; teachers complete an appraisal that places at its centre how they are improving student engagement, retention and achievement. Target: To increase the quality and scope of self review and reflective practice of teachers; to continue with a 100% teacher involvement. Actions All teachers and teacher leaders are involved in annual processes where they review their teaching [and for subject leaders, their curriculum and assessment leadership] based on evidence of student engagement, retention and achievement. Inquiry, appraisal and subject review are all centred on improving outcomes for students. 2015 was the fourth year of full teacher involvement in inquiry.
Outcomes In a meta-analysis of 2015 inquiry,the following trends were observed: •
•
• •
A greater range and depth of professional reading which clearly led to formulating interventions Greater evidence of genuine reflection on practice was evident Stronger emphasis on ‘noticing’ in a specific way Good attempts at collecting soft data
Reason for Variance Nil - full participation has been sustained in inquiry, appraisal and subject review – with characteristics of professional growth as noted evident across the staff.
Evaluation The College intends strengthening practice in these areas: •
•
To build teachers’ and subject leaders’ evidence gathering practices To link future inquiries to trends over the last three years around College strategic priorities [achievement, engagement, key competencies, biculturalism, literacy]
Planning for next year: Inquiry plays a key role both in improving student engagement and achievement, as well as in documenting teachers’ professional growth for appraisal purposes. The College is considering aspects of practice to be developed in this regard, including to what extent the inquiries show evidence of change in teacher practice, change in teacher beliefs and assumptions. The following areas have been identified for improvement in inquiry practice, in order to improve outcomes for students: • • • • • • •
Reflection : What does this mean for me in my teaching? The nature of inquiry : inquiring into own practice rather than researching an issue Using “I’ frames : it’s about me and what I’m doing in my classroom or in my leadership of teachers Using a range of data, such as teacher observation, student voice, teacher voice, mentor observation….. Being clear about interventions – not trying many at once The iterative nature of inquiry, both within a year and over years Understanding reasons for not contributing inquiries to a shared staff archive
Annual Portfolio Reports – Hagley College 2016
Page 13
STRATEGIC PRIORITY 3 Broaden and diversify innovative models of educational delivery to improve student engagement, retention, achievement and transitions. Develop diverse and innovative opportunities to meet learning needs and interests and to increase educational achievement. These areas in particular are the focus for Priority 3: a)
Developing curriculum cohesion across the College
Focus: To create a cohesive curriculum which uses the context of disciplinary knowledge to foreground the development of the st transferable skills needed to ensure successful outcomes for 21 century learners. Strategic Aim: To establish curriculum cohesion across the school. Annual Aim:: To develop teachers understandings of the nature of curriculum cohesion and ways of achieving it. Baseline data: One of ERO’s recommendations was there was a need to ensure curriculum cohesion across the school. Target: All teachers actively engage with the programme of professional development based around curriculum cohesion, using a crosscurricula delivery model where transferable skills are foregrounded in each subject context. The final target is that this cross-curricula model is a major feature of programme delivery across Hagley. Actions
Outcomes
Reasons for the Variance
Evaluation
How to achieve curriculum cohesion was explored with Heads of Learning Areas in mid 2015. As part of end of year Best Practice Workshops in November 2015, subject leaders and HOLAs were further introduced to the concepts. These leaders engaged in an initial exploration of the transferable skills which could constitute curriculum cohesion.
Early engagement in workshops has been good. However, more in depth work is needed to embed the ideas.
This is a major area for development that will span several years, as understandings about developing a model of cross curricula skill development are developed and implemented. Hagley is at the scoping and introductory stages.
Considerable work needs to be done to help teachers develop an in-depth understanding of the explicit teaching actions involved in developing the transferable skills which have so far been identified.
Initial examples of how each of the transferable skills could be developed have been produced. Skills exemplified include thinking, communicating, making, self regulation, contributing, collaborating.
Early in 2016, a programme of professional development has begun which focuses on curriculum cohesion. The intent is that this PD will occur in full staff and cross curricula groupings initially. A subsequent stage will involve departmental work on curriculum cohesion.
It is intended that the College’s proposed involvement in the NZCER survey ‘Me and My School’ will provide a catalyst for transferable skills development. The survey provides data about students’ engagement with school and learning, with direct alignment to the curriculum’s key competencies, or transferable skills. Further work will need to be done also on finding ways to measure the uptake of the development of transferable skills.
Planning for next year: Additionally, work will need to occur on how these transferable skills (which will ensure curriculum cohesion) will be reflected in our core documents such as Teaching as Inquiry, Window into Practice and the Good Practice Teaching Model.
Annual Portfolio Reports – Hagley College 2016
Page 14
b)
Innovative subject contexts: Gender Studies
Focus: To develop programme innovations to meet interests and to increase educational achievement. If students are interested in what they are studying they will remain engaged in their learning, which will have a positive impact on retention, engagement and achievement. Strategic Aim: To continue to develop an innovative subject context within a conventional subject. Annual Aim: To develop Gender Studies using the English achievement standards and standards from other learning areas as required. Baseline data: To establish Gender Studies at Year 12 and 13 on the curriculum profile. Target: To attract students into the programme through its high interest context and to improve the retention, engagement and achievement rates of students. Actions (what did we do?)
Outcomes (what happened?)
Reasons for the Variance
Evaluation (where to next?)
Year 12 and 13 Gender Studies courses offered on curriculum profile. Both courses used a range of English domain standards, as opposed to the mixed standards from more than one learning area of the previous year. Student interest was high and a bulk of students were retained. Students were encouraged to form a sense of community through the use of social media and the engagement with spaces such as Women on the Waves, a PlainsFM radio show.
A number of students moved from the Year 12 course to the Year 13 course.
Targeting one domain area of standards allowed students to achieve goals such as Level 2 literacy or a domain area for University Entrance within the specialist subject.
The English standards proved to be very adaptable and useable in a different context to the one in which they are usually applied. Although more relevant to an internal pathway, students were able to make good use of the standards to develop their own contexts. Students formed strong relationships with the teachers in this area, which supported both their attendance and achievement. Students who were often absent felt able to return to a supportive classroom (with several students who left in 2015 returning to the class again in 2016).
Anecdotally, a significant number of students at both year levels entered into the courses without having a high focus on credits, but rather valued the supportive environment and relevant subject material. This was apparent in the results vs the students’ contributions to the class community through radio shows and social media. A number of students presented with anxiety or mental health issues and were drawn to the course as a result of this.
Planning for next year: New subject courses need careful consideration in the way that they are marketed and suggested to students. Some Hagley courses suffered through a lack of student and enroller understanding, meaning they were unsubscribed in some cases. Courses such as Gender Studies, with an easily understood name and a degree of familiarity in the school, did not suffer this. Aligned to this, the ‘new’ courses seem to attract a number of students from the traditional cohort of less able English students, and the volume of these classes on the profile in 2015 may have also contributed to weaker numbers in some courses. These courses are, to a degree, reliant on strong teacher ownership and engagement and it would seem to be a sensible idea to timetable teachers who have a strong interest in the subjects, as again, some of the ‘new’ courses were through a degree of teacher reluctance.
Annual Portfolio Reports – Hagley College 2016
Page 15
STRATEGIC PRIORITY 4 Develop pathways to enable students to effectively transition to tertiary learning. These pathways are: a)
Catch Up College
Focus: To continue to develop the implementation of the Catch Up College intensive programme as a national resource to support students from schools across NZ who require some Level 3 credits to enable them to complete UE requirements and transition to tertiary study. Strategic Aim: To increase the number of successful transitions to tertiary study for students. Annual Aim: To identify students who are within 8 credits of completing the requirements for University Rntrance and/or Level 3 NCEA Certificate. Baseline data: 153 students who are within 8 credits of gaining UE and/or Level 3 NCEA. Target: 85% of students engaging with Catch Up College intensive gain UE and/ or Level 3 NCEA and have the recognised qualifications to enter tertiary study. Actions (what did we do?)
Outcomes (what happened?)
Reasons for the Variance
Evaluation (where to next?)
Liaised with University of Canterbury Admissions and Liaison staff to enlist their support in promoting Catch Up College Intensive programme.
155 students have enrolled in Catch Up College In January and February 2016. Of these, 120 were enrolled in the Intensive programme for Semester 1 entry to tertiary institutions.
Catch Up College Intensive’s results continue to exceed the 85% target. Students who attend the programme are generally highly motivated to succeed and can often complete standards within a short timeframe, given that in most cases, much of the teaching has already occurred, and students often require a short period of revision only, or can readily apply previous learning.
Catch Up College intensive programme is in its eleventh year of operation and continues to be highly successful.
Liaised with University of Otago. Admissions staff to enlist their support in promoting Catch Up College Intensive programme. Completed a full review of Catch Up College and implemented increased staffing levels in coordination, administration and teaching, including the appointment of a new tertiary pathways manager. Implemented new national marketing via UC and NZQA. Interviewed prospective candidates from 14 January and arranged and delivered suitable programmes. UC changed their protocols this year – at the end of January they sent a letter to all students granting them provisional entry on the basis that they would have completed the credits they needed for UE by the end of Semester 1.
111 (92.5%) of these students who presented for Catch Up College intensive programme completed their requirements in time to gain entry to tertiary institutions by mid February.
However, a larger number of students than usual did not complete before the start of Semester 1. This may be attributed to the fact that UC sent students a letter at the end of January granting the students provisional entry based on their gaining the credits they were enrolled in at Hagley by the end of Semester 1.
An opportunity exists to market Catch Up College into a wider range of tertiary institutions. A constraint on this expansion exists, in that currently only UC and Otago will allow students Semester 1 entry based on catch up credits. If expansion is to occur, the College will need to look at staffing levels, as we are currently at maximum in terms of our teaching capacity serving Canterbury’s and Otago’s Catch Up needs. Further discussions with UC admissions staff will be necessary to ensure that students continue to complete their credits with us in a timely way, even though UC has already granted them provisional entry. The Catch Up model does not provide for students to continue with us while they are also in classes at UC.
Planning for next year: The College intends to run Catch Up College Intensive in 2017 and is already working to secure stronger links with Admissions staff at UC and the University of Otago. Some thought may be given to approaching other universities to secure their support for Catch Up College.
Annual Portfolio Reports – Hagley College 2016
Page 16
b)
UC@Hagley
Focus: To prepare domestic students, who have not qualified for University Entrance, with the essential skills and knowledge for study at the University of Canterbury. Strategic Aim: Develop an effective partnership with the University of Canterbury for the delivery of quality programmes for the Certificate in University Preparation. Annual Aim To deliver the Academic Communication and Study skills compulsory paper, BRDG006, as part of the Certificate in University Preparation. Baseline data: 136 students who wish to gain entry to University of Canterbury. Target: 80% of students achieve a C grade or higher in BRDG 006. Actions (what did we do?) Hagley delivered the compulsory BRDG 006 paper as part of the partnership with UC to deliver the Certificate in University Preparation, the compulsory paper BRDG006. 90 students initially engaged with the programme in Semester 1 and 46 students in Semester 2. UC have maintained a cohort of MÄ ori and Pasifika students who are also following the UC@Hagley programme.
Outcomes (what happened?)
Reasons for the Variance
Evaluation (where to next?)
85 of the original 90 students completed the Semester 1 006 course and of these, 75/85 (88.23%) passed. 42 of the original 46 students completed the Semester 2 course, and 39/42 (93%) passed the course. These very positive results have had a highly significant impact on the full Certificate of University Preparation, as the 006 paper is a compulsory paper. This has brought about approximately a 20% increase, compared to 2012- 2014, in the overall results for the full certificate.
The success of the programme can be attributed to highly effective programme design and programme delivery, as well as strong mentorship of students by the five teachermentors. In the past at UC, retention of students has been an issue which has negatively impacted on results. The design of the UC@Hagley programme, with its strong emphasis on the reciprocal nature of reading and writing for academic purposes, has built stronger understandings and developed confidence in students, thus impacting on improved outcomes.
The success of this course has led to an extension of our partnership with UC. In 2016 we will offer the Academic Communication Studies paper as a full year’s evening course over Semesters 1 and 2.
The partnership means also that we will be further developing this Tertiary Transitions area to offer two semester long numeracy evening courses as part of the Certificate in University Preparation. At the end of 2015, we employed a Tertiary Pathways Manager to run both the Catch Up programme and UC@Hagley.
Planning for next year: Further work has begun to scope additional opportunities to offer other options of tertiary pathway courses. Early work in this area involves surveying students interested in attending UC to collect some information about pathway courses which they may be interested in and about perceived barriers to entry.
Annual Portfolio Reports – Hagley College 2016
Page 17
STRATEGIC PRIORITY 5: BUILDING THE BICULTURAL STRATEGY Build the bicultural strategy by growing the understanding, ownership and personal commitment throughout the College. Focus: To emphasise the need for learning and teaching relationships between Māori and non-Māori not only hold to the premise that ‘culture counts’, but also to allow learners to initiate learning interactions, exercise self-determination in respect of the learning process, and become co-inquirers in engagements with their educators and their peers ‘(Bishop & Glynn, 1999). Strategic Aim: To encourage culturally inclusive classrooms with wall displays and resources. To build inclusive pedagogy: kaiako listens to ākonga voice, e.g tuakana teina (older helping younger ākonga to learn); talking to ākonga about their learning; sharing with ākonga; caring about what ākonga think and sharing learning with whanau; building relationships to enhance engagement. Annual Aim: To have our Māori ākonga achieving education success as Māori, raising Māori achievement, retention and transitions. Baseline data: Māori achievement in NCEA L3 Certificate was 43% in 2015; increased levels of staff engagement with te reo and tikanga. Target: To increase awareness, understanding and commitment to Māori success as Māori throughout the College. To maintain the Māori mentor role. Actions
Outcomes
Reason for Variance
Evaluation
Hui on Understanding NCEA for our whānau and their tamariki. Lesley Simpson (Māori mentor) also ran a session for year 9 and 10 ākonga to begin their career profiles. Workshops for kaiako were held so they could grow cultural confidence and awareness to enhance ākonga learning: Adrian Te Patu [BOT member] breaking down the stereotype of Māori-how we see traditional and nontraditional Māori; how do we respond to Māori ākonga at Hagley: Regan Stokes (Hagley kaiako) kia ora means more than hello; Melanie RewaiCouch and Matthew Fraser [tumuaki and kaiako, TKKM o Te Whānau Tahi] te reo and tikanga in the classroom. Careers NZ introduced the the Rangatahi Futures programme to all kaiako. The ākonga also has access to food through the donation by the City Mission and kaiako raising money to buy food to ensure our ākonga are fuelled for learning. The marketing team are installing whakatauki around the College walls, with learning areas asked to select and nominate whakatauki that are meaningful for their work.
Hui on Understanding NCEA with 10 whānau in attendance. Parents and students rated the hui highly. We had a group of 20 out of 27 possible ākonga. The students started with a connections exercise which was very successful. A lot was learnt by staff about the students, as they did about each other. The students began a career profile followed by kai. In 2016, we started the year 11 year with a hangi which was a new experience for many of our students. Lesley organized a pizza lunch for Māori ākonga to let them get to know each other 24 ākonga came and it was very successful. We will be running breakfast sessions twice a term to build a sense of belonging for the Māori ākonga. The four workshops to build confidence and awareness were excellent and feedback was very positive. The workshops had some very good practical applications for teaching practices and were very well received.
The retention of Māori students has risen from 2015 to 2016. This has been attributed to: • having a Māori mentor who has connected with Māori ākonga and provided a variety of activities around tikanga in conjunction with our Māori kaiako who has introduced te reo at year 11 in 2016. • The increase in Māori achievement has also been the result of a heightening of biculturalism of all kaiako and how important it is to understand tikanga, te reo and creating an inclusive classroom. • Creating a purpose for learning through positive career pathways. Lesley offered ‘explore a trade’ at CPIT in 2015. A greater number of Māori ākonga are returning to Hagley upon completion of year 12 to pursue a year 13 programme. • There is a greater awareness among kaiako to allow learners to initiate learning interactions, exercise selfdetermination in respect of the learning process, and become co-inquirers in engagements with their educators and their peers.
Appointing a Māori mentor has been successful in raising confidence and achievement for Māori ākonga and Kaiako. Lesley has built a strong authentic relationships with ākonga, especially year 12 and 13. The mentor with the help of classroom kaiako will develop a strategy to raise achievement at year 10. A positive action out of the PLD workshop was that: • a professional learning group studying the history of the Treaty has been established. 16 kaiako have volunteered in 2015 to be part of this group. • 30 kaiako learned te reo in 2015 • 54 kaiako are learning in 2016. Regan is teaching 3 groups during the week and 3 kaiako are teaching 77 ākonga in the After 3 programme. • The kaiako windows into practice has now a stronger evidence against the commitment to biculturalism indicator.
Planning for 2016 year: The Māori mentor is working alongside ākonga to make their learning successful. One of the plans is to continue to work closely with the Social Science kaiako to explore and interact with community employers through an “Education to Employment” initiative (instigated through CareerNZ and CDC). This initiative which happened in 2015 will once again allow all Year 10 ākonga to be introduced to a wide range of occupations existing in four employment sectors; manufacturing, ICT, health and agribusiness. This experience will hopefully give Māori ākonga a purpose for their learning and motivate them to achieve. The whānau teachers’ group will continue to be active and continue to grow capacity and involvement across the college. In 2016, the College is offering kapa haka to Māori ākonga and has 12-16 ākonga attending. The College is able to welcome our manuhiri through a mihi whakatau with confidence of traditional protocols.
Annual Portfolio Reports – Hagley College 2016
Page 18
STRATEGIC PRIORITY 6: IMPLEMENT THE EFFECTIVE TEACHER PROFILE In 2016, the focus is on: •
Relationships and interactions between teachers and students in the classroom that are key to effective teaching incorporating the concept of āko.
•
Teachers taking positive views of students, and seeing themselves as capable of making a difference for them.
•
Employing effective interactions which rely on caring for students and acknowledging who they are; managing the classroom to promote learning; using a range of dynamic, interactive teaching styles; and teachers and students reflecting together on their achievement in order to move forward collaboratively.
•
The mentoring Year 12 ‘at risk’ students strategy is the focus for Priority 6.
Focus: To establish and implement a mentoring programme for Year 12 students who are disengaging from education, or who have few or no qualifications, and are struggling to re-engage with their learning. Many of these students are new to Hagley and frequently lack the self management skills and personal resilience to make their transition to a new learning environment effective. The college is trying to establish for these students an important adult figure in their lives that can develop authentic relationships with these students to build their skills for learning capacity and the confidence to successfully engage in learning. The major focus of this strategy is engagement, retention and achievement. Strategic Aim: To dramatically improve retention and engagement for these targeted vulnerable students by supporting their reconnection to learning and targeting NCEA L2 for their achievement. Annual Aim: To identify students at Year 12 who are ‘at risk’ of not being retained in the education system or who are disengaging from their learning and to improve their retention, engagement and to target their achievement at NCEA L2. Baseline data: 50 Year 12/13 students with little or no qualifications who are at risk of dropping out of schooling with a history of increasing disengagement and low achievement. Target: Re-engage all 50 students (2016); a 90% retention rate; 95% achieving their literacy and numeracy standards; 80% students gaining NCEA L2; 100% with planned pathways. Actions
Outcomes
Reason for Variance
Evaluation
The mentoring of the Year 12/13 ‘at risk’ students involved:
The 20 (2015)‘at risk’ students involved in the mentoring programme they achieved: a 100% retention rate; 100% in literacy and numeracy standards; 87% achievement in NCEA L2; and 100% with pathway plans.
The students who did not achieve NCEA L3 have returned to the college to complete their qualifications.
Full evaluation was undertaken of the success of the strategy. This is a very good performance result with 87% of vulnerable students gaining their NCEA L2. The strategy is being sustained and broadened for the future. The model is also being used within the Youth Guarantee national workshops.
•
•
•
•
breaking down learning barriers students experienced by building authentic personal relationships exploring with students the key competencies / career competencies brokering the relationships and interactions with class teachers exploring future directions and pathways.
Fundamental to this mentoring programme was the establishment of a significant person in the lives of students.
An additional strategy that was not part of the original strategic priority was also undertaken by the Yr 12 mentor with another 125 vulnerable students across Year 12 (63 students) and Year 13 (62 students).
The majority of students achieved their NCEA L2, 7% above the target of 80% established by the college and at the BPS target of 85% established by the Government.
Planning for next year: This priority is aligned to the MOE strategy of the Youth Guarantee and the ART Achievement 2017. While this model is not a full immersion programme such as the ‘schools within a school’ strategy it is using full immersion techniques by the tutor (mentor) to fully support and engage the students with their learning and the development of their self-management and resilience. The College is exploring through the Student Learning portfolio the curriculum cohesion that students need and which have formed the basis of this mentorship programme. This involves developing six interrelated competencies of self-awareness, self-management, social awareness, relationship skills, making skills and responsible decision making. The Year 12 mentor and mentorship programme has developed these six competencies with the students identified to be mentored.
