Annual Reporting 2015 : Teaching & learning practice across communities

Annual Performance Report 2014-2015 Teaching & Learning Practice Across Communities

Contents Learning Futures 01 Learning Communities 19 Adult Literacy 31 Learning Transitions 45

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Learning Futures

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TABLE OF CONTENTS INTRODUCTION .................................................................................................................................................................................................................................................................................... 3 PRIMARY GOAL .................................................................................................................................................................................................................................................................................... 3 KEY OUTCOMES ................................................................................................................................................................................................................................................................................... 3 1. DEVELOP PRINCIPLES ABOUT QUALITY TEACHING, LEARNING AND ASSESSMENT ........................................................................................................................................................... 3 Teaching As Inquiry ........................................................................................................................................................................................................................................................................ 3 Where has Hagley’s ‘inquiry gaze’ fallen? ...................................................................................................................................................................................................................................... 4 Research informed inquiry ............................................................................................................................................................................................................................................................. 5 Target group identification ............................................................................................................................................................................................................................................................. 5 Teacher interventions that were not business as usual ................................................................................................................................................................................................................. 6 Evidence trends – what is inquiry revealing? ................................................................................................................................................................................................................................. 6

2. EVIDENCE-­‐BASED APPROACHES THAT IMPROVE STUDENT ACHIEVEMENT ....................................................................................................................................................................... 7 Achievement data informing practice ............................................................................................................................................................................................................................................ 7 Changes to assessment programme responses were characterised by increasing flexibility of delivery, altering timing, as well as increasing opportunities and accessibility ......................... 7

3. FOSTER INNOVATION & BEST PRACTICE IN CURRICULUM AND ASSESSMENT ................................................................................................................................................................... 9 Developing innovative teacher appraisal processes that focus on improving learning ................................................................................................................................................................. 9 Development of the ‘Window into Practice’ model ....................................................................................................................................................................................................................... 9 What ‘good’ and ‘great’ look like at Hagley .................................................................................................................................................................................................................................. 10

4. COORDINATE ALL ASPECTS OF QUALIFICATIONS OFFERED AT HAGLEY ............................................................................................................................................................................ 11 Review of assessment practice ..................................................................................................................................................................................................................................................... 11

5. RESPONSE TO REVIEWS AND FEEDBACK FROM EXTERNAL AGENCIES ............................................................................................................................................................................... 13 NZQA Managing National Assessment [MNA] review .................................................................................................................................................................................................................. 13 Responses to ERO recommendations ........................................................................................................................................................................................................................................... 14 Conclusions drawn from NZQA moderation ................................................................................................................................................................................................................................. 14 (i) Findings from annual subject reviews ...................................................................................................................................................................................................................................... 14 (ii). Findings from NZQA moderation results ................................................................................................................................................................................................................................ 14

6. INTEGRATE ‘BEST PRACTICE’ AND ‘NEXT PRACTICE’ INITIATIVES ....................................................................................................................................................................................... 15 Next practice in learning transitions: developing Hagley’s role as a pathway into tertiary study ............................................................................................................................................... 15 Catch Up College .......................................................................................................................................................................................................................................................................... 15 UC@Hagley ................................................................................................................................................................................................................................................................................... 15 Next practice in teaching as inquiry ............................................................................................................................................................................................................................................. 15 Next practice in developing the special character of learning at Hagley ..................................................................................................................................................................................... 16 Learning Futures – Hagley Community College Performance Report 2015

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INTRODUCTION

The Learning Futures portfolio was introduced in 2009. In collaboration with several portfolios, Learning Futures contributes actively towards realising the College’s mission statement, “lifelong learning that is accessible to all”, as well as building its profile as a national leader in education known for its innovative approaches to teaching, learning and assessment. Learning Futures helps enact the College’s philosophy of being a dynamic place of learning.

The Learning Networks portfolio team is made up of the Learning Futures, Learning Communities and Learning Transitions portfolios. Learning Futures is closely aligned with both portfolios, in particular in developing Catch Up College, UC@Hagley and After 3 programmes. Learning Communities and Learning Transitions are reported in separate annual documents. Research into effective teaching and learning is integral to the work of all three portfolios within the Learning Networks portfolio team, as is ensuring that research data is shared effectively with staff in order to inform practice, improve effectiveness and most importantly, improve outcomes for students.

Much of the work of the portfolio is aimed at building appropriate structures and processes to sustain and grow self-­‐review. In order to build teacher capacity and work towards the outcomes below, Learning Futures has focused on three critical areas of self review: teaching as inquiry, achievement data informing practice and appraisal focused on improving outcomes for students.

PRIMARY GOAL The primary goal of the Learning Futures portfolio is to build teacher capacity across the College to design and implement curriculum and assessment programmes based on best practice and the initiatives of next practice. The portfolio is closely aligned in work towards achieving two of the College’s strategic priorities: • Grow a strong evidence based model in teaching and learning • Develop and implement new models of educational delivery to achieve deep and sustained student engagement and achievement.

KEY OUTCOMES The portfolio has the following key outcomes:

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5.

6.

Foster the development of generic principles about quality teaching, learning and assessment that are responsive to diverse learners across the College in all learning areas.

Implement evidence-­‐based approaches that improve student achievement.

Foster innovation and best practice in approaches to curriculum and assessment with teachers across the College.

Coordinate all aspects of qualifications offered at Hagley.

Coordinate and implement Hagley’s actions in response to reviews and feedback from external agencies, including the Education Review Office and NZQA. Integrate ‘best practice’ and ‘next practice’ initiatives with developments within other portfolios within the College.

1. DEVELOP PRINCIPLES ABOUT QUALITY TEACHING, LEARNING AND ASSESSMENT Teaching As Inquiry As the cornerstone pedagogical practice in The New Zealand Curriculum, teaching as inquiry offers a valuable way of looking in detail at what is happening to students who are at risk of not achieving. At its best, inquiry actively encourages teachers to adopt a curiosity mindset and to implement innovative practices where they might try an approach, assess the results, then Learning Futures – Hagley Community College Performance Report 2015

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modify their interventions as required. Referring to research to inform inquiries develops further understandings. A characteristic of best practice in Inquiry is that it strengthens teachers’ abilities to use evidence effectively in order to show improvement in student outcomes. Teaching as inquiry also strengthens school’s appraisal processes. It should be ascertained the extent to which Hagley has adopted these best practices as the College moves into its fourth year of all teachers being involved in inquiry. A measure of inquiry effectiveness can be gained from an ERO review which will occur during 2015. One of the central criteria ERO use for a four/five year review assessment assessed whether the school convincingly demonstrates that a school-­‐wide 1 culture of rigorous critical reflection and self review contributes effectively to sustaining positive performance and continuous improvement.

The school’s self review information about the impact its curriculum is having on promoting and improving student learning is central both to curriculum review and to ERO’s review. For teachers, inquiry has been a critical component in the self review process at Hagley. Inquiry is a key aspect of our self review process which in realising whole school improvement. At Hagley, inquiry is a central construct in providing evidence towards meeting the Registered Teacher Criteria and this process is analysed elsewhere in the report. Curating inquiries has been essential so that they are available for all teachers to benefit from. Over the last three years, about 250 inquiries have been loaded to our intranet site. This inquiry archive is now in its fourth year and represents an increasingly sizeable body of evidence into teaching and learning at Hagley. While all teachers complete inquiry projects, it is not compulsory to place their inquiry reports onto Sharepoint. The fact that most teachers take this step is indicative of a collective staff wish to contribute as part of a College wide learning community.

Where has Hagley’s ‘inquiry gaze’ fallen?

It is timely to consider the five main areas for inquiry over the last three years. Inquiries have fallen under three College strategic priorities: improving engagement, improving achievement , and improving bicultural approaches in the classroom. A fourth priority has been linked to The NZ Curriculum in the development of key competencies; and the fifth has been on improving literacy and numeracy.

Based on research and our own meta-­‐analysis of inquiry at Hagley, teachers have been encouraged to adopt five good practices: • To acknowledge one or more of: the teacher’s previous inquiry focus; inquiry trends across the College; strategic priorities; or historical trends at Hagley • To Identify a target group, looking at those students who are at risk of not achieving at their curriculum level • To be informed by research • To try new teaching interventions to address the issues identified • To Include evidence analysis to measure the outcomes of the inquiry

The table below sets out the extent to which these practices were observed in 2014 in the 56 inquiries loaded by teachers to Sharepoint. Comments on each practice follow.