Annual Portfolio Reports – Hagley College 2016
Page 19
Analysis of qualifications performance Key points commentary Hagley is committed to raising student achievement both within the College as well as at a regional level, through it regional hub initiatives such as Catch Up College and UC@Hagley. The Government’s Better Public Service (BPS) 85% target for NCEA L2 is one important baseline for student achievement, given that a major part of Hagley’s roll is at Years 12 and 13. Our leaver data remains high, with 90% of our 334 adolescent full time leavers gaining an NCEA Certificate at Levels 1 2, or 3. 56% of our leavers gained a Level 3 Certificate and 26 % a Level 2 Certificate, a total of 82% of our leavers achieving at NCEA Level 2 and above. Our part time leavers transitioning to tertiary pathways remains very high, with 93% of those enrolling into Catch Up College completing UE requirements thereby gaining entry to tertiary institutions for semester 1. For non NCEA qualifications, 90% of students enrolled passed the University of Canterbury Academic Communication and Study Skills course taught for the first time at Hagley in 2015, lifting the previous pass rate for the full university certificate [which is taught partially at Hagley and partially at UC] by 20%. This achievement gain has been recognised by the University of Canterbury Board of Studies. In part, its success has contributed to the University’s wish to increase the number of tertiary pathway courses offered at Hagley, with three new courses under preparation for 2017. Hagley has two specific Senior College target areas in regard to qualifications performance: 1. Improved performance in participation achievement in NCEA 2. Improved performance in leaver attainment, particularly in regard to Government Better Public Service targets at NCEA L2+.
QUALIFICATION TARGET 1: IMPROVED PERFORMANCE IN PARTICIPATION ACHIEVEMENT IN NCEA With such a large Senior College population predominantly at Year 13, Hagley’s aim is for its students to gain increasingly high levels of success in qualifications that for many students are at their exit level from secondary school. Hagley is focused on improving its key higher level [NCEA Levels 2 and 3; University Entrance] qualifications achievement. Data used for this target is sourced from NZQA 2015 participation achievement data. Participating candidates are those who have entered sufficient credits to achieve a particular qualification in a given year. NZQA state that: “The participation-based denominators provide more accurate representations of achievement rates for NQF qualifications than the roll-based denominator, especially at a school in which there are substantial numbers of students not pursuing NCEA qualifications. There are two main categories of schools for which this is likely to be the case. The first comprises schools with a substantial proportion of their students having special needs or being part-time students. The second comprises schools with a substantial proportion of their students pursuing non-NQF qualifications”. Both situations apply to Hagley. NCEA Level 2 Target – all students
Outcomes 2015 – target reached; 3.4% gain over 2014 Hagley result
2014 / Hagley
2015 / National
80% of students eligible for NCEA Level 2 will gain an NCEA Level 2 Certificate.
85.6% of our 90 Year 12 students eligible for Level 2 NCEA gained their Certificates.
82.2%
88.6%
Annual Portfolio Reports – Hagley College 2016
Page 20
NCEA Level 3 Target – all students
Outcomes 2015 - target reached; .4% gain over 2014 Hagley result
2014 / Hagley
2015 / National
75% of students eligible for NCEA Level 3 will gain an NCEA Level 3 Certificate.
83.4 % of our 330 Year 13 students eligible for Level 3 NCEA gained their Certificates.
83%
83.2%
UE Target – all students
Outcomes 2015 - target not reached; 3.6% gain over 2014 Hagley result
2014 / Hagley
2015 / National
70% of students eligible for University Entrance will gain UE.
64.2 % of our 209 students eligible for UE gained this award.
61.4%
63.7%
NCEA Level 2 Target – Māori students
Outcomes 2015 - target reached*; 34% gain over 2014 Hagley result
2014 / Hagley
2015 / National
80% of Māori students participating in NCEA Level 2 will gain an NCEA Level 2 Certificate.
100% of our 5 Year 12 Māori students eligible for Level 2 NCEA gained their Certificates.
66%
83.4%
NCEA Level 3 Target – Māori students
Outcomes 2015 – target reached*; 7.4% gain over 2014 Hagley result
2014 / Hagley
2015 / National
75% of Māori students participating in NCEA Level 3 will gain an NCEA Level 3 Certificate.
82.4% of our 14 Year 13 Māori students eligible for Level 3 NCEA gained their Certificates.
75%
75.5%
UE Target – Māori students
Outcomes 2015 – target not reached*; 3.3% gain over 2014 Hagley result
2014 / Hagley
2015 / National
70% of Māori students eligible for University Entrance will gain UE.
64.7 % of our 11 Māori students eligible for UE gained this award.
61.4%
44%
NCEA Level 2 Target – Pasifika students
Outcomes 2015 – no comparative result *
2014 / Hagley
2015 / National
80% of Pasifika students participating in NCEA Level 2 will gain an NCEA Level 2 Certificate.
No Pasifika students at Level 2 in 2015 [NB: there was one student in 2014]
100% - one Pasifika student gained L2. *
80%
NCEA Level 3 Target – Pasifika students
Outcomes 2015 – target reached; no comparative result *
2014 / Hagley
2015 / National
75% of Pasifika students participating in NCEA Level 3 will gain an NCEA Level 3 Certificate.
85.7% of our 12 Year 13 Pasifika students eligible for Level 3 NCEA gained their Certificates.
100% - both Pasifika students gained L3. *
70%
UE Target – Pasifika students
Outcomes 2015 –– target reached; no comparative result *
2014 / Hagley
2015 / National
70% of Pasifika students eligible for University Entrance will gain UE.
71.4 % of our 10 Pasifika students eligible for UE gained this award.
50% - one [of two] Pasifika students gained L2. *
35.6%
[* Low numbers of Māori and Pasifika students affect percentage results].
Annual Portfolio Reports – Hagley College 2016
Page 21
QUALIFICATION TARGET 2: IMPROVED PERFORMANCE IN LEAVER ATTAINMENT, PARTICULARLY IN REGARD TO GOVERNMENT BETTER PUBLIC SERVICE (BPS) TARGETS AT NCEA LEVEL 2+
The government is committed to delivering a set of ‘Better Public Services’ results to transform performance in areas that matter most to New Zealanders. Within the secondary education sector, the target is related to boosting student skills and employment. This target is to be achieved by increasing the proportion of 18 year olds school leavers with NCEA Level 2 (or equivalent) to 85% by 2017. Leaver attainment in national qualifications is a valuable measure to identify Hagley’s performance in improving student achievement. Achievement of full-time adolescent student leavers across Years 12 and 13 is directly comparable to other secondary schools’ leaver data. The data around highest attainment is particularly useful for analysis. The number of school leavers forms an easily understood cohort that acts as an accurate denominator at a crucial stage in the education system.
Level 3+ Target – all full time adolescent leavers studying at NCEA Levels 3 and above
Outcomes 2015 – target reached; 4.1% gain over 2014 Hagley result
2014 / Hagley
2015 / National
50% of leavers will gain a NCEA Certificate at Level 3 or above.
56.33% of our 209 full time adolescent leavers studying at NCEA Level 3 gained their Certificates.
52.2%
49%
Level 2+ Target – all full time adolescent leavers studying at NCEA Levels 2 and 3 [BPS target area]
Outcomes 2015 – target not reached; 2% down over 2014 Hagley result
2014 / Hagley
2015 / National
85% of leavers [the 82.75% of our 307 full time adolescent leavers Government 2017 PBS target] studying at NCEA Levels 2 or 3 gained their will gain a NCEA Certificate at Certificates. Level 2 or above.
84.8%
81.2%
Level 1+ Target – all full time adolescent leavers [NCEA Levels 1, 2 and 3]
Outcomes 2015 – target reached; .8% down over 2014 Hagley result
2014 / Hagley
2015 / National
90% of Hagley leavers will gain an NCEA Certificate.
90.03% of our 334 full time adolescent leavers studying at NCEA Levels 1 , 2 or 3 gained their Certificates.
90.8%
87%
Annual Portfolio Reports – Hagley College 2016
Page 22
STUDENT SYSTEMS PORTFOLIO
INTRODUCTION The Student Systems portfolio is essentially a support role. The aim is to support all staff in maximising the efficient use of our student management system (KAMAR) for everything from attendance to timetabling, reporting to resource use. A supplementary but useful additional aspect to this is the role of data in effective teaching and learning, and this is an area to be developed over the next 1-2 years. The aim is to upskill staff in their understanding of what their data might mean, what they can and can’t infer from it, and how this may inform their teaching. Avariety of surveys for students, staff and whanau have been developed. It is hoped that these surveys will enable the College to access pertinent information that has previously been unable to be accessed in any more than an ad hoc manner. In all this, ongoing training of staff plays a large part. Training and tutoring has already been provided to the majority of (if not all) teaching staff, on an individual and corporate level, and this will undoubtedly continue in the future.
KEY OUTCOMES 1.
Manage and develop Hagley’s student data systems, including the student management system, timetabling and facilities use, MOE returns, attendance data, student and caregiver reporting. Lead research into best practice in student data management and analysis, applying those understandings to improve student data management, practices and analysis across the College. Plan and conduct data analysis to inform the work of various College portfolios. Grow strong professional learning and self-review models which build teacher effectiveness in using data.
2. 3. 4.
Outcome 1: Manage and develop Hagley’s student data systems, including the student management system, timetabling and facilities use, MOE returns, attendance data, student and caregiver reporting. This is the most critical aspect of the portfolio. Initially, the aim is to come to a working knowledge of all of the relevant systems, before being able to tweak and develop them to better suit the College’s needs. Thus far, the March 1 MOE roll return has been completed (with assistance from Kerry Keats and Sharon Cumming). A working knowledge of KAMAR timetabling to make necessary start of year changes has been developed. However, in the next 7 months the 2017 timetable will be developed from scratch, managing the massive jigsaw puzzle and competing demands of the school’s teachers and resources. All steps will be documented so that whoever timetables in future will have a useful guide. The timetabling puzzle will begin shortly with development of the 2017 profile for subject and specialist course choices. The College does not necessarily make the best use of its facilities. In consultation with Andy Gorton, who is undertaking an audit of the College’s rooms and resources, it is intended to more strategically allocate rooms and spaces so that bookable meeting spaces are created. With the increase in student numbers in programmes like CUP, our meeting room space is at a premium, so this is seen as a medium term solution until the rebuild occurs. In a similar vein, in the next 12 months, the intention is to make more rooms and resources bookable to teaching staff. These could be specialist rooms like computer laboratories, or resources such as film equipment. By making resources bookable, they are more easily able to be utilised to the benefit of our students rather than going unused too often. Involvement with attendance data is restricted to the staff side, that is, accurate and timely data entry of attendance information. This is monitored on a daily basis, reminding staff if they have forgotten to complete the roll. The strategy is that through frequent, gentle reminders, staff compliance and accuracy will improve. Annual Portfolio Reports – Hagley College 2016
Page 23
We are about to enter the first major reporting cycle for 2016. In order to save time and money, this process is a digital one for the first time. To this end, an updated contact details form has been designed that was sent out to all primary and secondary caregivers in a mail out of NCEA information. This has already resulted in updated information from over 300 students. The hope is that we will have a large percentage of correct email addresses that can be used to email out reports. The saving in time and money will be substantial. Of course, some reports will still need to be printed for those without email access; however, hopefully this number will decrease over time. It is also intended to email reports to all students themselves (both adults and adolescents). Reports and outcomes for all courses have been set up, working with all staff in charge of courses to make sure these are accurate. However, in future there are large parts of the report set-up process that could be done by Heads of Departments/Learning Areas, and with help and assistance it is hoped that this process could be started in advance of the Term 3 reporting cycle. The aim is to empower staff to take more control of their own data and reporting processes so that they have more freedom to move and change things as they see appropriate. However, this requires training and support, as well as guidelines to ensure consistency. With the assistance of Laura Borrowdale (who has a large amount of journalistic and proof-reading experience) it is hoped that a Hagley style guide can be developed for use with reports and outcomes to increase the professionalism of the College’s reporting to students and caregivers and to ensure greater consistency between reports. In this role, the main things that this portfolio contributes towards the school’s mission are around accessibility and the lifelong learning of staff. As the timetabler, enacting the mission statement means additional flexibility to accommodate students’ unusual course options (for example, a part time version of a packaged course). This has already enabled around 10 students to access a course that was more suitable to them for a wide variety of reasons, including issues of mental health or physical disability. In addition, a large part of the portfolio is in supporting staff with their use of the student management system and data analysis and interpretation. In assisting staff to be life-long learners, it is hoped their modelling of this behaviour will in turn encourage students to do the same.
Outcomes 2 and 3: Lead research into best practice in student data management and analysis, applying those understandings to improve student data management, practices and analysis across the College. Plan and conduct data analysis to inform the work of various College portfolios. One of the issues surrounding using data is the accuracy of this data. This is particularly true of attendance statistics. In completing the March 1 roll return, and in consultation with the Attendance Manager and Deans’ Assistant, it has become evident that there are daily inaccuracies in our attendance systems. This will require ongoing work with all staff, to record attendance accurately, but also in a timely fashion. To this end, records are being kept, reminder emails are being sent, and a greater emphasis on our obligations and responsibilities will be continued to be raised with staff. It is vitally important that the College’s systems and procedures are documented and clear to all stakeholders. To this end, there is continuing close work with Enrolment Centre staff, Senior Leadership, Deans, teaching and non-teaching staff in order to refine and document procedures so that responsibilities and channels of communication are clear. All the work is documented in order to future-proof this position and to ensure that anyone else who may need to perform aspects of the role could do so with useful, practical notes on how to do this. One advantage of being new to the College is that policies and procedures are seen with fresh eyes and queries raised why and how something has been done if necessary. Where it is appropriate, and in consultation with Senior Leadership, improvements and changes to these procedures are made where necessary. Several different aspects of data analysis are also the focus. The first is the development of a Year 11-13 student wellbeing survey to mirror the NZCER Year 9-10 “Me and My School” survey that Hagley students completed late in Term 1. The survey has been developed using Google Forms, and in consultation with Rowan Milburn, it is intended that students
Annual Portfolio Reports – Hagley College 2016
Page 24
complete this survey early in Term 2. This should give us some baseline information on student wellbeing and engagement, the enrolment process for new students, and areas for us to focus on improving in the future. It is a quick and easy way to allow students to anonymously have a voice about any concerns they have at the College. These surveys will involve discussion with staff about what it means for our teaching and learning, and understanding student wellbeing. It is envisaged that these surveys being repeated on an annual basis, so that longitudinal comparisons can be made. In consultation with Sara Gordon and Michael Herman, BOT, we are also looking to develop a staff wellbeing survey – this is currently in the discussion phase. Similarly, suggestions have been made that it may be worth surveying whānau at some point in Term 2 to gauge satisfaction around our reporting processes, parent interviews, and the like. This can be a useful tool to help guide future discussions in these areas. Again, this could be an annual or bi-annual exercise and will involve analysis and discussion with the BOT and Senior Leadership. The portfolio is also involved in Marie Stribling’s Teacher-led Innovation Fund application. This will involve accessing appropriate data to both support the application, and the project itself if it goes ahead. The English department have recently asked for assistance in collecting student voice for their WIP. To this end, support for staff will be provided to use and modify a Unit Evaluation form, to quickly gauge student engagement with the work and any problems/concerns they may have. This may well be utilised by other subject areas also.
Outcome 4: Grow strong professional learning and self-review models which build teacher effectiveness in using data. In term 1, three whole staff professional development sessions around using KAMAR effectively were co-led by the portfolio, covering attendance, pastoral incidents and student notes. The major emphasis of each of these sessions has been to upskill teaching staff on the best use of the student management system so that teachers, deans and senior leadership have easy access to the most up-to-date information about students. There has been work behind the scenes to change permissions and access to streamline our use of KAMAR, and to provide clear messaging to staff on how and why changes were needed. All of this is a work in progress – there are many other areas of KAMAR of which we could be making better use, and hopefully in time we will be able to do so. In particular, we could make much better use of Markbooks and summaries (previous year’s results, asTTle results, Junior common assessments etc, Junior credits); Events planner – for ease of access to bookable resources and rooms, relief lessons; Flags – for ease of identification of priority learners – Māori & Pasifika students especially; Groups – for financial billing for activities, but also potentially to add involvement and participation in service and sporting/cultural groups to reports. In the next 12 months it is my intention to make further inroads into staff use and learning around KAMAR, to better inform their teaching but also to have more useful and accessible data available to all key stakeholders, including the BOT and Senior Leadership. In terms of teacher effectiveness, the aim is to have greater involvement in the Best Practice Workshops for Heads of Learning Areas at the start of 2017. There is more that could be done with critically analysing students’ achievement data, particularly comparing with national and decile-equivalent data, with plans to work with Kerry Keats on this before the start of the 2017 school year.
Annual Portfolio Reports – Hagley College 2016
Page 25
INFRASTRUCTURE AND DIGITAL STRATEGY PORTFOLIO
INTRODUCTION Hagley’s vision for Infrastructure (Digital and Physical) is to be a college that leads in its approach to having a robust and flexible infrastructure. The Infrastructure needs to be seen as a key component in the college delivering first rate opportunities to students allowing them choice and flexibility in their approach to their learning but at the same time be based on a model that will allow Hagley to sustain this approach into the future. Hagley’s infrastructure should allow both evaluative and innovative practices. There are several underlying principles that need to be adopted in order for the college to continue its commitment to meeting the vision. • Reliability – The college’s infrastructure must be reliable, providing a positive learning and user experience. • Flexible – The college’s Infrastructure model must allow for flexibility in terms of usage and access to resources • Coherence – The college needs to ensure the Infrastructure is coherent by implementing practices, processes and technologies that wherever and whenever possible work together, and of course fit with the overall vision. • Affordability and Sustainability – The college needs to be able to afford the infrastructure it provides without limiting other important areas of its commitments, and be able to sustain the level of monetary and resource commitment to upkeep the infrastructure over a number of years. • Planning - it is essential that upgrades or enhancements to the college’s current infrastructure are planned and led by educational/business requirements whilst allowing room for evaluative and innovative practices that may never meet with widespread implementation. • Management and Support - any new Infrastructure needs to be managed and supported by a professional team of staff who are well resourced and focused on improving the overall service
KEY OUTCOMES 1. 2. 3. 4.
Implement and maintain a robust physical and digital infrastructure and the associated services which are flexible, sustainable, coherent, and proactively planned and managed Develop strategies and processes as well as staff required to drive the development of a flexible and sustainable infrastructure Implement and develop strategies and processes that aid learners to be flexible with their learning in terms of time and location Develop a culture of researching, evaluating and reviewing learning environments, business processes, IT resources and IT educational practice.
Outcome 1: Implement and maintain a robust physical and digital infrastructure and the associated services which are flexible, sustainable, coherent, and proactively planned and managed. Digital Infrastructure Network infrastructure connects the access devices in the college to the required tools, services and digital resources. Many of these tools, services and digital resources will be external to the college. The network infrastructure components include: internal communications services, cabling and equipment; telecommunications services; server computers and associated storage devices; environmental management equipment; operating software for server computers; communications equipment and related hardware. The college currently supports network access from every building on the estate often supporting in excess of a thousand access devices on the network at any given time. The network infrastructure is continuing to meet the increasing demands Annual Portfolio Reports – Hagley College 2016
Page 26
placed on it by the increased number of access devices and increased numbers of digital resources. Supporting the network Infrastructure and associated components is very much an ongoing task though and it is expected that each year improvements and updates will need to be carried out in order for the college to retain the excellent infrastructure it has built. The use of services and applications reliant on Internet access has increased again this year and will increase further with plans for students’ digital resources to be saved to Office365. Thus, the associated demands placed on the college’s infrastructure have continued to increase accordingly. Expectations that equipment and services will work first time and every time remain high. Whilst this increases the demands placed on the ICT services team and the network infrastructure it also means that users’ confidence of the college having a robust ICT Infrastructure remains high. As reported previously, the ICT services team also face greater challenges at Hagley College than do many other schools in that there is very little time when the network is not being used by members of the college (whether from within the college or outside of it) due to the nature of the Hagley’s learning environment. This means that the chances of network downtime when new features can be tested in isolation of ICT users are very low. Even with these further challenges, this year has continued to see the college’s network infrastructure as a resilient one with downtime kept to a minimum despite multiple upgrades being made to the infrastructure and associated services. 2015 Highlights • The SNUP Lite Ministry of Education sponsored project was completed in 2015. This was a huge undertaking but has led to an even faster, future-proofed network across the college estate • Two of the college’s computer suites were upgraded to allow better positioning of ICT resources and an environment more conducive to 21st century learning • Enhancements to the School of Animation render farm environment took place to make the network infrastructure available to those users faster, more reliable and coherent • A new commercial partner for the planned phone system upgrade was sought and engaged. This upgrade is currently being implemented. • ICT Services finished its review of the college’s new Internet Service Provider (N4L) and has downgraded the service provided by its legacy Internet back-up service. This will save the college several thousand dollars each year but continue to allow a failover service should the current Internet connection run into short service issues. The implementation of this downgrade is being carried out in 2016 Looking forwards to 2016: • Continue to make improvements to legacy Infrastructure equipment eg network switches • The new phone system (Skype for Business) will be implemented with contracted support • The legacy file server in the Art block will be replaced by a solution that fits with the college’s common approach to networked file servers • Research possibilities of extending print services to better cater to tablet type devices and to those who bring their own device to college Spaces, facilities and environments The college’s spaces and facilities are an eclectic mix of old and new buildings, gardens, carparks and storage facilities. The maintenance and development of these facilities is of paramount importance to Hagley offering the very best educational and work facilities that offer a careful blend of flexible and specialist areas that are both financially and environmentally sustainable. The two main challenges of this part of the Infrastructure portfolio is to move forwards with new Integrated Learning Environments and to optimize the use of current facilities. Future focused environments Hagley has committed to a journey of developing a future focussed learning environment. This means that the college needs to consider the flexibility of use for any space and facility (and e.g. associated furnishings) whether this be in learning space design or support area use. According to the Ministry of Education an Innovative Learning Environment (ILE) “… is one that is capable of evolving and adapting as educational practices evolve and change – thus remaining future focused”. The area of ILE design is quite Annual Portfolio Reports – Hagley College 2016
Page 27
complex and takes into account a multitude of factors including; Spaces, Environments and People. These factors breakdown into multiple other elements (classrooms, breakout spaces, furniture, acoustics, heating etc) and thus the design of an ILE is a non-trivial exercise. Hagley has a history of supporting flexible and innovative practice and the challenge, at least in the short-mid term, is to see how it is possible to make our current spaces, environments and facilities more flexible and future focussed. In the longer term with the potential to build new learning environments. The college will be able to use this experience to develop environments that support its forward facing educational practice. There are of course some limiting factors in ILE design and Hagley is no different to many other schools in New Zealand here. The college has areas which are protected for environmental or cultural/historical reasons and being a central city school is limited in its physical footprint. In addition to ILE design there are of course very important considerations needed for clearly designated zones that are needed in any modern establishment to help it run effectively e.g support staff offices, car-parking and storage facilities 2015 Highlights: • In 2015, the computing course was revamped. To support these educational changes, the computer suite was revamped with a different layout, laptops to offer better flexibility and new furniture • One of the Social Sciences room was given all new furniture and 1:1 laptop access ready for the start of 2016 to allow the college to look at both the educational impacts of the changes and to address layout and technical issues that may arise in advance of any larger scale changes. Looking forwards to 2016: • A full ‘mapping’ of the college will be undertaken to review current space usage and to identify where opportunities exist for more flexible usage • Breakout spaces will be created making use of wider corridors and alcoves in the college to allow students to extend their working space outside of the classroom and to allow teachers areas to ‘hot-desk’. • Ideas that have previously been ‘floated’ for extended usage of the café annexe will be looked at in detail and future use of the annexe clarified
Outcomes 2 and 3: Develop strategies and processes as well as staff required to drive the development of a flexible and sustainable infrastructure. Implement and develop strategies and processes that aid learners to be flexible with their learning in terms of time and location. Efficiency and sustainability improvements Over the past few years ICT Services has managed to make effective changes with regards efficiency and sustainability improvements by taking a strategic and long term approach to any changes that are needed. This method will now be extended to Infrastructure as a whole. There are four main areas that will be focussed on: • Contractual and financial improvements; The college spends a considerable amount of monies over a year both purchasing new assets and engaging contractual services. Whilst value for money is an important consideration that has always been taken into account, examining the Total Cost of Ownership of a product or asset is extremely important as it takes into account the cost of that product/asset over the period of its use. Additionally, engaging the services of contract professionals who understand the college’s structure and goals and can commit to Hagley over a period of time is a further important consideration • ‘Umbrella’ approach; Approaches to most changes (especially large changes) need to be looked at with an umbrella approach. In this manner, it becomes possible to examine issues from a strategic position and consider how the changes may affect other parts of the college’s Infrastructure rather than focusing on individual smaller changes • Proactive planning; Proactive planning will allow Hagley to list and plan for any changes that need to happen over the next few years and thus to plan for the changes and mitigate potential issues. Whilst the college has always had a cyclical approach to repair, upkeep and replacement of equipment there is room for improvement here.
Annual Portfolio Reports – Hagley College 2016
Page 28
•
Environmental Improvements; This describes many areas of Hagley’s day to day operations. However, over the next few years this will focus upon the college’s major costs with regards energy use. Whilst effort is made to keep these costs down Hagley has a financial and environmental responsibility to continue to aim high here and seek further improvements.
Flexibility; Time and location Access to ICT This describes both the access devices (computers, laptops, ‘smart’ devices etc) that are directly used by students, teachers and college support staff and access to learning/teaching/work resources from any location. Access Devices can be devices owned and provided by the college or devices owned by an individual user brought to college to aide with their work, learning or teaching. One of the major challenges that the Hagley faces in terms of ICT remains that of providing a greater access to the college’s ICT services. The college owns a high number of devices for student use and their function and form are also diverse. Whilst Hagley is still committed to improving access to college-owned devices for students it also recognises the importance of personal ownership of a device and thus encourages Year 12 and 13 students to bring in their own device. The college plans for every user to gain access to the appropriate services and learning/teaching resources anytime and from anywhere (with due considerations placed on security and practicalities). Access to work areas With Hagley’s extended hours it has always allowed extended access to work areas for students. There are already areas where students can always work e.g. the library but over the past few years this has extended to allowing extended use to particular classrooms especially when a classroom is dedicated to the schools within schools approach. Whilst it would be very difficult to extend this approach to all classrooms there are plans to allow better usage of college corridors and alcoves where many students gather in their break time. This will be addressed within Hagley’s Future Focussed Environments approach. 2015 highlights • A better financial offering was sought and accepted with regards our telecommunication contracts • ICT Services signed up to the All of Government contracts for computing in order to secure better financial deals for the college wherever possible • An online system was introduced that allowed staff and students to see at a glance and in real-time where a Windows based college-owned computer is available Looking forwards to 2016 • ICT Services will plan to replace a number of the legacy student devices and evaluate whether a large scale upgrade is also needed • Most student work will be moved to Office 365 file servers to support anytime/anywhere access • All of Government contracts will be looked at in more detail to examine the benefits for these agreements to be extended to other areas/departments within the college • High level planning for repair, replace and upkeep for the next few years will take place • An umbrella approach to security (non-digital) will be looked at and a consultant engaged if appropriate • The possibilities of the college purchasing energy and business management software will be examined and implemented if affordable
Annual Portfolio Reports – Hagley College 2016
Page 29
Outcome 4: Develop a culture of researching, evaluating and reviewing learning environments, business processes, IT resources and IT educational practice. Efficiency and sustainability Improvements Hagley views the process of researching, evaluating and reviewing as a very important one. In terms of Infrastructure this process needs to encapsulate many factors including; products and solutions knowledge, commercial sector relationships, and current practice. With this in place, the college can ensure that they always have the tools and processes that will best allow them to support learners and e-learning. In any given year there are a multitude of new devices and products and services offered by commercial and noncommercial organisations. Over the past few years the ICT services team have met suppliers of equipment and services on a regular basis reviewing what equipment represent Value for Money and a low Total Cost of Ownership for the college whilst being fit for purpose. This practice is now intended to be extended to Infrastructure Services as a whole where possible. Additionally, the practice that ICT Services have successfully implementing of purchase small numbers of new devices to evaluate, will be extended where appropriate to Infrastructure Services as a whole. This will allow the college to evaluate whether such purchases meet the rigours and demands of future focussed environments and are sustainable if implemented on a larger scale. 2015 highlights • Further research and evaluation of a new phone system took place and the roll-out of the chosen system will take place in 2016 • Two members of the ICT Services team continued to regularly met with other ICT Directors from Christchurch to review progress made so far with the Office 365 service and evaluate new features and new ways of implementing based on other schools’ experiences. These meetings have also included commercial sector partners when appropriate. • The ICT Director represented the college on International conferences to learn of new services, infrastructure practices and implementations and also to verify what is in place at Hagley is the best service we can offer Looking forwards to 2016 • Evaluate and review new ICT devices. The aim will be to find at least one device that could be used to replace any of the college’s older laptops • Review the current digital security offering and evaluate whether upgrading/replacing will allow the college to have the same high level of security currently offered but with added features to better support teachers. • Review the use of newly created spaces and changes to classroom setups • Evaluate new furniture offerings from the commercial sector and review our current purchasing practices • Review Infrastructure ideas put into place at other schools and businesses to evaluate whether these ideas have a place at Hagley
Annual Portfolio Reports – Hagley College 2016
Page 30
MARKETING PORTFOLIO
INTRODUCTION Marketing continues to play a key role in the ongoing development of Hagley College. As a school with no guaranteed enrolment zone, and with an historically mixed reputation, it is critical that authentic messaging and imagery are visible to all, across a range of media. Reflecting on two years of a more intentional marketing plan, we are starting to see Hagley featuring more prominently within the high school landscape. People are more aware of the range of opportunities, the culture of support and engagement for students, and the ongoing success that they achieve from Year 9-13, and within all of our extended programmes. Marketing utilises imagery, messaging and placement as key factors in achieving impact on an audience. Our imagery uses a mix of authentic Hagley students, backed by core messages of “You’ll get there with Hagley”, or “You’ll find me at Hagley”, placed in a range of media. We publish stories of students that have left and gone places, stories of students like your niece, nephew or son, along their path of study. Our students have even written and created the backing track for our radio, and voice the adverts at the local radio studio! Our byline featured with most placement of our logo, says, “Inspiring futures, transforming lives…” This continues to guide and direct our people, programmes and our marketing knowing that we are about creating lifelong learners, and opportunities for all. It’s also in encouraging individual journeys of success that are varied, as one of our campaigns highlights, “Success is becoming a lawyer, doctor or accountant… Since When”?
KEY OUTCOMES 1. 2. 3. 4. 5. 6.
Identify Hagley’s core services, products, vision and direction and build understanding of Hagley’s role within the region. Develop a clear brand, with logo, colours, byline and imagery to accurately represent Hagley. Develop brand and marketing material consistently and clearly both in layout and messaging. Identify core target groups with the utilisation of specific messages through appropriate media. Align expenditure and budget based upon marketing priorities. Increase opportunities and methods of distribution to ensure information is current and accessible to all interested groups.
Outcome 1: Identify Hagley’s core services, products, vision and direction and build understanding of Hagley’s role within the region. 2015 saw Hagley gain the critical “designated character status”, and Marketing played a role in the presentation and all the work leading up to communicating what “character” Hagley has. This status will allow Hagley to play its part in the greater schools network more effectively and ultimately assist us in marketing our courses more effectively and with greater scope in all areas. The ongoing commitment to these factors saw all our publications and media refined to better align with our vision, with clearer layout, graphics and content editing, resulting in user friendly and accessible resources.
Annual Portfolio Reports – Hagley College 2016
Page 31
Outcomes 2 and 3: Develop a clear brand, with logo, colours, byline and imagery to accurately represent Hagley. Develop brand and marketing material consistently and clearly both in layout and messaging. During 2015, we continued to see new signage, and media marked clearly by the Hagley icon, logo and ‘look’. This included exciting developments around the school where internal graphics in the main entrance way were replaced and enhanced. As publication and information material has come to editing and reviewing, we have been able to introduce layout and brand elements that ensure stronger consistency and impact.
Outcome 4: Identify core target groups with the utilisation of specific messages through appropriate media. A key change in focus in 2015, was the move to represent Hagley at the Careers Expo. This event gave us a freely publicised place to showcase Hagley courses to Year 11-13 students from most colleges around Canterbury and was a great success in terms of connecting with students looking at course options for Year 12 and 13. We did some investigation and trials with social media, and online advertising towards the end of the year with the view to further expansion in 2016. While the Press gets to some of our older generation, the grandparents of our prospective students, the online Stuff version is on the majority of our audiences phones and tablets, and it is here we need to get our message.
Outcome 5: Align expenditure and budget based upon marketing priorities. Budget lines were clarified further to reflect expenditure with further moves away from printed material to digital and online information. Significant money spent on the website means we have a base for ongoing development in this area with reduced ongoing costs in 2016. Anticipated spends in social media were utilised elsewhere as we tested this area out, and ensured our web and other areas were fully supported and developed.
Outcome 6: Increase opportunities and methods of distribution to ensure information is current and accessible to all interested groups. The launching of the new website in 2015 was a huge step in ensuring clear, accurate information accessible and current. The design is responsive and designed to work effectively on phones, with all content, managed by staff to ensure information is up to date. In response to enrolment numbers in the After Three area we worked with Meta Digital to develop an area of the website to show current enrolment status and places available to site visitors. Significant investigation was carried out looking at utilising e newsletters, enrolment forms etc were changed to enable us to build a database for launching e newsletters in 2016. The launching of the new website in 2015 was a huge step in ensuring clear, accurate information accessible and current. The design is responsive and designed to work effectively on phones, with all content, managed by staff to ensure information is up to date. In response to enrolment numbers in the After Three area we worked with Meta Digital to develop an area of the website to show current enrolment status and places available to site visitors. Annual Portfolio Reports – Hagley College 2016
Page 32
Significant investigation was carried out looking at utilising e newsletters, enrolment forms etc were changed to enable us to build a database for launching e newsletters in 2016 Looking to 2016‌ and our outcomes recognising the huge developments made so far: Oversee the management and implementation of the Hagley brand across all media applications to continue to improve the awareness of Hagley College We aim to increase the number of student stories, success and journeys, current and past through media and anticipate engaging the journalism students to source and write articles Matching stories with specific pages on website to authenticate journeys will enhance our messaging and we hope to spread marketing messages across year, rather than focus wholly around events. Manage the ongoing strategic design and brand implementation applied within the internal school environment, to enhance the engagement of students, staff and visitors with Hagley core values and messages 2016 will see us managing replacement signage with new branding and introducing whakatauki and other information about Hagley’s values through out school We plan to increase ease of access to all around buildings and site utilising clearer signage, and to work in with any rebuild planning at conceptual and visual stages It will be good to further standardise branding on internal materials being produced by supplying guide and resources Manage the budget and expenditure to ensure marketing resources are aligned to core priorities and supportive of key objectives Our ongoing move to further reduce print expenditure and focus on building the social marketing network, including e newsletters, Facebook, Instagram etc will continue. Budget lines are further tweaked to identify that of digital media, and social even more specifically and introducing monthly budgeting based around anticipated expenditure will assist our focus. Utilise media and communication channels to ensure effectiveness of information sharing, promotion and engagement with specific target groups and audiences The introduction of e-newsletters designed to get to wider audience, mobile or desktop with capability to share will signify the shift from traditional print media, while also reducing costs associated with that A strategic move will be to employ and admin person, rather than the (artistic part time role we had in 2015), with ongoing responsibility to manage and audit web content, and support Charlotte with range of production tasks Increase the engagement of students and staff with marketing and messaging. Aiming to increase the level of authenticity and power of social networks and mechanisms We hope to engage journalism students to write stories about students, while continuing to develop the radio advertising. After some engagement with the App school in 2015, it will be good to follow that up and look to see how students might develop an App for distribution. The allocation of some funding has been set aside for creative developments that may include developing video clips, etc for online social marketing. How this works out is unknown but a commitment to utilising the power of authentic messages in the social and digital world we live in today.
Annual Portfolio Reports – Hagley College 2016
Page 33
STUDENT WELLBEING TEAM Student Wellbeing Portfolio Year 11 and Junior College Portfolio
STUDENT WELLBEING PORTFOLIO
INTRODUCTION The Student Wellbeing portfolio was introduced in 2016. The primary focus is to provide a wide range of student supports and opportunities to ensure students are best equipped for learning through the provision of a strong pastoral care system. ERO’s 2015 document ‘Wellbeing for young people’s success at secondary school’ suggests this portfolio is timely in that a focus on young people’s wellbeing has increased nationally and internationally. The Wellbeing team consists of a Deputy Principal, a Director of the Junior College and Year 11, Year Level Deans, a Senior Mentor, a Careers Department, a Guidance Department, the Nurse and Support Staff as Administrators. The team recognises that school factors influence student success and therefore their wellbeing. We are committed to the wellbeing of our students, recognising that some of our students may have had a negative experience of education and are looking for a second chance. As important as meeting these student’s needs, by providing a course of study through an innovative curriculum is providing a robust and thorough pastoral care system centring on an individual students wellbeing. The wellbeing team recognise that the outcomes of student wellbeing are varied and diverse. We prioritise students feeling safe and secure at school and recognise the contribution this makes to enhancing learning outcomes. We also aim to provide opportunities for our students to experience success and feel a sense of connection to the College by participating and contributing to the College’s wider community. Our teachers are committed to the wellbeing of our students through caring and respectful, reciprocal relationships. We value diversity and our students can develop a sense of identity and be valued as individuals.
KEY OUTCOMES 1. 2. 3. 4. 5.
Lead student wellbeing across the College to ensure student engagement, retention and involvement. Lead research into best practice in student wellbeing, and apply those understandings to inform approaches to student wellbeing across the College. Develop and promote opportunities for student participation and leadership. Use student, whānau and teacher voice to improve student wellbeing. Grow strong professional learning and self-review.
Outcome 1: Lead student wellbeing across the College to ensure student engagement, retention and involvement. One indicator of engagement, retention and involvement across the College is student attendance. Hagley College at the end of Term 1, 2016 has an overall school attendance rate of 82%. This is inclusive of all students and given the number of students in Year 12 and 13, often returning to education, is work in progress and just satisfactory. Planning for 2016 Over the next twelve months attendance will remain a strong focus for the wellbeing team. Some key developments planned for 2016 are: • To capitalise on the collection of attendance data it may be more beneficial to look at attendance across the year levels as there is a disparity amongst attendance rates. Year 9 and 10 are above 90% and then attendance data indicates a trend downwards through the year levels.
Annual Portfolio Reports – Hagley College 2016
Page 34
•
•
•
•
• • •
• •
To capitalise on the collection of attendance data it may be more beneficial to look at attendance across the year levels as there is a disparity amongst attendance rates. Year 9 and 10 are above 90% and then attendance data indicates a trend downwards through the year levels. Attendance, of our priority Maori and Pasifika students also varies across year levels and closing the gap between Maori and Non Maori and Pasifika and Non Pasifika will be a key target over the next twelve months. Strategies such as individual monitoring, providing mentoring and working with the bicultural team are all strategies to be implemented within the team. The implementation of a more structured procedure around attendance. This will include school actions and responsibilities leading to consistency across the College. Clearly defined roles of classroom teachers, tutor teachers and deans with each role having designated outcomes is an initial step in the process. The role of our attendance officer is to be reviewed to encompass a more proactive approach to truancy. This may include working with whānau and liaising closely with the Deans and outside agencies to develop a consistent approach to attendance. Attendance needs to be communicated with our wider school community through newsletters and hui that we hold onsite. The main focus for this communication will be links to learning and achievement. Working together across departments will better meet the needs of students at risk of non-attendance such as utilising the expertise of the careers department to reengage students through industry based initiatives. Staff will continue to be informed regularly on attendance data and issues through staff meetings. Some staff education through staff meetings has already been implemented with a positive response. This addressed the correct coding of absence, the truancy process and shared current attendance data. The wellbeing team will continue their strong commitment to the building of relationships with outside agencies to support attendance. The Deputy Principal : Student Wellbeing will also report to the Board of Trustees on attendance regularly and conduct an attendance self-review in 2017 following the Ministry of Educations Attendance Matters review tool.
Other than attendance the Wellbeing team meet fortnightly for sharing of good practice and professional development. As these sessions are focussed around better outcomes for our students they often relate to engagement, transition and involvement. Planning for 2016 • To maximise professional learning opportunities by different team members sharing best practice, reporting back on professional learning opportunities and guests sharing their specialised knowledge. • To continue to promote a culture of ongoing learning amongst wellbeing staff. The Careers Department at the College plays a significant role in achievement, retention and transition of our students. The department profiles all senior students and then connects these students with courses and providers that can assist with necessary skills and support with a students selected career choice. Planning for 2016 • To trial tutor teachers at year 12 conducting the first part of the Careers profiles with their tutor group students. This will enhance the tutor teacher/student relationship with a future focussed context. It also prioritises pastoral care time within the timetable. The aim is to have this happening across all three senior year levels in 2017.
Outcome 2: Lead research into best practice in student wellbeing, and apply those understandings to inform approaches to student wellbeing across the College. Building a cohesive wellbeing team through a shared vision and providing opportunities for staff professional development opportunities is the primary focus of this key outcome. The forum for this is fortnightly wellbeing team meetings and individual Deans meetings. Planning for 2016 Annual Portfolio Reports – Hagley College 2016
Page 35
• • •
•
To share professional readings and information from professional learning opportunities. To build capacity amongst the Wellbeing team through a culture of distributed leadership. This will benefit student wellbeing through the sharing of good practice. To implement a range of teacher professional development predominantly focussing on a more effective use of our Student Management System. Gathering monthly data on incidents around the College and then increasingly use this data to focus the work of the wellbeing team in responding to the need of our staff and students. To utilise the experience of outside professional leaders to upskill the wellbeing staff and utilise this expertise in current research and trends within wellbeing.