Acknowledged one or more of: the Was informed by research Identified a target group – looking Tried new teaching interventions Included evidence analysis to teacher’s previous inquiry focus; at those who are at risk of not to address the issues identified measure the outcomes of inquiry. inquiry trends across the College; achieving at their curriculum level. strategic priorities, or historical trends at Hagley 45% 50% 80% 63% 60%

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ERO. (2014). Framework for school reviews. Wellington: Ministry of Education

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Research informed inquiry Research of some form was major feature of 2014 inquiry at Hagley. 50% of teachers used research to inform their inquiry with several citing several sources. Research took diverse forms.

Teachers referenced various papers, articles and readings, including Russell Bishop’s Effective Teaching Profile, John Hattie’s Visible Learning for Teachers, Aaron Wilson’s effective literacy practices, Dana Ferris on self editing, Stephen Grahams’ Comprehending Text, Joe Cuseo’s work on student success, as well as a Kim Hill interview with Stuart McNaughton on parental involvement in learning.

Hagley’s own professional learning programmes were referenced, notably the professional learning on improving bicultural approaches within the College and Katherine Savage’s presentation on fixed versus growth mindsets. Several teachers acknowledged external courses they had participated in, such as Geoff Petty’s Evidence Based Teaching; Mason Dury’s Maori in the 21st Century workshop; a subject association workshop on developing cultural competencies; as well as learning gained from one teacher’s participation in the Hagley Writers’ Institute. One teacher attended lectures to improve his understanding of a subject area as part of learning to support his inquiry.

Internal research sources were also used. 20% of teachers acknowledged their previous inquiry focus, 4% referred to other teachers’ inquiries, 27% made reference to College strategic priorities or historical trends or patterns at Hagley around areas such as attendance or retention. Several teachers in one department took an explicit focus on a College strategic priority, improving student retention in response to NCEA achievement and roll data across the year.

A strength of practice that can be observed is that the timing of research appeared to be generally appropriate within the inquiry cycle and thereby informed inquiry at an early stage.

Teachers collected information to help enhance their accurate understanding of learning issues their students were facing, rather than as an after thought to belatedly justify or support a course of action.

Target group identification There are strengths evident in current practice where teachers’ starting points were what they were noticing in their classrooms. Inquiry begins with the issues teachers are noticing for students in front of them who are not achieving. 50% of teachers identified a target group, which is a vital step in initiating inquiry and often distinguishes good inquiry practice from simply teaching the whole class differently, irrespective of what the teacher is observing happening for identified students who are not achieving.

A diverse range of target groups were identified within classes in 2014 and included: • Some senior students who had come to Hagley later in their educational journey and were struggling to sustain attendance and achievement • A group of students who had expressed a reticence about sitting externals • Seven students who lacked confidence in reading • Group of students whose learning style was not suited to listening in class • A group exhibiting off task behaviours • Students struggling to meet accuracy demands in writing • A group of students who were casually racist in class • Maori students needing 14 UE credits • A group of disengaged Maori boys • Late comers and absentees who were behind in the programme • Four boys with good attendance but were not achieving due to low levels of skills and motivation and a confrontational attitude • Five new students who have come to Hagley without their group of friends from previous schools.

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Where teachers are looking in detail at what is happening to specific groups and individuals who are at risk of not achieving, they often start asking questions about problems or issues about learning, such as why are these students struggling, what are the challenges they are facing in this part of my course, what are they not succeeding in doing, why are they not engaging or attending, or how confident are they about this part of the course?

Teacher interventions that were not business as usual Inquiry can offer a means to look outwards, engaging with ideas and innovations, to trying teaching strategies that the teacher might not have used before. However, a delineation needs to be made between ‘new’ approaches where the teacher has decided to adopt a different teaching strategy irrespective of the students they are teaching, and one which is in response to the teacher observing student learning issues and determining an area where there is a need to improve outcomes: in other words, teaching interventions that are in response to an “I noticed that…” statement about a group of students the teacher is working with.

In reviewing the interventions used in 2014, teachers had introduced one or more new interventions in response to learning issues identified in students they were teaching in about 60% of the inquries published on Sharepoint. These innovative approaches were often recursive rather than a linear in nature where the teacher would try one new approach, assess the results, then modify their interventions as required.

Examples of interventions in response to student learning issues included: • in reponse to low interest and completion of homework tasks, homework sheets that included parental involvement • in response to lack of confidence and engagement in exam preparation, collaborative sessions sitting as a group and with the teacher encouraging dialogue, not monologue to harness the power of peers • in response to students having difficulty processing course content as well as passive approaches, developing a website in order to present material in a visually inviting way • acknowledging the importance of culturally locating student learning by shifting the delivery of aspects of the course to Facebook in response to strong student engagement with social networking.

• in response to students with 7 to 8.5 year reading levels, introducing Ipads and trialling the ‘Speak’ function allowing the user to highlight passages of text which can then be read to them • in response to students struggling with technical accuracy in writing, introducing a metacognitive focus identifying error patterns to build their abilities to articulate the nature of their problems • to address challenges in remembering new words, introducing an emphasis on vocabulary learning through visual images • to address the learning needs of latecomers and absentees, developing digital tasks with tasks blocked to assist access and completion • investing time in building a relationship with students and their whaanau in order to become aware of the cultural identities disengaging students who had just joined Hagley brought into the classroom • In response to a group who were casually racist in class, permitting students to express their views without initial condemnation or intervention, then asking them to explain and justify these viewpoints [and the students discovering that they could not do this] • taking a special focus on achievement of Maori students through regular one-­‐on-­‐one conferencing and the use of Maori context in a comparative analysis.

Evidence trends – what is inquiry revealing?

While overall about 60% of teachers mentioned evidence to illustrate the outcomes of their inquiries, the use of evidence to measure the impact of their inquiries is varied. Of the inquiries published on Sharepoint, nearly 30% or inquiries made reference to NCEA based evidence often citing improved results in one or more standards. 7% incorporated reference to attendance Learning Futures – Hagley Community College Performance Report 2015

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data. 25% of inquiries used other wide ranging evidence sources that were in some way quantified or included qualitative data often detailing student responses or reactions. Evidence was provided based on levels of parental involvement in homework, levels of risk taking, teacher observations in changes to key competencies in particular around managing self, survey data on student responses to using OneNote, levels of Facebook engagement and focus group interviews.

The remaining approximately 40% of inquiries either made no reference to data, or made generalised remarks. They were usually based on the teacher’s impressions of student changes and were characterised by comments like “students’ attitudes to assessment changed”, or “the student response was positive”. There is a case for teachers to build in more robust evidence gathering practices. Professional learning to achieve this will be introduced with an evidence tool kit developed. Growth will be seen where teachers have in mind evidence gathering 2 strategies early in the inquiry cycle, rather than completing their inquiries then looking for evidence after the event. Graeme Aitken’s work around ‘soft’ data collection, where teachers set out to gather evidence about how students are feeling and reacting to their learning, may be influential. A school wide approach actively seeking data around students’ sense of resilience and confidence may be effective, in this way focusing on the key competencies and unifying elements from the front section of The NZ Curriculum which span all curriculum areas.

2. EVIDENCE-­‐BASED APPROACHES THAT IMPROVE STUDENT ACHIEVEMENT

Achievement data informing practice While inquiry offers one vital source of evidence of improving outcomes for students for all teachers, subject leaders’ commmentaries on achievement data are critical at another level. This includes analysis of what data in each subject reveals and actions taken to reach desired student achievement outcomes. Learning Futures leads the NCEA data analysis process at subject level which is an integral part of school's self-­‐review processes. At best practice workshops, subject leaders completed an analysis of comprehensive subject achievement information which includes data on retention and achievement and how subjects are meeting College strategic goals based on the key ‘ART’ outcomes that have been set for student success across the College.

As a follow up to these workshops, subject leaders then examined data with their teachers and applied learnings to improve student achievement. Senior management also met with selected subject leaders to further support this process.

Targets set by subject leaders focused on achieving 14 or more credits, with 25% of subject leaders identifying increased achievement in externally assessed standards. In reviewing the 35 subject leaders’ reports, approximately 50% targeted changes to assessment programme, while 50% identified changes to teacher pedagogy or approach with students. Main responses subject leaders planned to take to increase achievement are listed below:

Changes to assessment programme responses were characterised by increasing flexibility of delivery, altering timing, as well as increasing opportunities and accessibility: [50% of subject leaders emphasised this option]: • introducing a standard that involves a more hands-­‐on approach to gain early success to flow onto increased confidence • conflating two separate assessment activities in order to reduce student workload • increasing integration of standards • being more selective about standards offered so that more standards • increasing flexible opportunities to gain the same standards across two programmes • guiding students towards internal standards where they have a greater opportunity for success

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Aitken. G. (2011) Innovation: Lamborghini or lemon? Retrieved 1 March 2015 from http://edtalks.org/video/graeme-aitken-innovation-lamborghini-or-lemon

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• restructuring the programme making it more cohesive and manageable • increasing choice in standards students are given • changing timing of assessments to enable students to gain credits earlier in the year • refreshing the teacher’s understanding of the demands of the standard • arranging a number of industry visits during the year to enrich the programme and thereby improve engagement • engaging students early in the year to become more productive • using different topics and resources in order to keep up interest as well as the order in which topics are taught • having a greater focus earlier in the year on theories, terminology and content to improve externals performance • increasing the emphasis on less intimidating standards to encourage better engagement in the course • starting with a topic that allows students to take time necessary to build skills needed • improving student accessibility to the assessment tasks by structuring step-­‐wise goals into the tasks • changing the order of unit delivery including breaking the units into smaller assessment pieces • revisiing the activities and increasing the time allocated • adjusting the timing of internal assessment to give opportunities for students to experience success early on in the year.

Changes to teacher pedagogy or approach were characterised by individualised approaches that focused on building each student’s sense of confidence. [50% of subject leaders emphasised this option] A comment from one teacher captures the thinking behind many of the interventions listed below: “great pedagogy will go some way to helping students, but addressing entrenched thinking with fixed mindsets and feelings of inadequacy in students made more difference to their achievement outcomes.”

There is a clear trend in the examples below where students have given increased levels of agency about their learning: • introducing individual student plans • changing learning contexts to those which appeal to students • using students to act as mentors • ‘one-­‐on-­‐one’ interviews to ensure the teacher is fully cognisant of student individual needs earlier in the year • emphasising on practical applications of skills and lessening the time taken up by theory • introducing more group work options • interviewing early in the year to establish individual learning plan • focusing on metacognitive approaches to the teaching of reading and writing skills • offering high interest specialised courses to increase engagement and student achievement. (for example, offering Gender Studies, Popular Culture, Changemakers, Playwriting courses using English standards) • working closely with students who potentially might not attempt an assessment through lack of skills or confidence • coordinating with mainstream subject teachers to support assessment needs of ELL learners • students having input into how they like to learn and to be assessed • student input into assessment template development so students felt valued and thereby increase their buy-­‐in to learning • incorporating student feedback into the learning and assessment model which increased student / teacher trust • recognition awards to help motivation and give incentives to achieve Learning Futures – Hagley Community College Performance Report 2015

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• • • •

using group work for the research requirements so that students can buddy up and keep each other on task setting up a class website containing course resources and current whiteboard teaching notes so students can use the site to stay connected when they are away from school modifying the enrolment process into the class to make sure students are placed accurately modifying the marketing and expectations of a course so that students make an informed choice to opt in.

3. FOSTER INNOVATION & BEST PRACTICE IN CURRICULUM AND ASSESSMENT

Developing innovative teacher appraisal processes that focus on improving learning

U ki te ako, tu tangata ai opopo Excel in teaching so our learners will excel in the future

3 The central goals of appraisal are to support teacher improvement or growth, raise student achievement as well as provide professional accountability. To this end the College has taken an approach to appraisal that places at its centre how teachers are improving student learning. In 2014, we have begun a long term process describing what good practice looks like, what evidence sources teachers are using and how evidence has been mapped to demonstrate teacher growth as well as student achievement.

The saying “the pig does not get heavier by weighing it” has been used in several educational contexts, often as a criticism of over-­‐assessment. This saying also applies to a compliance model view of teacher appraisal: if a teacher is appraised by a tick box approach they do not become a better teacher, nor are they necessarily meeting the Registered Teacher Criteria. At Hagley we have determined that we are better served by putting our time and directing our appraisal process to reflect on the professional learning and growth of teachers. It is a perspective also shared by the New Zealand Teachers Council. Appraisal should reveal teachers as learners over time, and not be a set of summative snap shot judgements or disconnected pieces of evidence.

Development of the ‘Window into Practice’ model The 'Window into Practice' approach to appraisal the College has developed is intended to show how practice is sustained over time. A teacher creates a new window into their practice [shortened to ‘WiP’ in later references] across each year by selecting evidence to illustrate the four aspects shown below. When these annual windows are viewed together across a three year period when a teacher’s registration is due for renewal, an accurate perspective can be gained about established patterns of professional relationships, values, and knowledge that can be considered against the Registered Teacher Criteria [RTCs]. Each year’s WiP complements, not duplicates, the evidence a teacher has previously presented.

A deliberate attempt has been made to establish connections between the Registered Teacher Criteria. The 12 criteria have been mapped under four headings in the window into practice, because the RTCs are interdependent and work in an integrated way: • commitment to professional learning, where the learning developed in inquiry or elsewhere has advanced the teacher’s professional practice and the teacher has made a contribution to their colleagues’ professional learning • commitment to professional practice, where teaching in the inquiry or elsewhere shows effective professional practice and teaching observations provide evidence of effective professional practice using the Hagley Good Practice Model teaching observation guide.

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ERO. (2014). Supporting school improvement through effective appraisal. Wellington: Ministry of Education

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•

commitment to student well being, where actions in the inquiry or elsewhere provide evidence of commitment to student wellbeing and strategic goals based evidence [Engagement, Achievement, Retention]. commitment to biculturalism, where professional learning, teaching actions and actions promoting student wellbeing provide evidence of commitment to biculturalism.

•

Teaching as inquiry is central construct to the window as a major evidence source which is then mapped their inquiries onto multiple criteria. Teachers have also drawn on several other evidence sources for their windows into practice.

Developing a WiP is an iterative process. Teachers add comments and examples as the year progresses and discuss their evidence with their Head of Department mentor in an ongoing way. In 2015, the College intends to further enhance the sense of audience amongst Hagley teachers as far as their Windows into Practice are concerned. At a first level of readership, these documents are key personal professional statements for the teacher individually. Secondly, they are for the teacher’s professional leaders in the school, from their Head of Department to the Principal. The third level of readership is outside the College and sits with the Teachers Council as a statement of their meeting the Registered Teacher Criteria.

The process and particularly professional leaders’ mentorship are geared towards teacher improvement. As the year concludes, teachers' appraisals are brought together by the Senior Management Team to complete a meta–analysis to guide whole school improvement.

What ‘good’ and ‘great’ look like at Hagley The College has been examining what the Registered Teacher Criteria look like in order to explore baselines as well as aspirational expectations about what good practice looks like and how it can benefit student achievement. The intention is to establish a broad understanding over time of what constitutes good practice in appraisal at Hagley. There is Teachers Council interest in the Window into Practice teacher appraisal model and in furthering this work nationally. The College has indicated that there is interest in being involved in developing materials for national guidance in this area, as well as material on effective teacher mentoring which is critical in strong appraisal systems. In 2015, teachers will be encouraged to illustrate in their Windows into Practice documents how their thinking and practice have developed.

Examples of good practices follow drawn from Windows into Practice completed by teachers across the College. Strong windows into practice take an evidence source and then apply it, or use the evidence source to illustrate a shift in thinking that has influenced the teacher’s practice. For each of the Window into Practice headings, approximately five indicative examples of good practice have been selected and are listed below. They also form a composite insight into good practice when viewed together, which will be added to in future to build a comprehensive view over time.

These examples give a sense of the diverse methods teachers used to illustrate a commitment to professional learning advancing practice: • contributing to colleagues’ professional learning where inquiry findings were shared within a department • how learnings from an Edutech conference led to the development of the School of Apps • how readings from Woolf Fisher Researcher Aaron Wilson’s literacy research led to the implementation for a high challenge / high support model when working with challenging texts • in response to learning from research on the importance of family involvement, redesigning homework tasks to include parental input • applying learning from a Hagley Writers’ Institute writing programme to develop statistics writing exemplars within their Maths teaching and to share with colleagues.

Evidence of commitment to professional practice was also evidenced in diverse ways, for example: • working with another teacher to replan her course so that she could use ICT tools more effectively to share and distribute student work • collaboratlvely writing a report with the class which then acted as a writing frame and vocabulary support Learning Futures – Hagley Community College Performance Report 2015

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• • •

using an interactive, collaborative learning style to help reticent students contribute to their externals preparation sessions changing student mindsets about assessment by applying positive learnings from their past experiences so that they become receptive to attempting new tasks to improve delivery in a once a week extended day course, Implementing a flipped classroom approach altering classroom dellivery to work on higher order thinking skills with a focus on content at home.