Outcome 3: Develop and promote opportunities for student participation and leadership. Hagley College has a wide range of opportunities for students to be active participants in their learning and extra-curricular opportunities and to lead others. This is essential to student feeling a sense of belonging with the College and provides a means for students to experience success both within and outside the classroom. • To reenergise and invigorate the student council the Student Council. This will involve building a productive team of students that are representative of the College. • To develop a set of values to underpin the Student Councils work, as there can be a huge range of projects and initiatives that compete for their time. A strong set of values that align with the school culture will help with selecting and prioritising projects. • To implement a site on the school system where discussion threads can encourage students to have a voice within the College. To provide a school email address providing an opportunity for student input on what they would like to see change and what they like the most about the College. • To promote the Council around the school, build on our numbers and advertise our site and email address so we get greater student input. • To further grow other opportunities for student leadership including the ‘live for tomorrow’ group and the leadership class as a means of providing wider leadership opportunities. • To encourage and build capacity amongst our student leaders by providing further experiences such as the National Young Leaders Day in Christchurch. It is these opportunities as a College we are looking to capitalise on by bringing key concepts back to the rest of the College through year level assemblies so the knowledge can be distributed. • To promote leadership opportunities amongst our junior students in particular as many of these students come to the College with expertise in mediation, being physical activity leaders and running events. Our aim is to capitalise on these skills and grow our junior college students as leaders. Sport is currently a context for students to participate, lead and develop a sense of belonging. Although there are students taking these opportunities there is real potential for sport to grow at Hagley. Planning for 2016 • To develop the role of the tutor teacher in promoting and encouraging an extra-curricular interest.
Outcome 4: Use student, whānau and teacher voice to improve student wellbeing. Planning for 2016 • To prioritise the gathering of student, whānau and teacher voice over the next twelve months • To hold a hui for Maori whānau to bring our Maori community into the school but also to discuss how we can work together to maximise the success of our Maori students as Maori within the school. Annual Portfolio Reports – Hagley College 2016
Page 36
•
•
• •
To implement a teacher focus group in conjunction with the Board of Trustees to develop a staff survey. This will focus on the Board of Trustees as a good employer rather than improving student wellbeing across the College however, there is likely to be a connection across all portfolios. To gather student voice by utilising the NZCER survey ‘Me and My School’ across the junior college and the targeted learning class. This survey looks at student attitudes towards school and their learning. It also has a section on attitudes towards reading and a section where students analyse the time they spend on specific recreational activities. The senior college will also complete a student survey based on similar values but with a senior college context. This data will then focus both Wellbeing and Learning portfolios and staff professional development over the next twelve months. The Wellbeing team will endeavour to maximise opportunities where parents are in the school to gather specific information on a particular focus To promote student success and to continue to inform our school community of activities, events and as a means of promoting the College through further growth of the digital newsletter.
Outcome 5: Grow strong professional learning and self-review. This will become a strong focus for the wellbeing team over the next twelve months as it is fundamental to building a new portfolio. Planning for 2016 • To encourage the wellbeing team to contribute to full staff professional development in areas related to our designate portfolio. These areas could include attendance, gathering of pastoral incident data and best practice in inputting and sharing student information, as appropriate, to best meet our student’s needs. Key developments planned for self-review across the student wellbeing portfolio for 2016 are: • To implement a self-review cycle that considers the main areas of our portfolio for comprehensive self-review. • To implement a self-review of the Orientation process and how we can best meet the needs of our students through this transition • To complete an attendance self-review over the next twelve months • To implement the directive from the Board of Trustees for a full wellbeing review
Annual Portfolio Reports – Hagley College 2016
Page 37
YEAR 11 AND JUNIOR COLLEGE PORTFOLIO
INTRODUCTION Hagley Junior College is a two year graduating college for Year 9 and 10 students. It has as its foundation three important features: • A ‘Contract of Learning’ between parents, students and the College. The focus of this contract is on the student’s learning, based upon agreed goals and responsibilities. • A ‘credit’ system across the whole curriculum that rewards students for achievement in the five Key Competencies of the National Curriculum Framework. The credits accumulate towards a graduating ‘Diploma in Learning’. The minimum target of achievement for every student is at the 60% performance level. • Ensuring students are studying at their correct learning level. This means accurate diagnostic assessment and placement at enrolment. It also means advancing students to a higher learning level when they have demonstrated they have acquired the necessary essential skills for successful learning, or retaining them at their present learning level until such time as they have acquired the necessary skills for advanced study. In 2015 and 2016 the Junior College has comprised nine classes; four at Year 9 (95 students), four at Year 10 (95 students) and the multi-level Junior Targeted Learning class (17 students). Year 11 comprised 140 adolescent students in 2015 and 134 in 2016. These Year 11 students have all been engaged in NCEA level 1 programmes of study. A proportion of the current student population entering the Junior College and coming in as new adolescent students to Year 11 continue to exhibit poor essential learning skills with over 30% of students below their chronological age in literacy and numeracy and with significant numbers of students with specific learning disabilities such as Dyslexia, Dyspraxia, Dysgraphia and Asperger’s Syndrome. Many students have had poor experiences in previous learning situations, have not achieved and as a consequence often present themselves to the College with low or variable self-esteem. The focus of the Junior College for these students is to reclaim the lost ground and to graduate them at the end of Year 10 with the skills to be able to successfully engage in National Qualifications. There is an increasingly larger group of students coming into the Junior College who are demonstrating high levels of academic achievement, key competency development, and motivation. For these students the focus of the Junior College is to enhance their learning experiences and extend their learning to enable them to meet their full potential. How the Junior College and Year 11 Portfolio enacts our mission statement: The work of the Junior College and Yr11 portfolio clearly enacts the Hagley mission statement of lifelong learning that’s accessible to all. Students who enrol into these levels of the College come from diverse socio-economic and ethnic back grounds. They display a wide diversity of learning needs, from remedial programmes to extension programmes for gifted and talented students. The enrolment processes specifically aim to identify these needs and establish academic and pastoral plans to support students to reach their goals. Barriers to engagement such as uniform and unnecessary rules have been removed. Effective pastoral care networks have been established at all three levels so students feel valued and nurtured by their teachers. This emphasis on individuality, in an emotionally and physically safe environment where diversity is celebrated, is a key feature of the Junior College and Yr11.
KEY OUTCOMES 1. 2. 3. 4. 5.
Develop programmes of learning that are responsive to meeting students’ learning needs Improve student performance in the key competencies and learning objectives Graduate every student in the Junior College with a Diploma in Learning Develop and maintain a safe physical and emotional environment for students Achieve high levels of enrolment into the Junior College and high levels of retention into the Yr 11 and Senior Colleges
Annual Portfolio Reports – Hagley College 2016
Page 38
Outcome 1: Develop programmes of learning that are responsive to meeting students’ learning needs Diagnostic Assessment: All Junior College students undertook a diagnostic assessment prior to their placement in a class. The results from these assessments were discussed at the enrolment interview that each student had with the Head of Junior College. Each interview was concluded with the student and parents signing the Contract of Learning. Class Information: This was produced from the enrolment and diagnostic summary. The information was presented to the class teachers at a Junior College teacher training session held before the first day of classes in Term 1. Class Profiles: The class profiles were built up from the above information. They included data relating to the whole year level and the make-up of each individual class, and were supported by confidential notes to teachers which indicated any student’s involvement with educational or other support services in the past plus any physical, social or emotional factors which teachers needed to be aware of. The profiles also included information on students’ reading levels, spelling levels and intellectual ability plus any perceived needs for remedial or extension work. Class Plans: The information from the class profiles was put together into individual class plans with additional diagnostic results from testing done in classes at the beginning of February (e.g. AsTTle, Fast Forward). The educational plans described the learning needs and requirements of the students. The plans were presented to the teachers of each class at the beginning of March. Literacy Enhancement: Students whose diagnostic profiles indicated significant literacy deficits have been placed in Literacy Enhancement classes at Year 9 and Year 10. Specialist literacy teaching and support is provided for these students. Enrichment/Extension: Over the past four years an increasing number of students enrolling into the Junior College have been exhibiting very high verbal and performance thinking scores in their diagnostic testing. The academic needs of each student has always been discussed during the enrolment interview process, and individual plans for extension are devised and implemented as needed. Some of these students have studied courses at a higher curriculum level; others have done Te Kura (NZ Correspondence School) classes. The University of New South Wales ICAS exams have been offered since 2010 as a further challenge for our students. Subjects offered for examination were Computer Skills, Science, Creative Writing, English and Mathematics. Results from the exams have been very pleasing with students gaining credit, merit, distinction and high distinction awards. Year 11 Curriculum: Year 11 students choose from a broad curriculum, with subjects offered at multiple levels within the Level 1 NCEA framework. Year 10 students graducating into Year 11 received careful advice and guidance in making their subject choices for 2016. 2016 Plans: • Junior College Curriculum Review • development of greater ICT component in Junior Classes • planned implementation of BYOD for 2017 • planning for possible 5th class at Year 9 for 2017
Outcome 2: Improve student performance in the key competencies and learning objectives Learning to Learn: Literacy difficulties provide a significant barrier to students becoming successful learners; we want to remove this barrier to learning by focusing on ‘learning to think through literacy strategies’ to enable all Junior College students to experience success and to raise their achievement. In 2004 the College introduced a weekly one hour, ‘Learning
Annual Portfolio Reports – Hagley College 2016
Page 39
to Learn’ programme for all Year 9 Junior College classes. This is part of the College’s comprehensive strategy for improving the skill level of students. The impact of these strategies is recorded and analysed in the credit performance of all Junior College students. This continues to be very successful for all Junior College students. Credit Performance: The Junior College has continued to award student credits based upon their achievement in the essential learning skills. In 2015 the credits were collected at the end of each term and credit reports were posted home at the beginning of Terms 2, 3 and 4, and at the end of Term 4. The Junior College performance target for 2015 was that 80% of students would achieve their credit targets based on the 60% performance level. This was reached at Year 9 with 100% of students achieving 60% or higher in their credits, and 94.4% of Year 10 students achieving at 60% or higher. While this is a very strong performance result, it is concerning that there were 5 students in Yr 10 who for behaviour or attendance reasons did not meet the graduation criteria. This was despite intensive intervention with these individuals throughout the year. 2016 Plans: • PLD with subject departments on key competency incorporation into curriculum, especially into the Year 11 area. • Continued emphasis on key ocmpetencies in the Year 9 Learning to Learn programme.
Outcome 3: Graduate every student in the Junior College with a Diploma in Learning The graduation figures for the 2015 Junior classes are shown in the following table: YEAR NINE GRADUATION 2015 Class Total Certificate of Distinction Graduation None Number Achievement Rate 9CM 19 0% 100% 100% 0% 9TR 24 37.5% 62.5% 100% 0% 9DL 26 23% 77% 100% 0% 9BT 25 4% 96% 100% 0% YEAR 9 GRADUATION RATE 100% YEAR 10 GRADUATION 2015 Class Total Diploma of Learning Distinction Graduation None Number Rate 10SD 17 47% 53% 100% 0% 10AL 23 52% 39.4% 91.4% 8.6% 10WM 25 44% 48% 92% 8% 10RA 24 20.8% 75% 95.8% 4.2% YEAR 10 GRADUATION RATE 94.4% 5.6% 2016 Plans: • Over the years we have noticed a drop-off in credit achievement with classes once they reach Year 10. Classes that have had 97-100% graduation rates in Year 9 drop to 91-96% in Year 10. I plan to complete a further breakdown of the figures and investigate why this happens and work with teachers on strategies to combat this decline.
Annual Portfolio Reports – Hagley College 2016
Page 40
Outcome 4: Develop and maintain a safe physical and emotional environment for students Learning and Social Environment: 2015 was a settled year for staff managing the behaviour of students in the Junior College. The continued provision of an additional counsellor in the wake of the earthquakes was a much-needed boost to the Pastoral Care team. While there were some students with extreme behavioural difficulties, staff dealt effectively with these students. The use of stand downs as a mechanism of dealing with non-compliant behaviour has continued to be an effective way of bringing students to account, and getting parents more on-board with the issues affecting their child. The support of the Board of Trustees through the suspension process is recognised and appreciated. The College is carefully managing this issue of what appears to be an increase in the number of students with significant learning and/or behavioural difficulties. While individual incidents of dealing with difficult students are increasing, the numbers of students relative to the whole Junior College population is decreasing. Staff are skilled at dealing with students in a sensitive and non-conflictual manner. Professional development of staff in this area is well supported within the College. It must be remembered that the Junior College roll has increased by 150% since 1998 and yet the positive outcomes, such as graduation rates and attendance, have continued to climb. Many of our students in the Junior College are ‘vulnerable’ in one way or another and therefore disruptive behaviour of a few students affects the whole Junior College; but that is the challenge that teachers face in changing behaviour and supporting all students. The data clearly shows how effective the College is being in changing the lives of these students. Student Orientation Programme: A one-day Orientation programme for Year 9 students was held at the beginning of 2015 and 2016. The purpose of this day was to assist in settling students into classes, getting them familiar with the College and for them to gain an understanding of the expectations the College has of them. The Year 9 students worked closely during this day with the senior Leadership students assigned to each of the Year 9 classes. In addition, the Leadership students continued their work with the Year 9’s by meeting the classes once a week over Term 1 and involving the students in cooperative learning activities. Year 11 students all participated in a one-day orientation programme at the start of 2015 and 2016. The aim of these days has been to settle and integrate new and returning students into the college and to establish friendships prior to the commencement of their academic programme. 24/7 Youth Workers: The College has benefitted from the time, experience and commitment of the three Youth Workers who are linked with the school via the 24/7 South City Trust. They have developed a strong presence in the school and over 2015 worked with a large range of students throughout Years 9-11. They have made themselves available to support students and staff at school events such as Athletics Day, Activities Days, Fun Day, Camp, and Prize Giving. Other contributions to the College have included the running of the Wednesday morning Breakfast Club, providing music tuition, coaching sports teams and mentoring of individual students. Student Management Systems: Form Tutors continued to play a central role in supporting Junior College students in 2015. The Tutors were assisted in their work by the Year 9 and Year 10 Deans. Weekly meetings of the Deans and the Head of Junior College continued to be the forum where student management issues and procedures were addressed. This was supported by the work of the Special Needs/Learning Support Committee in its weekly meetings. The establishment of the Year 11 Tutor roles in 2015/2016 has improved the pastoral care provision within this year level. Special Enrolments: The College has set a target of enrolling up to 5% of the total Junior College roll as additional special enrolments based on learning and pastoral need. In 2015 there were eight students who enrolled post 1st March. These ‘special enrolments’ were students who had negative experiences in their previous schools and from an educational perspective were ‘at risk’. All are still enrolled at the College and all are fully engaged in their programmes of learning and are achieving well. Orientation Evening: As part of the enrolment process, the College held an Orientation Evening for all Year 9 and new Year 10 students during November 2015. This evening played a valuable role in helping students feel part of the College and eliminating some of the anxieties prior to classes starting in February. The new Year 9 students and their parents were able
Annual Portfolio Reports – Hagley College 2016
Page 41
to meet their classmates, Form Tutors and other parents. After meeting in the cafe and being welcomed into the College by Mike Fowler and Suzanne Waters, the students were then placed in their form groups and they moved off, with parents in tow, to meet their Form Tutors. The Tutors each presented information to their groups and then took them on a tour of the school. At the end of the tour students and parents were able to meet each other and staff over refreshments in the cafe. The 2015 evening was very well attended with students and parents commenting on how useful it was to be involved in such an evening prior to the commencement of classes in 2016. Students and parents have commented on how helpful this evening was at easing the way for the students. Parents also appreciated the early contact and relationship building with the Junior Tutors. Meet the Teacher and Report Evenings: These evenings were again held regularly during 2015. The first Meet the Teacher Evening was held in March, while the Report Evening was held in Term 3. The turnout of parents for these evenings has been very encouraging with the majority of Junior College parents actively participating in the home/school partnership. 2016 Plans: • The 2016 Year 9 Literacy class (9KT) has an uncommonly high number of students with significant behavioural issues. Behaviour support systems for staff working with these students has been implemented. This support and its impacts will be monitored over the course of the year. • Further staff PLD and implementation of restorative justice practices for teachers working with students in Years 9-11. • All Junior College students completed the NZCER Wellbeing Survey at the end of Term 1 2016. Findings from this survey will be analysed and interventions planned and implemented in identified areas of need. • Review of Junior College enrolment and transition processes. • Rangatira Awards at the Junior College weekly assemblies to recognise students who are displaying positive leadership/work habits. • Encouragement and opportunities via Deans for students to have greater inter-class contact and relationship building. • Encouragement via the Deans for students to activiely engage in sport/clubs/other extra-curricular activities.
Outcome 5: Achieve high levels of enrolment into the Junior College and high levels of retention into the Year 11 and Senior Colleges Open Day: The Junior College Open Evening was held early in Term 2 2015. The event was run from 4-6pm which has proven to be a successful time since 2011. Over 100 families attended the evening, where, after being greeted with fresh coffee and biscuits, they were presented with information on how the Junior College operates. After the presentation, small groups were able to tour the College being escorted by enthusiastic Year 9 and 10 students, and then return to the café where staff were available to answer questions. The 2016 Open Evening was held on Tuesday 10 May following the same format as previous years. A significant improvement on previous years however was the involvement of a greater number of College staff in all aspects of the organisation and running of the evening. This was greatly appreciated. The 2016 had a record number of people attending, with possibly over 350 individuals coming through the café and classrooms. Special Enrolments: The College has set a target of enrolling up to 5% of the total Junior College roll as additional special enrolments based on learning and pastoral need. In 2015 there were 8 students who enrolled post 1st March. These ‘special enrolments’ were students who had negative experiences in their previous schools and from an educational perspective were ‘at risk’. All are still enrolled at the College and all are fully engaged in their programmes of learning and are achieving well. Out-of-Zone Places: As in previous years, the number of applications for enrolment at Year 9 for 2015 exceeded the number of ‘out-of-zone’ places available.
Annual Portfolio Reports – Hagley College 2016
Page 42
Class Numbers: Four Year 9 classes were established in 2015. There were four Year 10 classes in 2015 in addition to the Year 9/10 Junior Targeted Learning class. Class numbers continued to be set at a maximum of 25 per class, with 20 students maximum in each of the Year 9 and Year 10 Literacy Enhancement classes. th The same numbers have been set for 2016, and planning is currently underway for a 5 class at Year 9 for 2017. Student Retention: The overall target for retention has been set at 90%. In 2015 the Junior College retained 96% of students. Long-term data is showing that student retention is maintained through into the Senior College where Junior College graduates have a significantly better retention record than new students entering the Senior College from other schools. This result was pleasing as the 2009 retention rates had been 80%. Low Absenteeism: The College has set a target of less than 10% absenteeism per year in the Junior College. For the purpose of the analysis all absence was counted which included excused and unexcused absence, chronic truancy, longterm absence due to illness, and discipline protocols. The mean performance for student attendance in the Junior College in 2015 was 95%. Year 9 has a very good attendance pattern with the majority of students having attendance above 90% for the year. Year 10 also has a good attendance pattern for the majority of students but does have an extended tail that demonstrates variable attendance, which is reflected in the achievement results of these students. 2016 Plans: • Attendance is being targetted by Junior College Deans, excellent attendance rewarded. • Implementation of Special Character designation with the Junior and Yr 11 enrolment processes. • Investigation of why some of the new Year 11 students are unsucessful and strategies to combat this. • Specific targeting of Year 11 absenteeism. • Development of a more timely system to allow Year 11 students and parents to check how they are accumulating credits. Major problems arise for pastoral care staff when parents and students only find out at the end of Term 3 that few credits have been gained. This is an area that needs significant overhaul.
Annual Portfolio Reports – Hagley College 2016
Page 43
STUDENT LEARNING TEAM Student Learning Portfolio Learning Support Portfolio Learning Communities Portfolio
STUDENT LEARNING PORTFOLIO
INTRODUCTION The Student Learning portfolio was introduced in 2016. The primary focus of the portfolio is to improve outcomes for learners through further development of Hagley’s innovative practices in teaching, learning and assessment. The portfolio encompasses oversight of all of the learning areas, specialist schools, tertiary pathways, After 3 and HALC, providing leadership in matters related to curriculum, assessment and achievement. Much of the work of the portfolio is also aimed at maintaining and developing strong self- review processes such as appraisal, Teaching as Inquiry and using achievement data to inform practice. Research into best practice in teaching and learning is also an important component of the portfolio as well as leadership in in-school teacher PLD, NCEA and qualifications and programme developments. The school’s mission statement of “lifelong learning which is accessible to all” clearly underpins the portfolio by ensuring that the school provides for learners of all ages, backgrounds and ethnicities. As identified in the school charter: “Our 1 mission is to build success, achievement and a desire for lifelong learning for every student.” We offer programmes of learning for students who are following a traditional educational pathway (Years 9-13 and ELL), for those who may have small gaps in their qualifications (Tertiary Transitions), for those who may previously have had unsuccessful educational journeys (HALC and Year 9-13) and for those who are exploring new beginnings in an educational sphere (After 3).