Examples of evidence towards commitment to student well-­‐being included: • co-­‐constructing NCEA goals with students and then modifying these as the year progressed so that achieving to potential linked to student ability could be celebrated in each instance • building and maintaining contacts with whanau, both when student engagement began to drop as well as maintaining ongoing dialogue with home sharing when students have achieved well • developing effective relationships which build self management and trust within the class so that students were prepared to take risks with their learning • Introducing flexible learning times with the classroom open after hours and weekends to address the requirements of project based learning

Examples of evidence towards Commitment to biculturalism included: • integrating research on cultural responsiveness into teaching practice [illustrated in various ways] • Applying manaakitanga principles to realise Maori students’ potential: co-­‐constructing the learning environment and ways of working that suit Māori students: eg: using flexible ways of collecting NCEA evidence over the course of the year • developing for a department bilingual Te Reo resources for teachers to use in their classrooms with mihi and basic Te Reo • participating in after school Te Reo classes and applying these learnings to increase the teacher’s everyday use of Maori language with the aim of normalising Te Reo in the classroom

When looking across examples of these practices, several fall across the indicators of good inquiry practice described within Section 2 of this report. They are research informed, acknowledge previous inquiry focuses or strategic priorities; they are based on a target group; they apply teaching interventions that are new or innovative for the teacher; while not indicated above due to the brevity of the examples, they used some form of evidence to show an improved student outcomes.

4. COORDINATE ALL ASPECTS OF QUALIFICATIONS OFFERED AT HAGLEY

Review of assessment practice Subject reviews form a central and well regarded aspect of the College's processes in reviews completed by key external agencies ERO and NZQA. All 35 subject leaders produce an annual review as a core professional function that they undertake as a subject leader. Subject leaders meet together in best practice workshops to discuss assessment and curriculum practice, then complete their annual reviews. Best practice examples from these reviews are also shared amongst subject leaders. Details of each subject’s review can be found in a separate document which is published as part of the annual portfolio reporting process. The 35 individual reviews included in this document are grouped into nine major curriculum departments. Major trends seen across these reviews can be sourced in Sections, 2, 3 and 5 of this report.

Progress towards the overall goal is documented under four indicators of best practice which are reviewed annually by each learning area and can be compared year by year. For each of the indicators of best practice, there is goal of continuous self-­‐improvement. This might be evidenced in different ways as appropriate for each subject area: for example, an improvement in NZQA managing national assessment data such as moderation results or in NCEA achievement; the increasing robustness of audit procedures for checking the appropriateness and validity of

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assessment materials; refinements in in-­‐school moderation practices; the strengthening of strategies used to ensure that assessments remain accurate and consistent with national standards; improvements in teacher inquiry with a greater focus on targeted learners and research-­‐informed practice. Whatever the evidence source, self-­‐improvement must be evident.

Indicators of Best Practice; the following indicators of best practice are used in each review, with evidence drawn from the following sources. Assessment practice is the central focus for Indicators 1, 2 and 4.

Indicator 1: Quality teaching, learning and assessment materials and procedures are used in programmes at all levels [Years 9 -­‐ 13]. Evidence for this indicator is drawn from: 1. annual assessment audit which confirms assessment activities used are appropriate, fair and offer valid assessment opportunities against national standards. Through the audit process which follows NZQA moderation protocols, teachers check all activities against the indicators used by NZQA for external moderation.

2. confirmation that schemes and related resources are complete and in place for programmes from Years 9 to 13. These materials are aligned to The New Zealand Curriculum, reflect best practice in teaching, learning and assessment.

3. confirmation that outlines and practices for NCEA programmes follow the Hagley Assessment Policy.

4. description of effective moderation practices within a subject. It is optional for subject leaders to use annual NZQA moderation results [from activities and/or student work moderation] in their annual reports.

5. confirmation of internal moderation processes that all teachers in a subject have signed off that internal moderation has been completed. This is part of the NCEA results sign off process for each teacher. For subject leaders, this confirmation also includes that the annual three point moderation check [that moderation is occurring during the year] has been completed for each subject.

Indicator 2: Assessment is at the national standard. Evidence for this indicator is drawn from each subject leader’s ‘competent assessor’ statement in which they describe how they and teachers in their subjects ensure that assessments are accurate and consistent with national standards.

Indicator 3: Teacher inquiry is used to inform practice. Evidence for this indicator is drawn from 2014 teaching as inquiry project reports and confirmation that annual curriculum focused appraisal has been completed for all teachers of each subject.

Indicator 4: Achievement data is used to inform practice. Evidence for this indicator is drawn from: each subject leader’s commmentary on and responses to achievement data in their subject.

This includes analysis of what the data reveals and actions taken to reach desired student achievement outcomes.

Assessment protocols development: In 2014 and 2015, the following areas have been emphasised in assessment for qualifications:

I. Best practice in moderation: quality assurance processes are centred on individual teacher responsibility. At the end of the year, each teacher’s sign off that internal results are accurate and that moderation has occurred is a significant professional statement. The ideal arrangement that the College sets as best practice is that moderation operates flexibly and promptly to support teachers' assessment decisions at the time when assessment is occurring. Teachers can then load results as close as possible to students achieving them which means that students, parents and caregivers can see NCEA achievement on an ongoing basis via the parent and student portal.

II. Teachers with assessment expertise: the increased flexibility in how standards are offered across subjects within the College has meant that internal moderation processes must be increasingly robust. Teachers with assessment expertise are designated for each set of standards used. For a large subject, this may involve the designation of more than one teacher as holding assessment expertise. In some specialist areas, this expertise may be linked to outside the College. Designation as a teacher with assessment expertise is an important Learning Futures – Hagley Community College Performance Report 2015

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III.

IV.

V.

notion and central to moderation arrangements. The College relies on this guild assessment knowledge as a cornerstone to its moderation practices and to ensure that assessment is valid and at the national standard. Teachers with assessment expertise are actively encouraged to build their competent assessor status via networking and verification with other colleagues both within and beyond the school. The 2013 NZQA MNA review re-­‐affirmed that moderation must occur in any situation where standards are shared. In 2015, the three point check process has been strengthened so that the College can demonstrate that moderation is ongoing throughout the year across all subjects.

Authenticity of student work: principles for establishing the authenticity of student work have been further developed, particularly by a teacher building familiarity with each student’s work over the year. College protocols are that the conditions of assessment that apply to each standard offered are stated in course outlines and are articulated clearly during the year when teachers are working with each standard. As part of the enrolment process from 2015, all students sign an authenticity declaration applying to all the work they submit for assessment for qualifications

Student involvement in the NCEA goal setting: the College aims to create the right environment for achievement based on each student’s interaction with each of their teachers.

Teachers co-­‐construct relevant and achievable NCEA goals with each student to encourage ownership and commitment . As an ongoing process throughout the year, the aim is to give positive specific messages to each student about their potential NCEA achievement and help them to make informed decisions about which internal and external standards to aim for. Celebrating when achievement goals are reached is also important, regardless whether the achievement goals are modest or comprehensive.

Building an exam culture at Hagley: a focus that has emerged from subject leader data analysis is student performance in external standards. External standards have an increasingly important role for students’ NCEA achievement. In many subjects, at least one external result is required for subject endorsement at all levels. For University Entrance, students require 14 credits in three Level 3 subjects. In some subjects, 14 credits cannot be achieved without passing at least one external. A flexible approach is required. Externals are a part of the assessment profile at Hagley, where in other schools they often form a dominant component. Hagley has a diverse assessment landscape. NCEA assessment design and students’ NCEA goals vary greatly between courses. Some courses have a strong externals focus, while others make no use of external standards or use assessment matrices that do not include externals. Students’ intentions in regard to externals can be wide ranging within subjects where externals are available. Within one class, there can be students who have no intention in attempting externals ranging to those who are committed to sitting selected or all externals available. A successful series of practice exams were held in 2014 that replicated as much as possible the experiences that students encounter in November in order to help those students who should attempt externals to do so and achieve to their potential. Students took the practice exams seriously with high levels of engagement.

5. RESPONSE TO REVIEWS AND FEEDBACK FROM EXTERNAL AGENCIES

Work towards this outcome is to implement curriculum and assessment recommendations from Hagley’s 2013 NZQA Managing National Assessment report, NZQA annual external moderation results and the College’s most recent ERO review recommendations.