KEY OUTCOMES 1. 2. 3. 4. 5.
Lead curriculum design, development and delivery across the College to maximise our ākonga’s engagement with learning and achievement. Lead research into best practice in student learning, and apply those understandings to inform curriculum design, development and delivery across the College. Lead best practice in assessment integrated with teaching and learning in order to maximise student achievement. Use student, whānau and teacher voice to improve student learning. Grow strong professional learning and self-review models which build teacher practice and effectiveness in enhancing student learning.
Outcome 1: Lead curriculum design, development and delivery across the College to maximise our ākonga’s engagement with learning and achievement. Planning for 2016 Part of the responsibility of this new portfolio is to oversee and lead all matters related to curriculum design, development and delivery. Some key developments planned for 2016 are: • to change the line management for HODs so that all curriculum HODs report to the DP Student Learning. • to provide greater support for curriculum leaders through a new leadership meeting structure to ensure that these curriculum middle managers receive the support, guidance and voice they need to effectively lead their teachers. This is in response to ERO’s 2015 recommendation that there is a need to ensure that “The nature and effectiveness of support for curriculum leaders is regularly reviewed to make sure that the role of middle
1 Hagley College Charter and Annual Plan 2016, Pg 16
Annual Portfolio Reports – Hagley College 2016
Page 44
management, and related communication and decision-making processes, are contributing to effective curriculum 2 planning and development.” • to implement a new structure for identifying and developing new programmes or courses • to collaborate with the DP Student Wellbeing to lead teacher professional development in a way which brings cohesion to teachers’ understanding of their teacher role • to lead school wide professional development on Curriculum Cohesion in response to one of the recommendations of the school’s 2015 ERO report: “As senior leaders continue to pursue the challenge of extending the curriculum, it will be important to ensure that there is curriculum cohesion, coherence and balance across academic, 3 vocational and other programmes.”
Outcome 2: Lead research into best practice in student learning, and apply those understandings to inform curriculum design, development and delivery across the College. Teaching as Inquiry One of the key ways that the portfolio leads teachers to investigate best practice in student learning is through leading teachers through the Teaching as Inquiry cycle. The engagement of all Hagley teachers in this cycle is also a cornerstone of our self- review processes. The Teaching as Inquiry model is a key aspect of the NZ Curriculum document. As stated in that document: “Since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers 4 inquire into the impact of their teaching on their students.” This is asking teachers to inquire into their practice in order to improve outcomes for learners, particularly those targeted learners who may be at risk of not achieving in as aspect of their learning. At Hagley all teachers engage in a cycle of inquiry. Teachers choose a group of learners (their target group) who are struggling with an aspect of ta course or with an aspect of their learning. Teachers then implement innovative practices to address the identified learning problem. Teaching as Inquiry is a key part of the appraisal process at Hagley, and for most teachers, their inquiry provides considerable evidence towards meeting the requirements of the Practising Teachers Criteria. Teachers opt to make their inquiry report available for other teachers to read on the school intranet. We now have four years’ evidence of teaching and learning practice at Hagley, and it is possible to trace individual shifts in teacher practice through this collaborative process. An analysis of trends and patterns in inquiry in 2015 A meta-analysis of inquiry reports is conducted in December each year. The purpose of this analysis is to identify effective practice in inquiry as well as to identify gaps which may need addressing the following year. This analysis also provides the opportunity to see several trends emerging of aspects of learning which many teachers inquire into. Such trends are: • Improving achievement • Improving bi-culturalism in the classroom • Improving engagement • Improving literacy or numeracy • Improving key competencies • Improving transitions These trends match four of the College’s strategic priorities: improving engagement, achievement, transitions and bicultural practice as well as link to the NZ Curriculum’s focus on key competencies and literacy and numeracy. Over the last four years the meta-analysis has informed development of the inquiry model teachers use to guide their inquiry. Two areas in particular which were identified in 2014 as being areas for development in 2015 were:
2 ERO review 2015 , Pg 4
3 Education review Office report (2015) , Pg 4 4 NZ Curriculum (2007). Pg 35
Annual Portfolio Reports – Hagley College 2016
Page 45
• To be informed by research • To try new teaching interventions to address the issues identified 5 • To Include evidence analysis to measure the outcomes of the inquiry The 2015 meta-analysis identified the following areas as showing evidence of improved practice: § A greater range and depth of professional reading/ research which clearly led to formulating interventions § Greater evidence of genuine reflection on practice § Stronger emphasis on ‘noticing’ in a specific way § Good attempts to collect data around ‘soft’ skills Research as part of inquiry informing practice In this first aspect (research as part of inquiry informing practice) a major shift in practice has occurred in 2015. The 2014 meta-analysis showed that approx. 50% of teachers used their professional reading research to inform the interventions chosen as part of their inquiries. Of the 56 inquiries published on Sharepoint, 43 have used professional reading as research to inform their interventions. This represents 76.7%- a considerable increase on the 2014 figure of 50%. While there is some variation with regard to the sources of the professional reading, many teachers are accessing acknowledged educational papers to inform their practice. Additional to this are the teachers who made reference to inquiries of colleagues read as part of their research. In many cases there was clear evidence that the research had led teachers to try specific interventions. For example one teacher did extensive reading about feedback which led to the design of a new feedback tool. Another teacher used the criteria for strong relationships identified in Te Kotahitanga research as the basis for survey questions. Yet another used Dweck’s fixed/ growth mindset research to inform the development of an attitude survey tool. The use of a wider range of tools to measure inquiry outcomes. Another important aspect for growth identified in the 2014 meta-analysis was the use of a wider range of tools to measure inquiry outcomes. In 2014 40% of inquiries either made no reference to ways the outcome had been measured or made generalised remarks based on the teacher’s own observations. The 2015 inquiries show both a shift in teachers’ use of a wider range of methods of measuring outcomes of their inquiries and a reduction in the number of teachers relying solely on anecdotal evidence. 70% of inquiries used quantitative or qualitative evidence of improved outcomes for learners. 22% used formalised soft data sources such as attitude or confidence surveys, semi-structured interviews, written feedback or logbooks; 20% used informal student voice methods such as conferencing, questionnaires, oral feedback, informal interviews; 23% used achievement data as their main measurement tool while 5% used attendance data. The remaining 30% of inquiries either made no reference to data, or provided only anecdotal evidence of improved outcomes for students. While there has been a shift in teachers’ practice to pre-thinking about measurement methods at an early stage of the inquiry there is still work to be done in encouraging teachers to work on robust ways of measuring whether their interventions have made a difference. Some work was started in 2015 on developing an evidence tool based on Dweck’s 6 fixed and growth mindset theory. While this work has not progressed so far it has influenced several teachers’ thinking about ways of collecting soft data. Planning for 2016 There is an intention in 2016 to conduct a school-wide survey which addresses students’ attitudes to school and to their learning. In Years 9 and 10 this will be the forma NZCER survey “Me and My School”. For Years 11, 12 and 13 this will be redeveloped into a Hagley version more suitable to the senior school. These surveys will provide a strong evidence baseline of students’ collective attitudes to school and their learning and will be helpful in providing teachers with information which may inform their practice individually. Professional development work has also started with all teachers on Curriculum Cohesion as a result of one of the recommendations of the school’s 2015 ERO report: “As senior leaders continue to pursue the challenge of extending the curriculum, it will be important to ensure that there is curriculum cohesion, coherence and balance across academic,
5 Learning Futures report 2015
6 Carol Dweck, “Mindset, the new psychology of success (2006)
Annual Portfolio Reports – Hagley College 2016
Page 46
7
vocational and other programmes.” The principle of this work is to focus teachers’ attention on the key transferable skills necessary to create successful learners. The possible skills which have been identified thus far are communicating, collaborating, self regulation, thinking, contributing, maker mindset. It is likely that teachers will choose to focus on improving some of these skills in their learners as part of their inquiry, so this will also give teachers a stronger focus for measuring outcomes. A research project is planned to begin in July 2016 which aims to improve teacher understandings about academic literacy for students undertaking tertiary pathways. The project is part of the Investing in Educational Success (IES) initiative and would be funded by the MOE.
Outcome 3: Lead best practice in assessment integrated with teaching and learning in order to maximise student achievement. a)
Review of assessment practice
Subject leaders attended two Best Practice in assessment integrated with teaching and learning, one in November 2015 and the second in February 2016. The foci of the first of these workshops were to introduce the Professional Development work around curriculum cohesion and to broaden subject leaders’ understandings about equity in assessment. The main focus of the second of these workshops was to ask subject leaders to reflect on what success would look like in their subject and to explore how data informed practice in their subject area in 2014. Subject leaders have subsequently examined the data with their teachers, and as part of their annual subject report, subject leaders have completed an analysis of how data has informed practice in 2015, and hence brought about improved student outcomes, in their subject area. An analysis of subject leaders’ reports has shown a range of ways that data has been used to meet the College’s strategic goals linked to achievement, retention, engagement and transition and has has informed practice within subject areas. A variety of responses is detailed below: • The revision of programme design to provide wider content choice and/or assessment opportunities, greater student independence and/or purpose to address low achievement and retention rates • The introduction of a new standard at an early stage of the year which has the capacity to build students confidence to improve engagement. • The setting up of monitoring processes to ensure self- regulation about gaining UE entry requirements • The provision of providing a wider range of practical opportunities for students to improve engagement and promote retention • The strengthening of a mentorship programme to improve engagement with qualifications • Further development of scaffolding resources which promote higher levels of achievement • The revision of programme design to more carefully integrate aspects of the programme • The introduction of a sustained programme of professional development delivered by an external provider to address low qualifications achievement • The implementation of individual programmes for the struggling students in Term 3 to address low achievement and engagement While there is obvious variation in these aspects they sat broadly under two main headings: revision to programme design (approx 49% or17/35 of the subject reports) and changes in pedagogical methods or the focus of teacher delivery ( 51% or 18 /35).
7 Education review Office report (2015), Pg 4
Annual Portfolio Reports – Hagley College 2016
Page 47
b) NZQA moderation Hagley’s overall moderation agreement rate fro NCEA assessment continues at close to 90%. Overall analysis of NZQA moderation data is completed annually and reviewed with subject leaders, including historical data on both a College wide and individual subject basis. Year
2011
2012
2013
2014
2015
Assessment of student work moderated as consistent with the national standard.
93%
91%
90%
85%
87%
Moderator agreement over 367 pieces of our marking out of 394 pieces sent
Moderator agreement over 266 pieces of our marking out of 293 pieces sent
Moderator agreement over 424 pieces of our marking out of 472 pieces sent
Moderator agreement over 267 pieces of our marking out of 314 pieces sent
Moderator agreement over 335 pieces of our marking out of 386 pieces sent
Planning for 2016 One of the challenges in improving teacher leaders’ use of data to inform practice is the variety of understandings of what might constitute ‘success’ in a learning area and to establish ways of more objectively measuring that ‘success’. This is an area for further work in 2016.
Outcome 4: Use student, whānau and teacher voice to improve student learning. Teaching as Inquiry Evidence of good practice in gathering student voice was identified as part of the meta- analysis of inquiry. Of the 76 inquiries 28 (37%) made no reference to gathering any kind of student voice. 60.5% of inquiries gathered some kind of student voice while 2.5% gathered whānau voice. The robustness of student voice gathered was variable: 2 teachers used highly structured surveys, 2 used semi-structured interviews, 28 used less structured surveys or questionnaires, 4 used logbooks or structured student reflections while 10 teachers referred only to anecdotal feedback from students. Planning for 2016 There is an intention in 2016 to conduct a school-wide survey which addresses students’ attitudes to school and to their learning. In Years 9 and 10 this will be the forma NZCER survey “Me and My School”. For Years 11, 12 and 13 this will be redeveloped into a Hagley version more suitable to the senior school. These surveys will provide a strong evidence baseline of students’ collective attitudes to school and their learning and will be helpful in providing teachers with information which may inform their practice individually. The results of this survey will also be used to inform school-wide professional development work on curriculum cohesion. The data will be examined to determine if this can provide us with any baseline data about students’ understanding about these transferable skills. Teachers will also have the opportunity to use this data to inform their practice within their inquiry. This may help to address the variable focus on gathering student voice.
Annual Portfolio Reports – Hagley College 2016
Page 48
Outcome 5: Grow strong professional learning and self-review models which build teacher practice and effectiveness in enhancing student learning. a) Teaching as Inquiry (as detailed extensively above) b) Developing robust teacher appraisal processes that focus on improving teaching and learning, as well as improving outcomes for learners The teachers’ professional body, The Education Council (EDUCANZ), identifies two major purposes of appraisal: teacher growth leading to school improvement and professional accountability. The first of these purposes combines the growth needs of the teacher with the need to improve outcomes for learners. The second purpose deals with the school’s need to comply with the recognised measures of teacher competence: the Practising Teachers Criteria (PTC). ERO’s identification of purpose in its most recent report focussing on teacher appraisal concurs: “It is not enough to develop an appraisal system that focuses on professional accountability alone. Schools, and the agencies that support them, need to focus on improvement as well. Effective appraisal should be experienced as a component within a self-review framework that 8 focuses on improving achievement for all students in the school.” In 2014 a curation tool, the Window into Practice (WIP), was developed at Hagley for teachers to show evidence against the PTC. This tool is designed to allow teachers to show a ‘window’ into their practice. It is not intended to capture every piece of evidence that the teacher may be able to provide but to show the teacher’s ways of working which provide evidence against the PTC. The WIP has undergone a mapping process whereby the 12 PTC are mapped against four broad headings: • Commitment to professional learning, where the learning has advanced the teacher’s professional practice and the teacher has made a contribution to their colleagues’ professional learning (Ako/ Wānanga) • Commitment to professional practice, where teaching shows effective professional practice, and teaching observations provide evidence of effective professional practice using the Hagley Good practice Model teaching observation guide (Ako /Wānanga) • Commitment to student wellbeing, where teacher actions provide evidence of promoting student well being and links to the school’s strategic goals of achievement, retention, engagement and transition (Whanaungatanga/ Manaakitanga/ Ako/ Tangata Whenuatanga) • Commitment to biculturalism, where the teacher actions show evidence of working towards the promotion of a bi-cultural New Zealand (Ako /Tangata Whenuatanga) In 2015 the WIP was modified to include the alignment of Tātaiako to the indicators of the WIP. Teachers complete the WIP in an ongoing way across the year as part of the discussions with appraiser- mentors. At the end of the year in the summative appraisal discussion the appraiser and the appraise collaborate on completing a summary appraisal document which includes the identification of next steps for the teacher. This summary appraisal document takes account of the types of evidence which EDUCANZ deem ‘necessary’ and ‘sufficient’: that is, evidence from: • A range of sources • A range of perspectives • Teaching and learning • Planning 9 • Improved student outcomes In many cases a great deal of the evidence is derived from the teacher’s inquiry. A teacher develops a WIP each year and provides evidence against all of the PTC each year, as is required. When these annual windows are viewed together across a three year period for the renewal of a teacher’s registration, an accurate perspective can be gained about established patterns of a teacher’s professional practice.
8 Supporting school improvement through effective appraisal (ERO, May 2014) 9 https://educationcouncil.org.nz/content/appraisal-of-teachers-project
Annual Portfolio Reports – Hagley College 2016
Page 49
Appraiser- mentors themselves complete a WIP and they are mentored through this process by members of the Senior Leadership Team (SLT). As part of their own appraisal, these appraiser- mentors (in most cases HODs) present summaries of their appraisals to the Senior Leadership Team. The SLT then complete a meta-analysis of teachers’ appraisals to guide whole school improvement. The analysis identified action points for follow up with several HODs. Planning for 2016 As a result of the meta-analysis of WIPs, changes will be made to the WIP to more clearly delineate the identification of the evidence from the teacher’s reflection on that evidence in order to show clearly how teachers’ thinking and practice have developed c) Review of assessment practice integrated with teaching and learning Teachers in charge of subjects conduct annual reviews of their subject area, reviewing their practice against four indicators of best practice: • Quality teaching, learning and assessment materials and procedures are used in programmes at all levels (years 913) • Assessment is at the national standard • Teacher inquiry is used to inform practice • Achievement data is used to inform practice [Further detail in Section 3 above]
Annual Portfolio Reports – Hagley College 2016
Page 50
LEARNING SUPPORT PORTFOLIO
INTRODUCTION Hagley College is committed to lifelong learning that is accessible to all, and has a reputation of capturing students back into education by creating opportunities for them to be successful learners. Over 1000 new students enrol into Hagley every year. Our student population is characterised by: diversity of learning need; ‘short-term’ study duration and mobile population structure; and essential learning skill deficits. The last characteristic is fundamental to understanding our student population, and is highlighted by large numbers of students with significant literacy problems at entry into school or at key transition points within school. This includes a disproportionate number of vulnerable students having specific identified learning needs From data analysis it is clear that literacy provides the most significant barrier to students becoming successful learners because it incorporates all the other major issues identified from our data. This literacy barrier exists throughout our College. We want to remove this literacy barrier to learning to enable all students to experience success and to raise their achievement. In the most simplistic terms, Hagley wants students to meaningfully engage in the language of all our curriculum areas to break a major barrier that prevents them from learning. The vision to best support the broad-range of learning needs identified within our special character population is based on the belief that student engagement is centred on experiencing success within their learning context. This can be achieved by establishing what that learning need is, using that data to provide appropriate learning experiences and tracking the changing (improving) performance. To achieve this it is necessary to work collaboratively to build positive working relationships with students, their whanau and a wide range of staff across the College. Working towards commonly agreed learning outcomes, and recognising achievement of these outcomes, allows students’ (and their families) to experience success which encourages further engagement in learning.
KEY OUTCOMES 1. 2. 3. 4. 5.
Identify key student learning support functions and build these functions into a comprehensive and integrated student learning support framework. Implement and develop effective individual learning support services and evaluate their impact on the student learning support network. Accurately place students into appropriate programmes of learning. Identify students at risk in their learning through the analysis of diagnostic and other assessment information. Identify, develop and implement a range of teacher skill development and learning support programmes to keep students successfully in learning.
Outcome 1: Identify key student learning support functions and build these functions into a comprehensive and integrated learning support framework. Learning support begins with accurate student placement into appropriate programmes of learning. It uses an enhanced understanding of literacy – the ability to read and write, to recognise and understand ideas, to think and express yourself – as the pathway to learning. Learning is enhanced within the context of students learning needs and applied within the
Annual Portfolio Reports – Hagley College 2016
Page 51
context of their curriculum learning placement. A range of support is offered aimed at scaffolding teaching and learning strategies to keep students successfully in learning. This requires the specialist support services, to; • Explore and co-ordinate strategies to support students in their learning. • Provide teacher skill development to integrate literacy strategies into programmes of learning. • Support vulnerable students to effectively transition into programmes within, and beyond, the school. The Learning Support Department has been established to provide a range of specialist support functions to best support students’ learning needs. The role is to; • Identify gaps and learning needs of students. • Place students into appropriate programmes of learning. • Establish intervention strategies. • Evaluate learning outcomes. • Report on student achievement.
Outcome 2: Implement and develop effective individual learning support serices and evaluate their impact on the student learning support network The department systems consist of the following key areas, with teaching staff working across all the learning support functions, according to their timetabled requirements; Diagnostic Unit : The function of the Diagnostic Unit is to provide the school, parents and students with information pertinent to the educational needs of the student, and to assist with the monitoring of their progress. Students at risk in their learning are identified through the analysis of diagnostic and other assessment information. Over the 2015 year - the number of students being seen by the Diagnostic Assessment Unit has risen; • New Entrant assessments 125 (119 in 2014) • Year 9 and 10 re-assessments 145 (145 in 2014) • Full assessments for Special Assessment Conditions 10 (5 in 2014) A total of 280 students and reports. As well as this, data has been compiled and analysed for the Junior College profiles and a new summary form implemented to meet the changing requirements for applications requesting Special Assessment Conditions. In 2016 this initiative will: continue to address the ever increasing requirements for Special Assessment Condition applications coming from NZQA; adding in the PATOSS handwriting and typing assessments to their testing arsenal. There are plans to grow the Junior College by another class at year 9. This is likely to increase the numbers of new students requiring assessment for placement purposes. Alternative methods of screening will be investigated. Literacy Teacher : The role of the literacy teacher is to; • Identify students’ literacy needs through assessment, individually and within classroom programmes, and to provide appropriate support, resources and interventions for students, and curriculum teachers of these students. • Provide professional development of literacy across curriculum settings, targeted towards a range of learners (students, teachers and parents) and delivered according to need. Over the 2015 year – the literacy teachers: • Attended the National Literacy Workshop with the middle leader for Junior Social Sciences, • Worked with teachers to develop resources for literacy; modelling how to include skills at a level at which students can engage, • Worked with students individually, in small groups and within classrooms across a range of settings; specifically; 9CM, 9TR, 9DL, 10SD, 10AL, 10HG, 11ENS, 11PED, 11HIS, some 11ENI and 12HSM/Media classes,
Annual Portfolio Reports – Hagley College 2016
Page 52
• • • • • • •
Developed the use of literacy portfolios at year 11 as a means of tracking progress, Used thematic approaches to staircase using literacy teaching and assessment to an Achievement Standard level, Provided training for Provisional Registered Teachers on literacy strategies around how to ‘unpack’ a text, Developed expertise within the LS department on assessment tools; e/AsTTle, Lucid, Fast-Forward, working memory, Probe and LASS, Administered entrance tests to enable placement beyond designated enrolment periods, Administered literacy assessment, and helped teachers develop resources and provide support around literacy; Provide student profiles (Yr 11 LE class, 11ENI) to allow smooth transition and timely assessment information.
In 2016 – there will be: the employment of a new learning support teacher (to replace staff lost during the 2014 CAPNA). This will allow the active development of new programmes (see SACs and Academic Dean below) plus support and scaffolding into yr 9 Social Science, 10 Math and 11HEA (teacher referred and identified as high literacy needs). Plus a continuation of the above programmes; The National Literacy Workshop will be attended with the middle leader for English on Literacy Learning for NCEA level 1 aiming to integrate skills as appropriate. AsTTle is designed as a tool for classroom teachers and the aim is to integrate it at a tool for English teachers to use. Proactive support across classes; all JC classes, plus 11ENS, 11PED, 11HEA, 11ENI using class profile and entrance data to identify need, as well as the referral process. The development of programmes taught by Learning Support staff 9KT, 10CM, 11ENL and 12DIR will continue. Specialist Teacher – The role of the Specialist teacher is to support students who have been identified as having; • Special education needs that require a period of individual support, • ORS (On-going Resource Scheme) student verification with Very High, or High needs, • A transition focus to move beyond the school where it is clear they will continue to require the highest level of specialist support, including the development of supported learning standards and links into tertiary pathways. Over the 2015 year – the specialist teachers: • Liaised across a range of outside agencies; Special Education Services, IWS, NZQA, RTLB, Blennz and Van Asch, • Made “RTLB Yr 11 – 13 Funding Applications” twice yearly and provided progress reports ($25, 000), • Undertook the role requested by Van Asch that the college provide a specialist teacher, experienced at secondary level, to replace their teacher of the deaf position for three identifiedhearing impaired students, • Expanded this role into a caseload of senior students, identified with moderate/severe learning needs. Developed strong relationships with these students with weekly sessions supporting their learning, enacting Learning Support Profiles and IEPs and liaising with the students’ teachers and caregivers, • Attended meetings, including writing IEPs, and liaised with the co-ordinator of ‘Enabling Good Lives’ which focused on transitioning ORS students beyond the school, • Continued developing a transition process to move senior students from Targeted Learning to community-based next steps. This required networking with whanau, schools, CPIT, Creative Works, IDEA, Vision, Employment Plus and the Academy and our own Careers department, • Developed and trialled the use of supported learning standards, • Tested literacy levels of new students enrolling in the school beyond key enrolment times. • Provided student profiles (ORS/Special Needs) to allow smooth transition at the start of the year. In 2016 – there will be : a continuation of all the above programmes. The student caseload concept has clearly improved outcomes for a wide range of students with complex needs (of which Hagley has a disproportionate number), their teachers and whanau – and will be continued, and extended into the new Academic Dean position. The media is reporting the MOE as redesigning the provision for support of students with special needs. This area has already undergone significant shifts, including having funding agencies to provide funding to schools, rathe than schools being directly funded. It was disappointing to report that we received $6,000 less from the Yr 11-13 funding pool than in previous years. This development will need to be watched and responses formed. The transition process has worked very well for Targeted Learning students. The governments “Enabling Good Lives” provision for ORS students is to end in July and a replacement has not yet been announced. All eligible ORS students wil be enrolled prior to this date to enable access.
Annual Portfolio Reports – Hagley College 2016
Page 53
Targeted Learning Programme : There are 17 students placed within this programme, five of whom are new Year 9 students. These students have the following characteristics: mild intellectual disabilities, (Individually) a range of additional medical and developmental conditions, including Autistic Spectrum Disorder, ADHD or ADD, Dyspraxia, Dyslexia, Brain Injury, ODD, Tourettes and Cerebral Palsy and a long history of substantial learning delay or challenges compared with their peers. The prioritised targeted learning goals within each student’s IEP are referenced against key competencies; and assessment is referenced against NZ curriculum levels to ensure the most appropriate placement within the range of programmes offered. • In the first two years of the programme, the curriculum imperative of improving students’ functional literacy and numeracy skills takes precedence, • Students’ final two years see additional learning and experiences related to transition towards life beyond school, including assessment within the NCEA supported learning standard work. Over the 2015 year – the Targeted Learning position developed a clear policy, programme outline and rationale. The Individual Education Plan (IEP) process had twice yearly meetings with individual students, their whanau and the school, set measurable goals and provided feedback according to MOE “Collaboration for Success Individual Education Plans” guidelines. [http://seonline.tki.org.nz/IEP/IEP-guidelines] In 2016 – there will be: an updated programme outline and rationale available for all teachers. The transition process, begun last year, will be consolidated; the senior students will be assessed using the Supported Learning resource unit ‘Master Chef Madness’. The specialist teacher will attend senior students ITPs (Individual Transition Plans) to discuss options that can be integrated into their transition programme. The class trip will have an overnight component. There are now three ‘ORS’ students, and three ‘HLN’ (High Learning Need) students identified within this programme. Academic Dean : The role is to identify and support students achieving at a level beyond their peers, and to make appropriate provision while stretching them in areas of strength and developing them in areas of weakness. This will include providing an appropriately challenging curriculum through extension of the curriculum and enrichment beyond it, coupled with support and guidance of all appropriate school personnel in meeting these students’ needs. At the end of 2014 – the position was identified as surplus to requirements during the CAPNA process and disestablished. In 2016 – there will be: an activation of this position aiming to support already identified academically able students or those with other talents, identify new students in need of academic support and enrichment and create a register of such students. Students eligible for Special Assessment Conditions will also go onto the Academic Deans caseload. Many of these students sit across both categories and benefit from support, including consolidation of underpinning skills, such as study skills and note-taking, to further help to improve academic outcomes. Where appropriate, teachers will be helped to differentiate their programmes as a means of meeting the academic needs of identified students within their class. ICAS testing will be returned to be managed within this position. Special Assessment Conditions : Candidates with ‘permanent or long-term conditions or learning difficulties, which will significantly impair their performance in specified external and internal assessments – particularly written examinations – may apply for Special Assessment Conditions’. Individual learning support profiles, with a summary of the learning difficulties and recommendations for useful classroom strategies, are occurring for these students. Over the 2015 year – there were double the number of students (25) with SACs, mostly due to the number of new student rollovers. It is generally true to say that our own students make good use of SACs, attending mock exams and end of year externals. These students are known to us, have an Learning Support profile of their needs and strengths with their teachers and have developed a relationship with the support personnel. This is less true for new students, who have no prior history with us and for whom there is limited information. NZQA have continued to make assessment, reporting and administrative changes to this process creating considerable workload issues. As a result of Hagley’s unique situation of gaining large numbers of new senior students to the school, dispensation to extend the application deadline beyond the first term of the academic year, has continued.
Annual Portfolio Reports – Hagley College 2016
Page 54
In 2016 : Hagley has normalised much about internal assessment for its students e.g. computer usage and flexible time frames. It is evident that a number of students and their whanau remain confused about their pathway, and are looking for clear guidelines. Whilst all internal and external options remain open, it is highly problemmatic to manage the expectations held around applying for SACs, which is a complex and time consuming process under strong time restraints, and the appropriateness of a student’s assessment programme. Discussion with the Student Learning team around clarifying the process wth curriculum HODs and the development of strategies such as specific goal setting with students could be a useful way to go forward.
Outcome 3: Accurately place students into appropriate programmes of learning The enrolment process helps guide the accurate placement of students, with individual interviews for all new yr 9 – 11 students, re-enrolling students and many senior college students. This, along with strong assessment data and the provision of wide-ranging information provided on behalf of the student, informs placement practice. Research suggests that the literacy ability of students is indicative of the likelihood of success in an educational setting. The Assessment Tool for Teaching and Learning (AsTTle) has set a reading age of 12-13 years as being the level required by students to allow them to access texts used in a secondary school setting. This figure is used as our benchmark to ascertain students’ literacy ability. It conveniently dovetails into NCEA L1 Literacy (curriculum level 4/5) and on to NCEA L1 Achievement Standard (curriculum level 6), and University Entrance literacy criterion. Over the 2015 year : data shows that; Comparison of Student Reading Levels Aser Two Years in JC • the profile of our Year 9 students 100% Programme 80% remains consistent with previous years, with 57% entering able to read 60% 40% text at a secondary school level – the 20% percentage of literacy needs remains 0% very high, with 43% of the students 2007 2008 2009 2010 2011 2012 2013 2014 2015 continuing to evidence literacy needs. At the point of exit from the Junior College reassessment has consistently shown that students leaving the Junior College show significant improvement in their overall literacy levels. • Over seven years of collecting the data used to place new year 11 students at Year 11, an average of 63% were shown to be unable to access this level of text. There will be students in all classes who cannot read the texts with any confidence; some classes will have many of these students, including a number of returning year 12+ students with limited literacy-based qualifications from earlier schooling. In 2016 : The collection of literacy skills remains a key marker to place students and evaluate their progress. Some concern has been expressed around placement into senior programmes of learning based on limited assessment information at the end of the academic year, this needs to be monitored. The process surrounding the enrolment and placement of students will underpin the concept of ‘continuous’ enrolment, and would benefit from careful discussion.
Outcome 4: Identify students at risk in their learning through the analysis of diagnostic and other assessment information Literacy Enhancment Classes : Research is very clear that “ordinary teaching (no intervention) does not enable students with literacy issues to catch-up.” The implication is that “although good classroom teaching is the bedrock of effective practice, most research suggests that children falling behind their peers need more help that the classroom normally provides.” (Greg Brooks, 2007). The TKI site, “Guidelines for Teaching Adolescents” continues to provide clear guidelines for Annual Portfolio Reports – Hagley College 2016
Page 55
effective literacy adolescent literacy instruction. As well, it is imperative to centre the programme within, not separate from, the curriculum and ensure the active teaching of literacy skills occurs within a setting. Over the 2015 year : The three Literacy Enhancement classes are our academically most vulnerable classes in mainstream education – and the ones most difficult to shift in their learning. The students are identified as having significant literacy issues, for a range of reasons, at the point of entering Year 9. The class size is 20-22 students. Rather than using a conventional ‘pull-out’ programme for literacy remediation, the literacy teacher comes into the class and students undertake a fully scaffolded English programme, strong on daily feedback and monitoring of progress. There has been a synergy across departments developing over time, as teachers of other core subjects opt in to regularly teach this class. Reading Progress of Literacy Enhancement Class The data shows the strategy to be working. 2015 was the first 14 year where AsTTle testing of processes and strategies followed 12 10 up on the February testing with a November post test. 9CM was 8 6 one of two year 9 classes to positively show progress (from 4 curriculum 3P to 4B). After two years in the Literacy 2 0 Enhancement programme the average rate of progress is three 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 years, and close to the set goal. At the beginning of NCEA, further students were identified as being most at risk of failing, including new Year 11 students. With the upward shift in NCEA literacy requirements to Curriculum Level 5, focus was placed on the acquisition of ilteracy and numeracy standards as a means of staircasing through to Achievement Standards, at curriculum level 6. Class retention and attendance remains high. In 2015, Nine students (47%) achieved the full NCEA certificate, with a class average of 75 credits per student. In 2016 : the retiring teacher will be replaced from within Learning Support. Professional development around using thematic approaches to staircase using literacy teaching and assessment to an Achievement Standard, as required.
Outcome 5: Identify, develop and implement a range of teacher skill development and learning support programmes to keep students successfully in learning Classroom Support: placing a tutor in the class, working alongside all students to help support the teacher in curriculum delivery. The tutor will receive regular fortnightly training to help scaffold the teacher’s instructions and reframe the work for those requiring further assistance. In 2016 : Support, partly funded from “RTLB Yr 11 – 13 Funding Applications,” occurs across; 9KT, 10TR, 10AL, 10HG, 11ENI, 11MAFs, 11SCE+L, 11PST, 11FOU/A, 12ELL. Aim to deliver professional development around ‘the role of the teacher-aide’ across departments. The yr 11 tutor is directly supported by the literacy teacher going into yr 11 classes. Teacher Support : attaching a Literacy Teacher to work alongside and/or develop a rapport with the classroom teacher, to share skills, resources, plan and develop programmes of work. Also, to work directly with students struggling to access this learning, build relationships and help them to experience success and re-engage within the class. In 2016 : reviewed under Literacy Teacher and Academic Dean. The development of class programmes taught by Learning Support staff 9KT, 10CM, 11ENL and 12DIR will continue. Learning Support and Wellbeing teams work closely together where their work overlaps, with structures specifically developed to support students; • Junior College Profiles : A class profile is developed to enable early identification of individual and group needs and strengths, and strategies to accommodate the inclusion of all students. A series of profile meetings held with all teachers of each class, and inclusive of year level dean, counsellor, Head of Junior College & Learning Support,
Annual Portfolio Reports – Hagley College 2016
Page 56
•
•
Special Needs Committee : provides lines of communication with key personnel across the Learning Support and Student Wellbeing portfolios, including student support agencies beyond the school (RTLB and mental health liaison) responsible for supporting the broad-range of learning and well-being needs of students identified within our special character population, Enrolment and placement : within programmes of learning at key transiton points.
In 2016 : The changing requirements as Hagley moves into its designated character will require working closely together across all team and support structures to meet new opportunities and challenges. With the return of staffing to this portfolio, we are in a positive position to do so.
Annual Portfolio Reports – Hagley College 2016
Page 57
LEARNING COMMUNITIES PORTFOLIO
INTRODUCTION Hagley College is committed to lifelong learning and invests in the learning and education of communities across Christchurch. The Learning Communities portfolio supports a vision of life long learning within a structure that provides multiple pathways and learning both within and outside the school day. This occurs at Hagley, however may also occur in the home, within organisations and at other sites situated in Christchurch. In particular, the programmes target groups that are potentially at risk of being excluded from the social and economic capital that enables people to thrive in our society. This includes post compulsory age education learners, those re-engaging in education for personal or career goals, learners from migrant and refugee backgrounds and students whose learning may have previously been unsuccessful. The programmes also provide a mechanism for organisations such as schools, social agencies and government departments to develop cultural responsiveness. With the population of New Zealand reaching superdiversity standing, a predicted increase in refugee quota families, and one in four learners projected to be multi-cultural by 2025, the Learning Communities portfolio has a key role in building sustainable communities that promote diversity and increase the effectiveness of the people working in them. Hagley’s commitment to Learning Communities is based on the following key principles: • Learning is highly valued and is always spoken of as an investment rather than a cost. • Being an active learner is seen part of being a competent adult. • Learning is not confined within the school walls, to the school day or to the ‘school years’. Students draw from a wide learning network encompassing role models from the community, business and others with skills to offer. • The relevance of learning to the community, and of the community to learning is endlessly and seamlessly reinforced. • The whole community is a resource for the school. Learning is not separate from life. • The school is a resource for the whole community where the school is open for longer hours and their facilities are accessible to people of all ages. • Learning sites exist throughout the community giving students hands-on experience and access to expertise beyond the classroom.
KEY OUTCOMES 1. 2. 3. 4. 5.
Develop a cohesive and integrated structure for collaboration, participation and partnerships that is informed by current research Provide English Language Learning that prepares students for community, employment and academic pathways Implement curriculum, pedagogy and assessment practices which reflect diversity Develop flexible and responsive community learning programmes and pathways beyond the school day Deliver support and services where diversity is the norm.
Outcome 1: Develop a cohesive and integrated structure for collaboration, participation and partnerships that is informed by current research. The provision of programmes and the delivery of services sit within three key areas: English Language Learning, Diversity Support and After 3. Across these areas a number of structures are in place to support and develop staff. These include monthly Learning Communities meetings and weekly Diversity Support meetings that involve the Director of Learning Annual Portfolio Reports – Hagley College 2016
Page 58
Communities, ELL Manager, Diversity Support Manager and, at times, the Manager of Adult Literacy and ELL Enrolment Officer. Integral to the Learning Communities structure is a focus on PLD which includes: workshops, one on one coaching and mentoring, small group learning and buddying teachers into learning groups. Professional readings, teachers’ Windows into Practice (WIP’s) and collaboration and consultation with all stakeholders informs the direction and initiatives that Learning Communities engages in.
Outcome 2: Provide English Language Learning (ELL) that prepares students for community, employment and academic pathways Learning English Language provides pathways for culturally and linguistically diverse learners to participate in the community, get employment and access further study. Supporting English language learning is a key life long learning goal. The total numbers of culturally and linguistically diverse learners enrolled in Hagley ELL are illustrated below. From the adults attending Hagley, we supported 12 children under 5 years old in the Hagley pre-school whilst parents attended ELL and Hagley learning programmes. Refugees and Migrants numbers in ELL in 2015 140 121 120 101 100 78 80 60 43 35 40 20 20 0 Refugees Migrants Over 25 years old Under 25 years old Total
Ethnicity of students in English Language Learning program in 2015 90 77 80 70 60 50 40 40 30 15 15 20 9 10 0
8
7
6
5
2
2
1
1
1
1
1
2
1
1
1
Annual Portfolio Reports – Hagley College 2016
Page 59
English Language Learning provision is divided into three portfolios: Community: English for Living in New Zealand, Vocational: Full-time programmes for Young Adults, and Academic: preparation for tertiary level study. Learning Communities highest numbers of students were adult learners accessing education for the first time in New Zealand. Consistent with 2013 and 2014, the growth was in the numbers of Chinese migrants accessing Community English programmes. Most of our mature adult learners language learning needs were met by programmes that offered sets of literacies and numeracy that are linked to real life tasks, with connections into wider Christchurch. Alongside the courses, bi-lingual liaison assistance was offered in Cantonese, Mandarin as well as Farsi, Pashtun, Bhutanese, Nepali and Somali. In 2015, the Enrolment officer worked with 70 Chinese students and their families and also assisted 16 families from other ethnicities. This was strengthened by the capacity to also offer bi-literacy assistance in a number of languages in the ELL classroom and in HALC (Hagley Adult Literacy Centre). Beyond the classroom, bi-lingual liaison took place with students and families to access social services such as WINZ, housing, mental health and studylink. The challenge of maintaining our Community English classes lies in our capacity to offer flexible timetables where learners may engage in part-time or fulltime programmes that allow students to be home in time for picking up children and grandchildren and thus be able to fulfill home and family commitments. Without English language learning, many of these learners who are new to English language use would be isolated at home and unable to participate and contribute to Christchurch, which is now their home. Our vocational and academic programmes increased at the critical levels of entering mainstream and tertiary level study. The majority of these students only gained Level 1 and 2 ELL credits. In this regard, the necessity to offer ELL academic programmes that enable learners to gain Level 3 ELL and UE Literacy credits is vital. In addition, IELTS numbers increased as the test continues to be utilized for New Zealand citizenship as well as entry into tertiary courses. With IELTS focused on academic material and an external exam, the provision of a Level 3 course that leads to the Level 4 academic standards, together with some mainstream courses, would meet the needs of learners who wish to gain UE literacy. Most of these learners seeking enrolment have turned 19 years of age and have left other schools in Christchurch without fully completing a qualification. In 2015, we were unable to provide an appropriate course.
Outcome 3: Implement curriculum, pedagogy and assessment practices which reflect diversity and are culturally responsive The capacity to offer culturally responsive programmes is in the extent that policy and practices reflect the diversity of the learners and their needs. With the EL standards and assessable evidence now able to be considered in relation to the types of tasks that learners engage in within and outside the classroom, teachers can tailor their EL programmes specific to learner end goals. As part of the assessment process, evidence may be collected over the course of the year in ways that give learners the opportunity to develop the skills and understanding required to achieve their potential. Unlike standardized traditional tests, this means that ELL needs to continue to consider different ways that evidence might collectively build a picture of achievement and offer a wide range of standards at different levels. This is new thinking for some teachers and on-going PLD is occurring in order to shift practice from teaching a progression of isolated language skills to profiling learners, setting next steps and integrating language and literacy into curriculum material and future learner pathways. Refugee pathway and career planning In order to enhance accessibility and achievement for ELL learners and their families, a combined ELL and Diversity Support funding initiative was secured in order to support refugee background learners in career pathway planning. This included meeting the outcomes of: developing Individual Career Plans (LCP’s), provision of support at critical decision and transition points, targeted NCEA Literacy and Numeracy support, and family and community engagement in planning. A wide range of initiatives were carried out including on-going individual LCP’s, student interviews every six weeks, links into College and Annual Portfolio Reports – Hagley College 2016
Page 60
other tertiary institutes and businesses and NCEA parent workshops in English and home languages. 25 students were targeted from mainstream classes and 36 from ELL (61 total). Attendance data and learner voice were collected for reporting and to inform future planning. This could extend in 2016 to tracking future learner achievement beyond ELL. As part of developing the connections between learning and pathways, teachers across all portfolios have engaged their learners in community events and invited speakers into their classes to authenticate the language use in the units they are teaching. Some examples are links with the Police, Canterbury District Health Board, Universities and CPIT. In addition, learners are assisted with pathways into wider Hagley programmes in order to strengthen curriculum coherence.