NZQA Managing National Assessment [MNA] review Following an 2013 Managing National Assessment review, Hagley was placed on the top review cycle, a four year grading. In order to obtain that grading, which very few schools attain nationally, NZQA assessed that the College has the following characteristics in it assessment practices: • self review processes anticipate, identify and respond to issues effectively • self-­‐review is systematic and leads to a shared understanding and improvement in assessment quality • systems and practices meet requirements of the school's consent to assess

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In its 2013 MNA review, NZQA commended the College for its ongoing commitment to ensuring the credibility of assessment for national qualifications. NZQA found that students are offered a broad and flexible range of learning and assessment opportunities, with teachers integrating a wide range of standards into their programmes to provide flexible assessment pathways and opportunities for all students within their classes. It observed that the College has effective systems in place to assure assessment quality.

Responses to ERO recommendations ERO reports on the quality of the school’s systems for sustaining and continuing improvements. Hagley was placed on highest ERO review ranking, a four to five year review cycle in its most recent 2011 review. Again, subject reviews were a major document during the 2011 ERO visit and ERO reviewers made reference to them when they were in the College. They said: "The College is very well placed to sustain and improve its performance. The senior leadership team has established a strong philosophy and model of self review for continuous improvement. This is supported by a comprehensive planning and reporting cycle." This comment reflects on both the subject reviews as well as other annual portfolio based reporting. The College has continued to takes the initiative to define itself as a best practice school in curriculum related review in anticipation of an ERO review in 2015. It is vital that the highest ERO review ranking is maintained through continued development of self-­‐review at a teacher, learning area and College-­‐wide level. Initiatives in this regard are detailed in other sections of this report.

Conclusions drawn from NZQA moderation

(i) Findings from annual subject reviews NZQA moderation results are a significant component in annual subject reports. Evidence for Indicator 1 [Quality teaching, learning and assessment materials and procedures are used] is derived from the annual assessment audit completed in each subject that confirms assessment activities used are appropriate and fair and offer valid assessment opportunities against national standards.

Evidence for Indicator 2 [Assessment is at the national standard] is drawn from each subject leader’s competent assessor statement. Several subject leaders incorporate their NZQA moderation results to support statements made under Indicators 1 and 2.

(ii). Findings from NZQA moderation results

2014: 52 /53 activities approved at the national standard, including those listed as requiring some modification: 2014: Activities approved at the national standard [48 of the 53 activities activities submitted] 2014 :Assessment of student work moderated as consistent with the national standard for both internally assessed unit and achievement standards [moderator agreement for 267 out of 314 pieces submitted]

Hagley 2014 98%

Hagley 2013 99%

Hagley 2012 98%

Hagley 2011 98%

Hagley 2010 98%

Hagley 2009 93%

Hagley 2008 86%

92%

79%

82%

83%

75%

60%

57%

85%

90%

91%

93%

91%

83%

77%

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. Over 95% of all standards used at Hagley where results are reported to NZQA are internally assessed. NZQA moderation assumes a major role of validating competent assessment status. The table below shows Hagley’s performance in external NZQA moderation of assessed student work from 2008 to 2014. Each submission usually consists of eight samples [for achievement standards] or four samples [unit standards] of student work, together with an assessment activity used. In 2014, the number of submissions requested by NZQA has lowered due to the College’s strong moderation history.

In 2014, there is a significant 13% increase in the percentage of activities approved as being at national standard, with 92% of activities fully approved.

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While there is a 5% drop in agreement rate for the moderation of student work, it should be noted that 5% of these moderation decisions are under appeal. Even at 85%, the College is still tracking at approximately 10% above the national mean of 75% for the moderator to teacher agreement rates for the assessment of student work. Subject leaders are asked to detail how NZQA moderation feedback has been actioned where modifications are required to activities, or assessed work was under 80% moderator agreement for a particular moderated standard.

6. INTEGRATE ‘BEST PRACTICE’ AND ‘NEXT PRACTICE’ INITIATIVES Hagley has a proven record of introducing and sustaining long term innovation on many fronts. Looking forward, innovative practice continues to be at the centre of work in the Learning st Futures portfolio. Transitions into tertiary study, teaching as inquiry and 21 learning skills have been identified as ‘next practice’ focuses for the portfolio.

Next practice in learning transitions: developing Hagley’s role as a pathway into tertiary study

Catch Up College Over the last decade, more than 700 students [mostly from the region and also from throughout New Zealand] have successfully completed the standards they require via Catch Up College for entry to tertiary study. The higher University Entrance standard from 2014 has made a significant impact nationally, with a fall of over 4,000 students not obtaining University Entrance. Many students, who just miss UE through circumstances such as inflexible assessment programmes in their previous schools, possess the academic dispositions and key competencies to make a success of university study, which is clear from their NZQA Records of Achievement as well as work ethic and ease of completing standards when in Catch Up College. In response to significantly increased demand, the College is developing its role as a gateway into South Island universities for students needing to complete UE. From 2015, Catch Up College will begin in October and run through to the end of February so that students have an increased window to complete the standards they require.

UC@Hagley From 2015 in partnership with the University of Canterbury, the College has successfully offered the core Certificate of University preparation course, academic communication and study skills. With learning completed in workshops, small group tutorials and through individual mentoring, UC@Hagley offers a highly supported way for students to develop the critical reading and writing skills needed for university. The University has approached the College to consider expanding the UC@Hagley into the evening based After 3 programme so that mature students in employment or with other commitments during the day can attend. The intention is that the College will take over other papers in the CUP programme over the next few years.

Next practice in teaching as inquiry 4

A central argument about inquiry made by Timperley, Kaser and Halbert is that creating the conditions where curiosity is developed and sustained is essential to opening up thinking, changing practice and creating innovative approaches to learning and teaching. In Hagley’s fourth year of all teachers being involved in inquiry, it is timely to reflect on this statement. To what extent has the College opened up thinking and changed practice? What are the conditions that remain important for the school to move forward?

Hagley’s department based curriculum structure, organised traditionally around learning areas, may have an impact on developing inquiry practice. A departmentalised school can create a siloed view where teachers do not look beyond colleagues in their own department or their department based mentor. As identified earlier, 80% of Hagley teachers cited some form of research source in their inquiries which is a strong trend. However, the extent to which Hagley teachers have used their colleagues’ inquiries or school-­‐wide priorities to inform their own inquiries reveals an area of practice where growth can occur. Only 13% of teachers acknowledged school-­‐wide priorities [for example,achievement and retention], while only two of 56

4

Timperley, H. Kaser, L. Halbert, J. (2015). A framework for transforming learning in schools: Innovation and the spiral of inquiry. Melbourne: Centre for Strategic Education

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teachers acknowledged other teachers’ inquiries in their reports. There are some yards to walk here, given that school based professional learning has actively encouraged teachers to refer to their colleagues’ inquiry and Sharepoint provides an easily accessed site with all this material available. These figures may not show the full picture as there is likely to be a greater although unacknowledged influence of others’ inquiries. The annual teacher only half day where department based sharing of inquiry has occurred is a celebrated and highly valued event.

In order to move inquiry forward, it may be that a single inquiry focus is identified, one to which every teacher can commit and find a relevance. One of the strengths of inquiry at Hagley is that there are there are now clear inquiry trends over the last three years [achievement, engagement, key competencies, biculturalism, literacy]. Any one of these would be a worthy selection, with literacy standing out as a significant issue that spans inquiries in all curriculum areas. The College needs to look closely at whether it moves into a single focus direction. It would allow for whole school professional learning to be targeted to towards one area. A complementary area identified earlier in this report around evidence collection improvement with a focus on ‘soft’ data could well support this process, with professional learning underway in 2015.

Learning Futures is committed to developing Hagley‘s ability to work as a professional learning community, the spirit of which is captured in the whakatauki, “taku rourou taurourou, ka ora tatou katoa”: through everyone’s contribution, the well-­‐being or everyone is assured. Developing a cluster of schools, possibly under the Ministry of Education’s ‘Investing in Education Success’ initiative, may also be another pathway to developing inquiry practice and where Hagley could play a leading part. The College already takes a regional hub role in supporting student achievement for students from Canterbury schools and beyond, for example via Catch Up College and UC@Hagley. A cluster focused on developing inquiry would allow the College to move into a regional professional leadership role for teachers. The benefits of developing a learning community of schools around inquiry practice are significant. Sharing investigations and learnings across the community over time is invaluable, both in helping to effectively target professional learning and development at a school and cluster level. When taken through to a successful developed stage, a community of schools centred on inquiry can have significant role in defining what good practice looks like in its diverse forms and how it can benefit student achievement. There are clear benefits for the College in raising teacher awareness and understandings by accessing practice beyond the College.