Outcome 4: Develop flexible and responsive community learning programmes and pathways beyond the school day Learning programme indicators: i. Learners and their families can participate in learning or support programmes and pathways after traditional school hours ii. Programmes respond to and meet learners' needs for academic support, pathways and employment skills iii. Programmes enable community connections and collaboration The Multi Ethnic Homework and Study Centre The Multi Ethnic Homework and Study Centre is a citywide resource for primary and secondary students from multi-ethnic refugee background communities. Students attend twice a week in the evening to get academic support and tutoring including: homework or project help, improving reading, numeracy and writing skills, specialist help in NCEA Levels 1-3 subjects and in achieving better grades in assessments. An NCEA Holiday Programme is held during the third term school holidays to provide further help and preparation for external examinations. At the end of Term 4, 117 students from 32 schools had enrolled at the Centre. Approximately 68% of students in the HW Centre received secondary academic support. Specialist teachers in English Literacy, Numeracy and NCEA Levels 1-3 in Mathematics, Chemistry, Physics, Biology, Statistics, Accounting and Economics supported the students. Bi-lingual support was provided in Farsi, Bhutanese/Nepali and Somali in order to facilitate language accessibility.
140 120 100 80 60 40 20 0
Enrolment by level
Primary
Intermediate
Secondary
Other
Totals
Term 1
29
11
70
1
111
Term 2
30
10
75
2
117
Term 3
33
10
70
3
116
Term 4
33
10
80
4
117
Annual Portfolio Reports – Hagley College 2016
Page 61
Enrolment by gender
51
60
TERM 1
55
62
53
TERM 2 Male
63
TERM 3
54
63
TERM 4
Female
ENROLMENT BY ETHNICITY Kurdish Arab Iraqi Chilean Ethiopian
Afghan
Bhutanese
Somali
The performance measures used to measure student achievement were attendance, NZQA results, NCEA and school results, student self-assessments and feedback, teacher feedback and assessments and anecdotal evidence. When NCEA results became available, students were monitored for future engagement in pathways. In 2014, 15 students prepared for NCEA exams and 100% gained NCEA Level 2. For Year 13 students, 4 continued to university, 5 CPIT, 2 full-time work, 1 homemaker and 1 overseas. Student and teacher voice illustrated improvement in grades, skills and confidence as well as highlighting the importance of a safe place to meet. Parents commented on the value of the whole family being engaged in education in one place. In 2016, as part of the new contract requirements, curriculum learning goals will be set for Years 58 and each enrolled learner will have an Individual Learning plan (ILP). The academic support programme under the Multi-ethnic Homework and Study Centre is aligned to the New Zealand Refugee Resettlement Strategy outcome in achieving at least 79% of refugee school leavers achieving NCEA Level 2. This was achieved in 2015. Refugee learners are considered priority learners, on a number of levels, as they potentially will not meet their cohort levels in literacy and face challenges such as no or interrupted schooling, poverty, trauma, language and ethnic barriers and the confidence and knowledge required to engage in school and community. NCEA holiday programme The NCEA holiday programme is an MOE funded initiative that supports the Careers and Pathways outcomes to provide Literacy and Numeracy NCEA support for refugee background learners. It ran on the first week of the school holidays in October with a total of 89 students attending. The ethnicities were Afghan, Bhutanese/Nepali, Somali, Ethiopian, Kurdish, Cambodian and Filipino. The highest number of enrolments was from Year 11 as per 2014. Contributing schools were Shirley Intermediate, Shirley Boys’ High, Burnside High, Hilmorten High, Riccarton High, Hagley College, Mairehau High, Linwood College, Avonside Girls and Christchurch Boys. Hagley had the highest number of refugee background learners in Christchurch, followed by Burnside. Student and whanau voice was collected and emphasized the many ways in which the programme helped bridge the gap between home and school where families lack support and understanding of the New Annual Portfolio Reports – Hagley College 2016
Page 62
Zealand education system. In this way, the programme also contributed to the outcome of strengthening relationships with schools, communities and families. Refugee Adult and Community Responsive programmes As a hub for all refugee education support programmes across Christchurch, Hagley offers a number of initiatives that are developed in response to community needs. These are based on the whole family literacy model. The courses were delivered alongside the Multi-ethnic Homework and Study Centre and focused on numeracy and literacy in the contexts of cooking, sewing, computing and well being. Links into other programmes included ACE, Kateb School – Farsi language school, After 3, Hagley ELL, Hagley Adult Literacy Centre, and other cross sector initiatives at Hagley which are funded by MOE, Christchurch City Council and Pegasus Health. 87 refugee adult learners were enrolled in the refugee adult and community responsiveness programmes. Community Languages Learning programmes The importance of the first language in enhancing learning cannot be overstated. Research shows that young people learning their own language have improved self-efficacy, which in turn enhances their learning at school and engagement in the community. Hagley offers opportunities for both the Farsi language school and the Persian language school to operate on weekends. Parents of the young people attending the first languages programme attend the weekend ESOL class offered at the same time. Around 25 families were engaged in learning at Hagley at the weekends. In 2016, Hagley will provide for the first Russian community languages school. This programme links into the Russian language learning community in After 3. Community connections and collaborations A number of Christchurch hub initiatives were implemented in response to community needs. “Hagley Culture Chat” on community radio Plains FM is an extension of ELL learning outside the classroom. This radio show broadcasts ‘live’ to the Christchurch community once a month. 21 adolescent learners were engaged in this initiative. It is also one of the many working relationships we have with a wide range of organisations involved in education and the delivery of services in the community, such as primary and secondary schools, tertiary providers, adult education groups, and other private providers. For the wider Christchurch community, capacity training workshops such as the Intercultural Cultural Awareness and Communication workshop and the Working Alongside Refugee Families training were held three times over the year. Over 100 staff from other schools and organisations in Christchurch attended these workshops in 2015. The Learning Communities portfolio Director and Diversity Support Manager continue to be involved in Professional Learning requests by MOE, schools and organisations as far south as Dunedin. In this regard they deliver and support ELL and cultural competency knowledge and guidelines for working with students from culturally and linguistically diverse backgrounds. After 3 programmes After 3 programmes provide opportunities for adult and senior learners to re-engage in education, improve literacy and numeracy skills and explore or complete requisite skills for further training or education. In 2015, 786 learners enrolled in courses. The numbers were significantly less by end of year. The courses run from early evening during the week and, in some cases, at the weekend. Many of these programmes lead into assessment pathways, however the wider benefits such as improved attitudes to learning, increased self-confidence and esteem, personal growth and social capital were evident in After 3 teachers’ inquiry projects. These wider benefits better place people to enter/re-enter education and the workplace by giving learners the skills and self- belief to be able to put their capabilities into action. After 3 programmes meet the needs of an often more vulnerable group of learners whose learning needs do not fit within the traditional school day. In 2016, individual teachers in their inquiry projects will address a focus on retention.
Annual Portfolio Reports – Hagley College 2016
Page 63
Outcome 5: Deliver support and services for our communities where diversity is the norm
Indicators i. The support and services are welcoming to all learners and their families ii. The support and services identify and remove barriers to learners' full acceptance, participation and learning which in turn, promotes resilient outcomes for students and communities iii. The support and services help all learners and their families to celebrate their differences and affirm their identities
The provision of bi-lingual liaison and the delivery of services are integrated under Learning Communities. Collaboration occurs between English Language Learning and Diversity Support in engaging and supporting students and families. The managers of the three portfolios within Learning Communities meet weekly and liaise closely to review and develop programmes and delivery. Integrated into units of work are modules on careers and pathways, individual and family health and wellbeing and family literacy. The support includes referrals to specialist agencies such Christchurch Resettlement Services, the Canterbury District Health Board, the Police, Fire Service and Pegasus Health. These organisations also deliver sessions on awareness, promotion and access to health and wellbeing. This model of support provides a robust system of pastoral care and at the same time promotes learners to look after themselves and achieve resilient outcomes. Bilingual liaison and support across schools Bi-lingual liaison and support is provided to ensure engagement, retention and accessibility to programmes. The work also aims to strengthen communities and thus increase engagement of schools with families. The services include: the employment of multicultural staff, bilingual teacher aides (x 4), bilingual community liaison officers (x 3), translated resources and documents into community languages, culturally and community responsive programmes, and staff PLD in intercultural awareness and diversity support. Bilingual liaison staff work from the first point of engagement to ensuring the ongoing responsiveness to programmes and services. The three bilingual liaison officers (Afghani/Bhutanese- Nepali/Somali have managed and supported students, families and schools; 45 in Hagley ELL and 117 in the Homework Centre across 32 schools. In addition, they have worked collaboratively at Kirkwood, Cobham, Ilam, Wharenui, Mairehau and Shirley for liaison work on consulted needs. Alongside mediating issues, the work enhances the parent education workshops and ensures that parents are knowledgeable about the NZ education system, encourages parents to participate in school events with their children, informs relevant schools about cultural differences and increases staff knowledge on students’ cultures and their specific festivals, and helps schools with interpreting and translating, often on issues to which it is inappropriate to involve young children. Bi-lingual liaison was also offered to our Cantonese and Mandarin new migrants. Culturally and linguistically diverse learners are also acknowledged and celebrated through Hagley hosting and contributing to events such as International Day, World Refugee Day, Refugee Women’s Day, community well-being programmes and Culture Galore. These special community events have full participation within Hagley and across Christchurch thus enhancing education and community partnerships. At present, Christchurch City Council and Pegasus Health fund these initiatives. Engaging with families means working with communities’ leaders in order to assist students and families access into education. In this respect, on-going liaison and initiatives have occurred in collaboration with: UNHCR, Canterbury Refugee Council, Christchurch Migrants Centre, Computers in Schools, Christchurch Multi-ethnic Council, Immigration New Zealand, INFoRM (Interagency network for refugees and migrants), Interpreting New Zealand and PEETO. Many of Hagley’s students are enrolled as a result of this engagement. In 2017, the MOE will invite further education and community participation into the development of a South Island Education Diversity Strategy. This has already occurred in the North Island and will form Phase 2 of a national Education Diversity strategy. The Director of learning Communities and the Diversity Support Manager have been integral to the initial planning. With the loss of two key community leaders at Hagley (one temporary), the challenge in 2016 will be maintaining the on-going involvement at UNHCR and Ministry level, as well as continuing to foster multilingual relationships with community leaders. Annual Portfolio Reports – Hagley College 2016
Page 64
STAFF WELLBEING TEAM Staff Wellbeing Portfolio Forte (Itinerant Teachers of Music) Portfolio
STAFF WELLBEING PORTFOLIO
INTRODUCTION The staff wellbeing portfolio is to provide and foster a workplace where staff are happy, safe and valued. The College is committed to attracting and employing quality people for its many positions. There is a focus on building bi-cultural awareness through te reo and tikanga to assist us in our obligation as partners of te tiriti o Waitangi. The College is also committed to sharing its educational programmes within the Waitaha (Canterbury) region. A good example of this is the Forte (intinerant music) team that offers music lessons and support to the schools of Canterbury, South Canterbury and the West Coast. The College looks to providing future opportunities to allow engagement into programmes for students in Waitaha. The College runs a strong professional learning and development (PLD) programme both for kaiako and support staff. External PLD is also well supported and available to meet the staffing needs that the College is unable to provide. By appointing quality staff and providing a Māori and Vocational Pathways mentor who work alongside a very strong and experienced careers team, the College is taking the achievement, retention and transitions [ART] strategies seriously to ensure all students are engaged in their learning. Hagley is very responsive to its staff and provides a reflective and innovative environment to work in.
KEY OUTCOMES 1. 2. 3. 4.
Foster the appointment, development and retention of quality teachers and support staff who are responsive to diverse learners across the College in all learning areas Develop the College’s commitment to Māori achieving success as Māori and to our bicultural partnership. Develop the College as a regional education hub. Develop ART strategies and opportunities within the College to ensure student engagement, achievement, retention and transitions.
Outcome 1: Foster the appointment, development and retention of quality teachers and support staff who are responsive to diverse learners across the College in all learning Staffing the college In staffing the College, the primary goal is to identify, develop and support successful teachers and support staff to make a significant difference to improving student learning and achievement. Teacher professionalism is a key strategic area the College continues to focus on. This is to ensure that teachers are qualified and trained with the College undertaking and meeting its ‘good employer’ obligations through teachers’ conditions of employment, salary rates, rights and entitlements. It is also to ensure that teachers undertake and fulfil their professional responsibilities by meeting the ‘Professional Standards for Teachers’ and ‘Code of Ethics for Registered Teachers’. This review reports on the performance of the College across all these key outcomes for 2015. Qualified Staff The critical success factor for professional standards is: all teachers are qualified, trained and meet the teacher professional standards. All teachers at Hagley College have current registrations and are qualified to teach. The College employed 6
Annual Portfolio Reports – Hagley College 2016
Page 65
Qualified Staff The critical success factor for professional standards is: all teachers are qualified, trained and meet the teacher professional standards. All teachers at Hagley College have current registrations and are qualified to teach. The College employed 6 Limited Authority to Teach teachers (LATs) approved for 2015. There were 17 provisionally registered teachers employed by the Hagley College Board of Trustees. The College has approved 19 teachers for leave longer than one week. The College is committed to employing the best candidate for any vacancy advertised and responds to employing diverse staff to meet our diverse learners. If a suitable staff member is not found the position will be re-advertised.
Newly Appointed Staff in 2015 The College employed 19 teaching staff, 9 support staff and 1 After 3 staff member in 2015. Teachers: Brendon Bennetts, Sienna Smale-Jackson, Zac Knight, Brenda Nightingale, Elvina Stephens, Jo Eaton, Claire Norton, Emma Moloney, Liz McNeill, Emma Lumb, Regan Stokes, Jamie Stevenson, Naressa Gamble, Cindy Frew, Kirsty Frew, Trevor George, Pauline de Vere, Ruth Van Arendonk, Rachel Wilford. Support Staff: Christina Stachurski, Ikran Ahmed, Lynda Pratley, Michaela Heenan, Tula Ram Chhetri, Sherron Harrison, Johnathon Markham, Melanie Ross, Peter Rothera. After 3: Harald Breiding-Buss. Staff at Hagley Teaching Staff
ITMs Teachers
22 115
Total Teaching Staff
137
Hagley College has a wide range of skilled staff to support students in their learning. These staff fall into two major categories: support staff and teaching staff. The total staffing of the College for 2015 is 277 staff divided between these two categories. There are 137 teaching staff and 140 support staff. The distribution of these staff is shown in the corresponding tables. Many of our staff are hired and paid through short-term funding that is allocated annually. For example, the funding to support refugee families relies on funding from the MOE and the Department of Social Welfare and Development. This means to staff these programmes, staff are on yearly contracts. The work undertaken by Human Resources is substantial and time consuming. In 2015 the staff at Hagley took 129.64 days of Principal’s Discretionary Leave. Other leave taken was 457.22 days of leave for teachers and 1564.26 leave days for support staff, including annual leave and leave without pay [477.26 days for support staff excluding annual leave]. Sick leave taken was a further 589 days for teaching staff and 331.86 days for support. The College had three staff members take maternity leave in 2015, one teacher in Term 4, and two support staff members in Term 2 and Terms 3/4 respectively. Annual Portfolio Reports – Hagley College 2016
Support Staff Sports Assistant
1
Theatre Company/Dance
2
Teacher Aides – Learning Support ESOL Teacher Aides
8 2
Attendance Liaison Officers
1 2
Homework Centre
9
Nurse Technicians
1 5
Refugee Liaison Library
3 3
Finance
4
Music/Jazz Careers
2 2
General Admin Marketing
14 3
Cleaners
20
Property Services HALC
4 22
Student Centre/Cafe After 3
5 27
Total Support Staff
140
Page 66
All staff both teachers and support staff participate in an appraisal process. The teachers support their appraisal by working into The Windows into Practice, having a classroom appraisal and completing a Teacher as Inquiry project. The evidence gathered is viewed by the line-manager and presented to the Senior Leadership team who action any concerns. This is a rigorous process and keeps the leaders in close contact with the quality of teacher practice at the College. The support staff has an opportunity to review; what is going well, what concerns they have, what professional learning and development (PLD) they have completed and how they would like to improve their skills for their position in the college. The support staff also have an opportunity to express their goals for the future. The Specialist Classroom Teacher This is a secondary school role which provides a wide range of guidance and support to teachers, especially beginning teachers or teachers new to the school. The College has been fortunate to appoint two teachers to share this role in 2015 to build capacity in our teachers. The main role is supporting new and beginner teachers and this is reported on below. Programme for New and Beginner Teachers 2016 “Learning experiences are composed of content, process and social climate. As teachers we create for and with our children relationships and opportunities to explore and build important areas of knowledge, develop powerful tools for learning, and live in humanising social conditions.” The induction and mentoring programme for new, first and second year teachers, provisionally certified and Limited Authority to Teach teachers meets the two important strategic areas: teacher professionalism and effective teacher pedagogy. The programme outlined on the following page is designed to meet two key outcomes of this portfolio. During 2015, the kaiako below became fully certified: End of Term 1 – Nathan Keys End of Term 4 – Jahred Dell
Annual Portfolio Reports – Hagley College 2016
Page 67
Term 1
Learning Intention
February 16
Induction for 2016/Office 365 workshop (Sue McLachlan and Carmen Kenton)
To outline the PCT year plan, Registered Teacher Criteria, and to gain confidence using Office 365.
March 1
Student wellbeing (Glenyse Hyland)
To heighten awareness of the physical and psychological needs of our ākonga, and develop strategies to better support them.
March 15
Staff wellbeing (Fiona Brownlie)
To identify the triggers that cause stress and burnout, and develop strategies and support networks to build resilient and positive teachers.
April 5
Teacher as Inquiry (Carolyn Green)
To encourage teachers to discuss their inquiry projects and reflect on how to gather evidence.
Term 2
Learning Intention Teaching adult students (Celia King)
To differentiate teaching strategies to cater of the needs of older more experienced learners.
August 9
Te Reo in the classroom (Regan Stokes)
To encourage teachers to gain confidence in using language in their lessons and to help teachers understand Māori ākonga better. To increase Kaiako’s bicultural awareness to assist “knowing their learner”.
August 23
Literacy in the classroom and UE literacy credits (Vickie Taylor)
To focus on reading skills and strategies, and how to help ākonga gain literacy credits across the curriculum.
June 14
The teaching presence
To highlight the importance of a positive teaching presence to establish effective teaching and learning.
June 28
End of term reflection and portfolio sharing
To encourage teachers to reflect on successes and challenges and identify next steps.
May 3
Term 3
Learning Intention
July 26
Classroom management
To affirm good practice in classroom management.
August 9
Literacy from a writing scaffold (Vickie Taylor)
To enable teachers to use writing techniques in their practice to allow ākonga to become more skilled writers.
August 23
Cultural Competencies
To highlight the importance of cultural sensitivity and understanding in the classroom.
September 6
Differentiation
To highlight the importance of differentiation show how to better support and extend our ākonga .
September 20
Information Literacy (Liz Jones)
To investigate how to better use information literacy in a meaningful and engaging way.
Term 4
Learning Intention Portfolio coordination (Fiona Brownlie and Ros Jackson)
To prepare portfolios for full registration and the second PCT year.
October 25
Conflict resolution
To understand the dynamics of negotiation among conflicting groups and how to best achieve mutual agreement and resolution.
November 8
Current education research (Carolyn Green)
To gain better understanding of current education philosophies and practices, and how to incorporate them into teaching practice
November 22
Reflection of 2015 and next steps for 2016.
To encourage teachers to reflect on successes and challenges and to identify next steps.
October 11
The new and beginner teaching staff: firstly, they have a fortnightly programme run by Fiona Brownlie and Carolyn Green. Secondly, they have a mentor within the department who carries out supervision through curriculum awareness, classroom Annual Portfolio Reports – Hagley College 2016
Page 68
observation, teaching as inquiry projects and professional conversations. The programme heightens the new teachers’ skills around classroom management and effectively engaging students as well as exploring the importance of cross curricula literacy for student success. By being aware of student voice and the need to create a thinking classroom, the new teachers can model this in their teaching.