Next practice in developing the special character of learning at Hagley Hagley’s special character centres on how it offers an education that differs significantly from that available at other state schools within the region. In order to reconnect students with learning and renew their opportunities for success , the College offers delivery models not found in conventional high school settings. There has been much work completed on describing what makes Hagley’s learning environment different. Our schools within schools, for example, give students a sense of purpose. “Why am I learning this?” is central to these programmes from 5 day 1, or in Charles Leadbeater’ s words, they are “creative communities that have a cause, a mission.”

In designing learning programmes at Hagley that are responsive to students who are experiencing learning barriers and effectively promotes their re-­‐engagement, , we need to return to The st New Zealand Curriculum as a vital touchstone. There are some critical key competencies for learning in the 21 century learning that, if foregrounded in all programmes offered at Hagley, could act as a strong unifying force. In taking this approach, we may be able to create a stronger sense of purpose for many of our students so that they do not view their programmes at 6 Hagley as separate subject based sets of content but as cross curricular critical skills which include : • knowing how to search, critique and apply learning to new settings • knowing how to question effectively • knowing how to present ideas and information for diverse purposes • knowing how collaborate with others • knowing how to persist and to recover from setbacks

5 6

Leadbeater, C. (2015) Keynote address, Innovation in Education, Future Schools Conference, Sydney March 2015 st Adapted from Leadbeater, C. [ibid], and Bolstad, R. Gilbert, J. [2008] Disciplining and drafting, or 21 Century learning, Wellington: NZCER

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As a College, we have invested significant professional learning time into how to make particular key competencies explicit. Under the banner of “making Hagley a thinking school”, the Learning Futures portfolio in 2009 and 2010 led work on developing understandings about the thinking competency among staff which they then applied across programmes. As a fundamental aspect of curriculum development, it is time for the College to take forward how these critical skills could underpin programmes. Commitment is needed from teachers. Staff would need to be able to make explicit how their courses given consideration to these key skills which could be reflected in their annual ‘Windows into Practice’.

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page

Learning Communities

19

Table of Contents

PRIMARY GOAL ..................................................................................................................................................................................................................................................................................... 21 CRITICAL SUCCESS FACTORS ................................................................................................................................................................................................................................................................. 21 COHESIVE INTEGRATED STRUCTURE .................................................................................................................................................................................................................................................... 22 ENGLISH LANGUAGE LEARNING (ELL) PROVISION ............................................................................................................................................................................................................................... 22 PROGRAMME DESIGN .......................................................................................................................................................................................................................................................................... 24 ELL PERFORMANCE ............................................................................................................................................................................................................................................................................... 24 LEARNING PROGRAMMES .................................................................................................................................................................................................................................................................... 25 The Multi Ethnic Homework and Study Centre ................................................................................................................................................................................................................................ 25 Refugee Adult and Community Responsive Programmes ................................................................................................................................................................................................................ 26 Community Language Learning Programmes .................................................................................................................................................................................................................................. 26 Community connections and collaborations ................................................................................................................................................................................................................................... 27 After 3 programmes ......................................................................................................................................................................................................................................................................... 27 SUPPORT AND SERVICES WHERE DIVERSITY IS THE NORM ................................................................................................................................................................................................................ 28 References ....................................................................................................................................................................................................................................................................................... 29 APPENDIX 1 ........................................................................................................................................................................................................................................................................................... 29

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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 one third of Hagley’s population consisting of students and staff from culturally and linguistically diverse backgrounds, and a further third engaged in After 3 part time study, 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.

PRIMARY GOAL The primary goal of the Learning Communities portfolio is to develop collaborative communities of practice that support life long learning and increase responsiveness to diversity. To this end it is structured into three areas: English Language Learning (ELL), Diversity Support and After 3.

CRITICAL SUCCESS FACTORS a. b. c. d. e. f.

Cohesive Integrated Structure: The establishment of a cohesive integrated structure for the development of collaboration, participation and partnerships across our Learning Communities English Language Learning (ELL) provision that prepares students for community, employment and academic pathways ELL Performance: The evaluation and review of ELL performance in meeting the needs and aspirations of students Programme Design: The implementation of curriculum, pedagogy and assessment practices which reflect diversity and are culturally responsive Learning Programmes: The development and implementation of flexible and responsive community learning programmes and pathways Support Services: The establishment of support and services for our communities where diversity is the norm

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COHESIVE INTEGRATED STRUCTURE 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 Communities, ELL Manager, Diversity Support Manager and, at times, the Manager of Adult Literacy and the 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.

ENGLISH LANGUAGE LEARNING (ELL) PROVISION Learning English provides pathways for culturally and linguistically diverse learners to participate in the community, get a job and access further study. Whatever their pathway, English is required for them to be full members of New Zealand society. People from Pacific Nations, while they may not be new migrants, also need support to strengthen literacy and numeracy. Overseas students, also, come to New Zealand to learn English and gain qualifications they may not have access to in their home countries. Supporting English language learning is a key life long learning goal.

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. An overview of our enrolments by numbers and ethnicities is shown below.

Community Language Learning (Numbers)

21

22

11EFF

11EFB

35

33

30

30

11EFE

11EFP

11EFI

12EFU

Community Language Learning (Ethnicity)

23 AFGHANI

3

3

BRAZILIAN EGYPTIAN

73

4

3

CHINESE

ERITREAN

INDIAN

2

7

6

JAPANESE ETHIOPIAN NEPALESE

5

6

2

22

12

RUSSIAN

SOMALI

THAI

KOREAN

OTHER

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35

Full-­‐Lme Programme for Young Adults (Numbers)

30

Full-­‐Lme Programme for Young Adults (Ethnicity)

30 25

25

20

20 15

15

31

27

29

10

10

5

5 0

3

0 11EJP

11EJU

6

3

7

2

Afghani Cambodian Chinese Ethiopian

Filipino

Nepalese

4

2

2

Somali

Thai

Other

Students Enrolled in an Academic Pathway (Numbers)

Students Enrolled in an Academic Pathway (Ethnicity)

14

36 25

7

12 11EAP OPTION 4

11EAP OPTION 7

14 11

2 13EPA

Afghani

Cambodian

4

3.5 Filipino

Chinese

Thai

6

Korean

Japanese

Other

Similar to 2013, the graphs show, most significantly, the continuing increase of Chinese migrants coming into Christchurch. This is largely because the Department of Labour has intensified the number of new migrants permitted into Christchurch for the rebuild. The Chinese are the second largest group after the Irish (up 16%, Department of Labour 2013). Aside from recruitment, many Chinese students who came into New Zealand in the 90’s are now currently employed in New Zealand and are successfully applying for family members to get residency in Christchurch.

The graph also shows that we are maintaining our Afghani refugee community. From the latter group, our challenge is to continue to meet the needs of the young women with children who are seeking pathways into higher-­‐level education. An increasing number of Afghani women are wanting to get IELTS and gain entrance into courses such as ECE and Pre-­‐Health or go to CPIT. Both these trends have implications for staffing, in terms of meeting the pastoral needs of absolute beginner Chinese students and also meeting the academic needs of young refugee women.

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PROGRAMME DESIGN Programme Design in 2014 focused on providing learners with a more diversified set of literacies that were linked to real life outcomes. To achieve this, PLD was carried out to support teachers in identifying and developing their learners’ specific needs and purposes for learning. A key incentive for this approach was to increase student engagement by identifying clear pathways for learning and, in ELL, to utilise the flexibility of the new ELL standards that lend themselves to using end real life tasks for assessment.

As part of this approach, a wider range of assessments leading to qualifications was offered to ELL students at all levels. NZCEL (New Zealand Certificate of English Language) was offered at Foundation Level to Level 2. Literacy Level 1 was offered as a vocational qualification and ESOL Level 3, English Level 1 and IELTS at Academic Levels.

These assessments were chosen to reflect the multifarious paths that English Language Learners may wish to pursue. The Community Language Learning assessments align with units of work that relate to real life language outcomes in the community such as shopping, banking, telephoning and so on. Literacy Level 1 gives a minimum qualification to learners who wish to enter the workplace at a functional level, whereas English Level 1 and ESOL Level 3, provide a pathway to mainstream courses or a certificate course at a polytechnic. IELTS includes university preparation and prepares learners for academic study.