Outcome 2 Develop the College’s commitment to Maori achieving success as Maori and to our bicultural partnership. The College is seeking rangatahi voice and whānau input into the plan to achieve the above outcome. He waka eke noa Five key visioning strategies 1. Understand and exhibit manaakitanga at all times. 2. Focus on educational success for Maori as Maori. 3. Develop and grow a school wide te reo language plan. Included in this plan is kaiako confidently using te reo in and outside of the classroom. 4. Grow leadership potential for Maori rangatahi at Te Puna Wai O Waipapa 5. Provide opportunities to learn about tikanga, through staff professional learning and development. Rangatahi to be exposed through clubs (kapahaka, raranga, waka ama, rakau), lessons, noho marae and maori speakers. In 2015 and at the start of 2016, Te Puna Wai O Waipapa met the five key visioning strategies: 1. The College will welcome manuhiri in an appropriate manner through pōhiri or mihi whakatau. 2015 and 2016 the College welcomed new ākonga and kaiako with a mihi whakatau and in 2016 a hangi was provided. The Japanese students who came to study for 2 weeks were also welcomed with a mihi whakatau in our whare. The kapa haka group sang waiata. 2. Our teachers demonstrate how they are aware and respectful of rangatahi, tikanga and Maori world view through curriculum choices and practices evidenced through their annual Windows into Practice bicultural aspects. a. Whakataukī placed around the walls in the College b. Noho marae, 2 groups experienced visiting both Rehua and Rapaki marae in 2015. The After 3 class spent a night at our marae (30 students experienced this with 10 others coming just for the day). In 2016 we will run a noho marae for rangatahi to prepare them for practice exams by giving them study skills and motivation to study. c. We have had 10 teaching staff visit Tuahiwi for a day to learn about the history of this marae and experience the Māori culture to understand rangatahi view point. 9 Kaiako, 1 support staff member. The tikanga learnt by the 10 staff was brought back and shared with the Whānau team. d. Career exploration for Māori in Canterbury. What does the labour market look like for Māori in Canterbury, New Zealand and globally? Making rangatahi aware of career opportunities. Last year, year 10 rangatahi chose to visit our industry partners to learn more about the labour market in Canterbury. Please see the ART section of this report. e. Professional learning and development for kaiako to enable good relationship building and engagement with māori rangatahi. To have a good understanding of māori world sense. To learn te reo to use around the College 3. There are two aspects to fulfilling te reo language plan. Rangatahi can learn te reo: a. Year 9 compulsory module 2015 and 2016 b. Year 10 optional lessons 2015 and 2016 the number of rangatahi taking reo in year 10 has doubled from 2015 to 2016. c. Year 11 te reo and tikanga covered 2016 (11 students)
Annual Portfolio Reports – Hagley College 2016
Page 69
d. e. f. g. h. i. j.
4.
Year 12 in development te reo class for 2017 Year 13 by correspondence 2015-2017 Rangatahi can also attend lessons held for kaiako and After 3 programmes: One After 3 programme ran in 2015 – 35 ākonga Three After 3 classes - one beginner and 2 post beginner 2016 (77 students) One class for kaiako ran all of 2015 (30 kaiako) Three classes for kaiako 2016 (54 kaiako) Grow rangatahi leadership participation in: a. Coaching b. Peer Support c. Leadership Laboratory d. Student Council e. Taking care of the Whānau hauora (whanaungatanga) of Te Puna Wai O Waipapa marae. f. Kapa haka 12 students in 2016 g. STAR (15 students) and Gateway courses (76 Year 12 and 13, 12 of whom were Maori)) and the Māori mentor being a strong advocate for Hagley rangatahi participating in these courses.
The College is keen to encourage and welcome tikanga skills being introduced through class time and extra te reo. 5. In 2015 kaiako participated in the following workshops to grow understanding of Māori world view. • Kaiako are encouraged to read and research culturally responsive work carried out by Bishop, Alton-Lee, Berryman and Glynn, MacFarlane to assist better understanding of effective teaching practice and cultural awareness. • Adrian Te Patu - breaking down the stereotypical view of Māori. What is traditional Māori versus nontraditional Māori. Adrian asked the question ‘How do we respond to Māori ākonga at Hagley”. The bicultural journey has helped make our collective response more culturally aware. • Regan Stokes presented “Kia ora means more than hello” and encouraged more kaiako to learn te reo in 2016 than had been learning in 2015. • Sarah and Regan – This looked at why a focus on Māori achievement is important for all teachers and learners. • Melanie Rewi-Couch and Matt Frazer from Te Whānau Tahi presented more about using te reo in the classroom. Melanie shared with kaiako the power of language, using two words “tino pai” as an illustration of one teacher at her school connecting with her because the teacher wrote “tino pai” on her report. • CareersNZ presented “Rangatahi futures” a careers programme that motivates year 10 ākonga. These 4 sessions were presented during our Wednesday morning staff meeting time – Te taha Wairua, what cultural understanding are you bringing to the classroom, Protocols (noa and tapu), Learning styles. The College has been invited to be involved in a Ministry of Education MOE project based on the 1999 cohort of Māori rangatahi to achieve Level 2 NCEA by the end of 2016 or 2017. This will be a good measure to see how putting in intervention will benefit these students. The MOE are also placing supportive agencies, working alongside our kaiako, to enable success within this group.
Annual Portfolio Reports – Hagley College 2016
Page 70
Outcome 3: Developing the College as a regional education hub. Hagley has had a role as a regional hub since it took on the management of the ITM unit in 1989 under Tomorrow Schools. With the adoption of special designation, the College holds a vision to grow and act as a regional re-start hub across the greater Christchurch network. This will allow greater access to learning for students in Christchurch particularly postcompulsory age students. • Cultural mapping - this is being carried out at the moment by the central schools’ cluster. • Forte (ITM) - this involves teaching music to a large number of students in Canterbury, Mid-Canterbury and the West Coast - see the Forte report. • Hagley Adult Literacy Centre HALC- this involves; intensive literacy classes, community group tutoring ACE, workplace literacy, youth guarantee programmes and English language learning classes. See the report under student learning portfolio. • Hagley’s After 3 programmes - provide a large number of programmes for post compulsory students. The College offers 10 different languages and we are a regional hub for language learners-see the After 3 report. • Hagley has been running a homework centre for refugees. The students come from all over Christchurch and are of all different ages. The College teaches pre-schoolers, primary, secondary and parents of the children. It is a hub that caters for the whole family. • Youth Futures Canterbury is a collection of government agencies, tertiary institutions, Industry Training Organisations (ITOs) and school leaders who have come together to improve educational outcomes for youth in Greater Christchurch. The group aims to stem the flow of young people falling into the NEET (Not in Education, Employment or Training) trap. This has become even more important following the earthquakes, given the contribution education will make to recovery in Greater Christchurch. Hagley chairs the secondary-tertiary interface and has a lot to offer young people in the greater Christchurch area. • Grow Waitaha - members of the Hagley staff are participating in a number of workshops being run by Core Education to enable a framework to be created to improve connections in the educational groups in Canterbury/Waitaha. The Grow Waitaha is to get educationalists to share ideas with each other to better meet the learning needs of all learners in Waitaha. • Van Asch - this year there are 7 deaf students attending Hagley. The College offers extensive courses to these students who are often very successful academically and grow in confidence during their time at Hagley. • University of Canterbury partnerships - the academic literacy programme was run in 2015 and again in 2016. See the student learning report.
Outcome 4: Develop ART strategies and opportunities within the College to ensure student engagement, achievement, retention and transitions. All teachers are encouraged to use the Good Teaching Practice Model. • Teachers knowing their students through understanding them from a cognitive, cultural and pastoral perspective. • Teachers creating a supportive learning environment by managing behaviour effectively and creating an appropriate classroom culture. • Teachers demonstrating good teaching practices by using teaching techniques competently and engaging in professional learning and reflective practice. • Teachers understanding the New Zealand Curriculum by working to integrate the vision, values, key competencies and principles of the curriculum and demonstrating competency in their curriculum area(s).
Annual Portfolio Reports – Hagley College 2016
Page 71
To complement the good practice, the College has resourced a Māori mentor, a Vocational Pathways advisor and extra career staff. This provides assistance for success. Māori mentor The mentor has a strong career pathways focus because if ākonga have a sense of purpose then academic success comes more readily. The mentor identified the needs of rangatahi through a survey at the beginning of the year. This has been done in 2015 and 2016. The areas Lesley (Māori mentor) works with are; • Naming our Maori rangatahi and building a sense of belonging to Te Puna Wai o Waipapa. Lesley does this by organising rangatahi hui to get their voice about what they would like at Te Building a sense of belonging to Te Puna Wai o Waipapa. In 2015 there were 3 one especially for year 10 students to make connections with other Māori ākonga. • Making rangatahi aware of opportunities; surveyed and profiled rangatahi to see what they wanted, scholarship information, NCEA hui for parents and rangatahi, speakers brought into the College, promoted the labour market investigation with year 10 in the World of Work programme, brought the rangatahi futures programme into the College. • Building relationships with whānau to provide support for their tamariki - last year the College hosted 2 Whānau hui. The first was to meet whanau and get them to know each other the second was to provide learning around NCEA. • Building confidence to try courses outside of Te Puna Wai o Waipapa encouraged ākonga to try STAR courses, GATEWAY programme, visits to career Expo and trip the UC Māori day and other tertiary provider days. The UC day allows our students to sit in on lectures and familiarise themselves with the University site. Four students went to Otago University with Lesley in 2015 To familiarise themselves with the University and to look at courses offered that the rangatahi would like to explore. • Encouraging Māori to identify as Māori - the College always welcomes manuhiri and this year the year 11’s were invited to a hangi after their welcome. Lesley has also arranged kai in the wharekai to help rangatahi learn better. They can help themselves to breakfast or lunch. Lesley also supports Kapa Haka started in 2016 and encourages reo lessons either through correspondence or Regan’s lessons. Lesley picked up 3 rangatahi who want to do correspondence te reo through the whanau hui. This is a good example of listening to rangatahi and whānau voice. Vocational Pathways Adviser The model we have followed in the past has been reviewed and expanded upon. At any stage the advisor does act as a broker between students and teachers. The VP advisor uses every opportunity to give the student a purpose. Stage 1 breaking down the barriers Stage 2 explore the key competencies with the students Stage 3 what career options are available? Stage 4 giving the student a purpose Stage 5 collecting the data Stage 6 credit management Stage 7 evaluating the VP advisory role •
The following is a list of factors that connect with the wellbeing of the student and meld into the model that the College has been working into. • •
Students have a real sense of belonging and connection to the College. Students experience achievement and success – the 2015 figures show a marked improvement in NCEA Level 2 and 3 certificates gained by Hagley students. See the analysis of variance in the College Effectiveness report.
Annual Portfolio Reports – Hagley College 2016
Page 72
•
• •
•
• •
Students are resilient – Kim noticed an improved attitude to stress and pressures when they were able to talk to Kim about what was causing them stress. We have 5 students from Kim’s group who have been unable to pathway because of mental illness. Students are socially and emotionally competent – the students Kim dealt with grew in confidence as the year went on. The students improved in the career competencies the College for career planning assistance. Students are nurtured and cared for by teachers at the College. Kim was able to work with the students to celebrate their successes, discuss options and work through problems. At the beginning of this year Kim intervened before students had even started school and gave them the confidence to change courses before school began. Students feel safe and secure at the College – Kim was able to broker discussions with teachers when the students found these hard to do. This avoids students dropping out which used to happen in term 2 and 3. This enabled students and lead to improvement in their learning. Students are included, involved, and engaged – many of the students attempt to establish a good pathway by trying STAR courses, visiting providers, listening to speakers and through GATEWAY placements. Students understand their place in the world, are confident in their identity and are optimistic about their future – many students Kim worked with were uncertain of their purpose for being at Hagley. Kim encouraged students to investigate their pathways and most found a future possibility that either kept them at Hagley, helped them find another tertiary programme or explored a work option.
Annual Portfolio Reports – Hagley College 2016
Page 73
2015 School Leavers from the Vocational Pathway Students Mentored by Kim Swann Year 12 13
University
Polytechnic
Employment
NA
7
2
2
12
15
Returning to Hagley 23 18
All of this work was completed with the support of the College’s dynamic Careers team who produced up-to-date accessible information and resources and made themselves available for career guidance and assistance. One of the most marked changes in the promotion of the VP mentor’s work means that students move from a dependent student to one where the student accepts responsibility for a successful transition within the College and from education to employment or further training. This fits in with the MOE’s ART focus. 23 of the students mentored in Level 2 and 18 at level 3 returned to Hagley in 2016 to finish Level 2/3 and to identify the career path best suited to themselves. Education Outside the Classroom Education Outside the Classroom motivates and provides relevancy for student learning. Opportunities for learning and being involved abound when ākonga experience learning outside the classroom. Ākonga experience and face new challenges when they are shared with qualified and enthusiastic kaiako. Ākonga often state that they enjoy the relationships built outside the classroom and get to know kaiako in a new and more relaxed manner. Learning becomes enriched and ākonga more involved, connected, communicative and collaborative.
No. of Outings
Education Outside the Classroom 2015 80 70 60 50 40 30 20 10 0
Department Some subjects lend themselves to EOTC activities and it is seen that Physical and Outdoor Education, ELL, Science and Social Science, as well as Targeted Learning are the areas that take advantage of EOTC experiences the most. Through the EOTC experience, content becomes conceptual rather than particular, the process becomes a constructive inquiry instead of passive reception and the social climate becomes expansive not restrictive. Students are involved and energetic.
Annual Portfolio Reports – Hagley College 2016
Page 74
Initiated via the Senior Leadership Team, we work with our learning leaders to review existing models of learning offered, to take up opportunities to refine or adapt current offerings, as well as introduce new programmes. New programmes introduced in 2015 were; The School of Apps (Sue McLachlan – Leader), a revamp of English programmes, Year 13 Gender Studies, Academic Literacy, Year 12 Popular Culture, Year 12 Change Makers, Year 13 Cinema Studies (Faith Oxenbridge – Leader), Year 12 Performing Arts package, a new component to this year was Year 12 Playwriting (Cameron Mattox – Leader), Year 13 School of Animation (Gavin Hewitt – Leader), Year 12 Passport, which was redesigned in Directions for 2015 (Natalie Collier – Leader), Year 12 Primary Industries – although offered in 2015 and 2016 this course has lacked numbers and therefore not run. New programmes to expand foundation learning is being developed around UC programmes. See the Student Learning portfolio. International students International students studying at Hagley College fall into two groups: Short trips Hagley host two short trips every year. Both of these trips are for Japanese students. Nisshin High School (6 students) and Abeno High School (24 students) travelled to New Zealand in 2015. Nisshin in March and Abeno in July. The students are taught English both in separate English classes and in an integrated manner to experience the culture of our College. The trips have been very successful with both schools opting to return. Abeno has been coming to Hagley for 9 years this year. Full year study The College has not promoted international students for six years but gets students wanting to apply either from word of mouth or from our web-site. The international numbers have dropped significantly and in 2015 we hosted only six students. These students came fromChina (2), India (1), Cambodia (2) and Afghanistan (1). Their stays ranged from 6 months to 2 years. Hagley has a code of practice to cover the pastoral care of our international students.
Annual Portfolio Reports – Hagley College 2016
Page 75
FORTE [ITINERANT TEACHERS OF MUSIC] PORTFOLIO
INTRODUCTION
The Forte Itinerant Music Teachers (ITMs) are a professional body of twenty-eight qualified and registered secondary school music teachers, dedicated to the delivery of specialised music programmes to schools. This collaborative model is actioned through a transfer of staffing hours from the user schools to Hagley College. The Forte staff offer weekly music lessons to individuals, small groups and ensembles. In 2015 the ITMs contributed to the musical development of approximately 2000 students. Forte Itinerant music teachers offer music programmes from beginner to advanced levels that are accessible to all. These programmes enable students to achieve at the top level of NCEA performance standards and inspire students to love music through instrumental and vocal experiences. The team motivate and enable students to realise their true potential on their chosen instrument as part of a life long learning opportunity.
KEY OUTCOMES 1. 2. 3. 4. 5. 6.
Develop and implement Forte’s collaborative delivery model for the teaching of itinerant music, resulting in high participation and engagement by schools throughout the region. Facilitate reflective teaching practices through inquiry and ongoing professional learning and development. Implement an integrated and comprehensive appraisal system which is evaluated through the windows into practice. Develop and implement a range of personalised music programmes across a diversity of instrumental and vocal disciplines, resulting in greater student achievement and participation in performance music. Connect students to a wide range of ensemble opportunities both in-school and out in the wider community. 6. Coordinate and implement regional and national multi-school music events for students to participate in.
Outcome 1: Develop and implement Forte’s collaborative delivery model for the teaching of itinerant music, to result in high participation and engagement by schools throughout the region. The Forte ITM Service is a unique collaborative model and has delivered specialised itinerant music programmes to twenty-eight state and integrated schools reaching 2000 students, 1200 of whom are engaged in individual programmes of learning. This enables a large number of students access to publically funded music tuition opening musical opportunities for them in the future. In 2015, Forte has attracted an increase in contracted hours thereby increasing its reach to students. It has also managed large scale national and regional events. In 2016, Forte is committed to the promotion and implementation of the programmes and services provided to schools, engaging in self review and the development of new and appropriate initiatives to enable student learning.
Outcome 2: Facilitate reflective teaching practices through inquiry and ongoing professional learning and development. The Forte Team meet weekly with a fortnightly focus on instrumental areas of professional learning and development. Additionally the whole team explore common areas which are relevant to itinerant music teaching. Through inquiry, Annual Portfolio Reports – Hagley College 2016
Page 76
the team are encouraged to reflect on teaching practice which contributes to positive interventions and professional growth. In 2015, the individual itinerant teachers undertook an Inquiry Project focusing on priority learners. Findings from these projects led to new strategies and interventions being implemented that further enhance student learning. The collaborative process of presenting individual inquiries has enriched the collective pedagogy. In 2016, the Forte team will continue to examine individual practice through the "teaching as inquiry" model, addressing barriers to student learning.
Outcome 3: Implement an integrated and comprehensive appraisal system, which is evaluated through the Windows into Practice. The Windows into Practice is a component of a comprehensive appraisal framework that enables teachers to create goals, to plan and to provide evidence that meets the Practising Teacher Criteria. This process also facilitates discussions which lead to professional growth and improved student outcomes. On completing the 2015 Windows into Practice document, teachers indicated how goals were achieved across the four windows and the effect on student success. From this, teachers made informed decisions for future goal setting and professional learning and development opportunities. The target for 2016 is to utilize the current Windows into Practice document in conjunction with the Inquiry Project and two classroom observations. One observation will focus on teaching pedagogy while the other will focus on the ITM's specialised area of teaching. Together these documents will provide a an insight into the individual ITM's Teaching Practice.
Outcome 4: Develop and implement a range of personalised music programmes across a diversity of instrumental and vocal disciplines, resulting in greater student achievement and participation in performance music. Forte offers individual and group tuition in a wide range of vocal and instrumental disciplines and genres. Music Programmes are aligned with the New Zealand Curriculum, NZQA standards, the ITM's Scheme of Learning and the individual needs of students. In 2015 students achieved success in a number of areas, including NCEA performance results, external music exam grades, auditions and competitions. Some high profile achievements in 2015 include; Burnside High School Senior Chorale directed by Sue Cuthforth gaining the top Platinum Award in the national finals of the NZ Choral Federation Big Sing competition and Ian Thorpe's saxophone quartet "Paprika" winning the People's Choice award at national level of the NZCT Chamber Competitions. At a regional level Anne's Clarke string ensemble from Rangiora received an award for Best Performance of an Original Composition. There have been many other achievements under the guidance of the Forte team, from Rock Quest to Jazz Quest, Southern Jam to Concert Band Festival and the numerous school music department performances In 2016 the team will continue to facilitate student success through personalised programmes of learning, enabling them to participate in a range of musical activities.
Annual Portfolio Reports – Hagley College 2016
Page 77
Outcome 5: Connect students to a wide range of ensemble opportunities both in-school and out in the wider community. Through the diversity of instruments and genres offered, students engage in a wide variety of musical opportunities including a range of community groups that many students participate in. In 2015 the ITM team have directed and supported student participation in school performances, musicals, prizegiving's, open-nights and NCEA assessments. They have also been involved in preparing students for collaborative events across a number of schools both regionally and nationally. The target for 2016 is to continue to achieve high participation of students in a wide array of musical opportunities.
Outcome 6: Coordinate and implement regional and national multi-school music events for students to participate in. Forte is responsible for the management and organisation of the New Zealand Secondary Schools' Symphony Orchestra Course (NZSSSO), the Christchurch Schools' Concert Band Festival and the Christchurch Schools' Regional Orchestra (CSRO). In 2015 the NZSSSO attracted over 150 applicants nationwide of whom 106 students were accepted into the six day course held in the April holidays. Mid-year, the team also managed the Christchurch Schools' Concert Band Festival and the CSRO. The CSRO (in its second year), attracted a larger orchestra of 72 students from 27 different schools across Canterbury. The nine week course concluded in a public performance followed by participating in the CWSMTA Orchestra Festival. In 2016 the Forte team will continue to offer these three events, though there will be a review of the management structure for administering these large projects.
Annual Portfolio Reports – Hagley College 2016
Page 78
510 Hagley Avenue | Christchurch 8011 | New Zealand PO Box 3084 | Christchurch 8140 | New Zealand Telephone 0508HAGLEY or (03) 364 5156 | Facsimile (64 3) 379 3134 Email: info@hagley.school.nz | Website: www.hagley.school.nz