ELL PERFORMANCE Over a two year programme, 100 percent of ELL learners have engaged in and completed assessments linked to one of the portfolio pathways. However, it is important to note that in ELL, students may enter programmes and transition between programmes at any point in the year, depending on progress. Also, because many of our students are pre-­‐literate, learners may remain in a programme for two years or teachers may offer a variety of levels or assessments. In addition, learners who struggle to make progress may be transitioned into other programmes such as ACE or Intensive Literacy provided by HALC. NCEA results will therefore reflect these considerations.

Hagley’s assessment policy is to ‘assess when ready’ therefore individual teachers closely monitor individual learner progress and collate portfolios that demonstrate student progress on the English Language Learning Progressions. This includes one to one conferencing where next steps for learning and readiness for assessment is discussed. All vocational and academic students have one to one pathway interviews concerning their progress and aspirations, and teachers are expected to include student voice in their individual inquiry projects on improving the learning and outcomes for their priority learners.

Across all three portfolios in ELL, teachers engage their learners in community organisations and events, and invite 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 encouraged to represent Hagley in the community in activities such as community vegetable Co-­‐ops and Christchurch City Council events. Ways in which teachers respond to the needs of their learners is captured in teacher voice (Appendix 1)

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LEARNING PROGRAMMES All programmes in Learning Communities aim to address factors that support the retention and transition of at-­‐risk students (Boyd, Mc Dowall, and Ferral, 2006). These include but are not limited to: • a relevant programme • use of student voice • student access to one on one learning progression conferences and transition advice • learning by doing • scaffolding of ‘next steps’ • a range of assessment opportunities to gain qualifications • opportunities to develop language, literacy and life-­‐skills

Learning programme indicators:

i.

Learners and their families can participate in learning or support programmes and pathways after normal 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 120 secondary students from multi-­‐ethnic refugee background communities. Students attend 100 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-­‐ 80 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 60 external examinations.

40

In 2014, the Homework Centre appointed 10 specialist teachers and employed 5 staff proficient in community languages to reduce barriers and support engagement into the Centre. At the end of term 4, 111 students from 32 schools across Christchurch had enrolled in the Centre. About 60% of these students received secondary academic support.

The graph shows a summary of students attending. The total enrolment figures reflect a balance of gender.

Learning Communities – Hagley Community College Performance Report 2015

Enrolments by Gender Male 47 39

40

Term 1

Female 53

44

Term 2

55

50

Term 3

56

Term 4

Enrolments by Level

20 0

Primary

Intermediate

Secondary

Other

Totals

Term 1

19

12

47

1

79

Term 2

22

14

54

1

91

Term 3

28

5

59

1

103

Term 4

28

16

66

1

111

Page 25

The total enrolments by ethnicity at the Homework Centre have been aligning with the community size of refugee communities settling in Christchurch. The three largest refugee communities represented are the Afghani, Somali and Bhutanese communities. Their large numbers are maintained due to new arrivals under the immigration family reunification/support category. Since the beginning of 2014, there has been an increase of new Afghani families with school age children, who need additional school support. At Hagley, 11 new families from Afghani, Ethiopian and Somali communities arrived under the reunification category, with school age family members attending the Homework Centre. The Bhutanese are the most consistent group forming around 25-­‐26% of our Homework Centre attendees between 2010 and 2014. Incidentally, 2015 will be the last resettlement programme offered by UNHCR to Bhutanese refugees as most have now been successfully resettled.

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 2014. Refugee learners are considered priority learners, as they potentially will not meet the cohort levels in literacy. At the Centre, data was gathered to show outcomes achieved through completed work and assessment, student survey and voice, NCEA results and school reports, student pathways, teachers and parents feedback and students regular attendance.

Refugee Adult and Community Responsive Programmes As a hub for all refugee education support programmes across Christchurch, Hagley offers a number of programmes which are developed in response to community needs. These are based on the family literacy model and include various Enrolments by Ethnicity Sudanese initiatives and projects for students, families and their communities. These programmes have all contributed to strong 2% community relationships, engagement and active participation across Learning Communities.

Besides accessing daytime learning programmes at the College, a range of evening programmes for parents and adults from refugee communities are offered. These courses are designed to assist with literacy and numeracy skills, English language and living and working in New Zealand. Courses include cooking, sewing, driving theory, computing, NZ Sign Somali Afghani 26% Language and Breathing and Wellness. These courses are delivered alongside the Multi-­‐ethnic Homework and Study 34% Centre, and thus form the approach of a family literacy model to support positive educational and resettlement outcomes for former refugees.

Kurdish 97 refugee adult learners were enrolled in the adult evening programmes and community classes in 2014. These 5% programmes enhance learners’ literacy and English language skills, and also provide learning opportunities for them to Iraqi 4% Arab engage in NZ life confidently, and contribute to the community meaningfully.

Bhutanese Ethiopian 1% 25%

1% Community Language Learning Programmes Cambodian The importance of the first language in enhancing learning cannot be overstated. Research shows that young people 2% 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 50 children and adolescents and 15 parents were engaged in learning at Hagley at the weekends.

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While summative data is not collected on these programmes, research shows that young people learning their own language feel more connected to school, show increased self-­‐efficacy and are more able to bridge the gap between home and school. Other important outcomes are the connections that are made with some of the older Farsi and Persian speakers who are unlikely to ever access education in New Zealand in a formal setting. The principle of inclusive learning opportunities in formal and informal settings throughout life means that members of the community who might otherwise be excluded, have a place to meet and educate their young people to learn about their own language and identity.

Community connections and collaborations A number of Christchurch community 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. 20 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, Pegasus Health and other private providers.

Four parent education workshops were held on NCEA information, Career and Pathways, online literacy for school, and online literacy for homework support. These workshops forge connections between parents and school, and also build the capacity of parents as co-­‐learners and partners in their children’s learning. They were delivered in both English and community languages.

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. On average, 120 staff from other schools and organisations in Christchurch attended these workshops in 2014.

The Learning Communities portfolio staff were also involved in Professional Learning requests by schools and organisations as far as mid-­‐Canterbury to deliver and support cultural competency knowledge, and guidelines for working with students from culturally and linguistically diverse backgrounds. As an extension to professional learning within Learning Communities at Hagley, data was collected to ascertain levels of cultural competency across Learning Communities staff.

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 2014, 670 learners participated in over 50 courses. These were 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. Based on evidence from Dymock and Billett (2008), 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.

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SUPPORT AND SERVICES 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 education 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. As a result, 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.

Through the whole family learning model and the provision of learning programmes and support initiatives around it, Hagley has welcomed students, families and their communities. The framework promotes the concept of life-­‐long learning within the family, encourages social cohesion within and between communities, supports parents to support their children, and provides targeted support for these communities and their educational and life aspirations.

To ensure engagement and retention, accessibility to programmes is considered thoughtfully. The services include the employment of multicultural staff, bilingual teacher aides (x 4), bilingual community liaison officers (x 3), translated resources and documents in community languages, culturally and community responsive programmes and staff PLD in intercultural awareness and diversity support.

The role of bilingual liaison is critical in building and maintaining relationships between students/families/communities and the schools and agencies we work with. Their language skills, cultural knowledge, understanding of the NZ education system, advocacy and community relationships are crucial to the success of all learning programmes. Bilingual liaison staff work from the first point of engagement to ensuring the ongoing responsiveness to programmes and services.

The three bilingual liaison officers have managed and supported 81 individual cases and 61 families in 2014. They also worked collaboratively across 15 schools in support of refugee learners.

Liaison work assists with programme design and support initiatives based on identified and consulted needs. They have been involved with collaborative initiatives such as ensuring that parents are knowledgeable about the NZ education system, encouraging parents to participate in school events with their children, informing relevant schools about cultural differences to increase staff knowledge on students’ cultures and their specific festivals, and translating and interpreting.

Culturally and linguistically diverse learners are also acknowledged and celebrated through Hagley hosting events events such as International Day, World Refugee Day and Refugee Women’s Day. These special community events have full participation within Hagley and across Christchurch thus enhancing community collaborations and partnerships. Over 20 cultural groups worked alongside Hagley to showcase their dance, cultural exhibits, stories, film, music, food and costumes on International Day. Around 150 former refugee communities came to mark World Refugee Day. Three inspiring young refugees gave insightful and personal presentations on living in two worlds, powered by PechaKucha. In celebration of its 10th anniversary, the Canterbury Refugee Council presented community awards in recognition of individuals who had contributed to the development of the Council in the last 10 years. Hagley’s Diversity Support manager was one of the recipients.

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In other learning programmes within Learning Communities, key community festivals and religious celebrations are discussed in classes and often jointly participated in by staff and students.

Through the Learning Communities portfolio, and Hagley’s responses to culturally and linguistically diverse learners and their communities, the prestigious NZ Diversity Action Award 2014 was awarded to Hagley by the Human Rights Commission. The award was for the College’s outstanding contribution to diversity and harmonious relations over the last 10 years.

References

Boyd, S., McDowall, S., & Ferral, H. (2006). Innovative pathways from school: Taking the first step: Final report: 2006. Wellington: New Zealand Council for Educational Research.

Dymock, D., & Billett, S. (2008). Assessing and acknowledging learning through non-­‐accredited community adult language, literacy and numeracy programs. Adelaide: National Centre for Vocational Education Research.

APPENDIX 1 If your classroom was culturally responsive, what would your students notice?

Affirm the culture and Use teaching methods to engage Build knowledge and language individual/groups of learners and aspirations of the learner

enable them to succeed Pronunciation of names Teacher effort and growth into learning about biculturalism and multiculturalism Develop and teach history of NZ Maori world view Sharing of culture in both adult and adolescent contexts eg. International Day, greetings in different languages, celebration of special days Cultural differences as a teaching point, eg. two national anthems Appreciate heritage of all learners

Use real life examples, adapt and modify to meet needs Use the community as a resource, knowledge of place, history – museum, the Arts, Awareness of language patterns and learning styles Group in a variety of ways that reflects diversity, seating, peer groups, expert groups Find out from learners what they enjoyed/ or not: Kinaesthetic/auditory/visual Reflection on inquiry topics Adapt to the levels and needs of students (differentiate in a variety of ways)

Learning Communities – Hagley Community College Performance Report 2015

Contact outside the classroom with organisations (pathways), partnerships and collaboration with social agencies who can help More scholarships Build relationships with students, be aware and responsive to individual traits Goal setting with students (ideally with whanau/caregivers about expectations and pathways Student feedback and input into planning; surveys, questionnaires, conferencing Reflection time in lessons

Shape learning programmes and assessment to bridge the gaps for individuals/groups of learners Gather appropriate achievement information on individual/groups of students, analyse it and use it for planning Student choice materials and topics On-­‐going and useful feedback, ELLP forms, sharing of evidence and next steps) Assessment opportunities (over time)

Engage families /whanau as participants in learning and create partnerships Phoning parents and families (engaging bilingual liaison assistance) Parent portal Parent/Whanau conferences, invitations to the classroom, special days Time to meet and a welcoming place to meet Translate key documents into Maori and other languages Personal contact (one main person to develop relationship) Positive contact eg. ring parents once a term to say something specific and Page 29

Make connections across a range of cultures and topics (students and teachers) Identify beliefs, attitudes, customs, needs, skills, abilities and interests of learners Sharing of information about learners and goals (journeys) Observing protocols eg. personal space, no sitting on desks Local materials and topics with bicultural and multi cultural themes Develop resources specific to individuals/groups of learners

Learning Communities – Hagley Community College Performance Report 2015

Pathways –KNOW YOUR LEARNER (community, vocational, academic aspirations)

positive Connections to past students, past events

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page

Adult Literacy

31

Table of Contents

INTRODUCTION .................................................................................................................................................................................................................................................................................. 33 PRIMARY GOAL ................................................................................................................................................................................................................................................................................... 33 CRITICAL SUCCESS FACTORS .................................................................................................................................................................................................................................................................. 33

BACKGROUND ..................................................................................................................................................................................................................................................................................... 34 Philosophy ........................................................................................................................................................................................................................................................................................ 34 Staff ................................................................................................................................................................................................................................................................................................... 34 Appraisal ........................................................................................................................................................................................................................................................................................... 34 Research ........................................................................................................................................................................................................................................................................................... 34

BEST PRACTICE .................................................................................................................................................................................................................................................................................... 35 Moderation Practices ........................................................................................................................................................................................................................................................................ 35 Competent Assessor Statement ....................................................................................................................................................................................................................................................... 35 Resources .......................................................................................................................................................................................................................................................................................... 35

HALC PROGRAMMES ......................................................................................................................................................................................................................................................................... 35 Pathways for HALC Literacy and Numeracy Programmes ................................................................................................................................................................................................................ 36 Programme Aims .............................................................................................................................................................................................................................................................................. 36 1. Youth Guarantee ........................................................................................................................................................................................................................................................................... 37

Youth Guarantee Key Performance Indicators for 2014 ............................................................................................................................................................................................................ 37

Future measures to obtain 100% occupancy ............................................................................................................................................................................................................................. 37

Pathways ................................................................................................................................................................................................................................................................................... 38 2. Community Programmes ............................................................................................................................................................................................................................................................. 38

Intensive Literacy Fund .............................................................................................................................................................................................................................................................. 38 ILN Key Performance Indicators for 2014b .............................................................................................................................................................................................................................. 38

ACE in Schools Fund ................................................................................................................................................................................................................................................................... 39

Pathways ................................................................................................................................................................................................................................................................................... 40

ENVIRONMENT ................................................................................................................................................................................................................................................................................... 40 PERSONAL GAINS ............................................................................................................................................................................................................................................................................... 41 3. Workplace Literacy Fund (WPL) ................................................................................................................................................................................................................................................... 41

Workplace Literacy Programmes Run in 2014 ........................................................................................................................................................................................................................... 42

Pathways ................................................................................................................................................................................................................................................................................... 43

Summary on Growth of HALC .................................................................................................................................................................................................................................................... 43

RELATIONSHIPS ................................................................................................................................................................................................................................................................................... 44 BUDGET ................................................................................................................................................................................................................................................................................................ 44 CHALLENGES AND PROPOSED DEVELOPMENT FOR 2015 .......................................................................................................................................................................................................... 44 SUMMARY ........................................................................................................................................................................................................................................................................................... 44 Adult Literacy (HALC) -­‐ Hagley Community College Performance Report 2015

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INTRODUCTION The Hagley Adult Literacy Centre (HALC) provides “lifelong learning that is accessible to all” by empowering those with literacy and numeracy gaps in their education with the skills they need to engage in further learning. It recognises that for some individuals, particularly second chance learners, an alternative pathway is required that focuses on their individual needs and goals.

HALC has been developed to address the needs of individuals for whom the traditional mainstream pathway of attainment of secondary school qualifications towards employment requires significant individual support. HALC provides a safe and supportive environment with innovative opportunities and specialist literacy and numeracy teaching.

The College is committed to actively seeking new opportunities for programme development, programme provision and research and development activities in this sector. HALC, which began in 1994 (formerly Hagley Learning Centre) is widely regarded as a leading national provider of adult literacy. HALC has grown significantly and now delivers many literacy and numeracy programmes, both on-­‐site and off-­‐site in the community and the workplace. Provision is in alignment with both the Tertiary Education Strategy and the New Zealand Adult Literacy Strategy and is funded by the Tertiary Education Commission (TEC).

PRIMARY GOAL The primary goal of the Hagley Adult Literacy Centre is to develop learners’ skills for employment or further education by providing appropriate and accessible learning programmes. This is achieved by the programmes run on-­‐site at HALC, and by the community and workplace programmes, and work undertaken with Industry Training Organisations (ITO). The programmes offered are outlined later in this report.

CRITICAL SUCCESS FACTORS The portfolio has the following key outcomes as part of the college’s long term strategic planning (Charter 10.a – 10.f): 1. To diversify to deliver a wide range of literacy and numeracy provision in the wider community. This is achieved by building on existing programmes, developing networks and responding to community needs.

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

3. To develop programmes that are in alignment with government priorities and meet TEC requirements.

4. To deliver quality programmes that reflect best practice teaching methodologies. HALC has a strong professional development programme linked to the appraisal system.

5. For learners to experience success and a high level of satisfaction with their personal well-­‐being and progress in their programme of learning. HALC cultivates a learning environment where learners are respected as individuals and cultural diversity is embraced.

6. To ensure the College’s capability and capacity for delivering TEC provision.

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BACKGROUND

Philosophy All adult literacy and numeracy programmes have the same underpinning philosophies about adult education and literacy: • Literacy being defined as “a complex web of reading, writing, speaking, listening, problem solving, creative thinking and numeracy skills” (International Adult Literacy Survey, 1996).

Literacy is considered to include numeracy and e-­‐literacy.

• Programmes match the learners’ needs in terms of their content and pace of learning.

• Teaching is learner-­‐focused, challenging and outcome-­‐focused, using individuals’ own goals as a focus for learning but not so demanding that learners become afraid of failure and leave.

• Individual learning plans should result from negotiation with the learner about their goals and learning needs as well as assessment of the learner’s literacy and numeracy skills.

These are reviewed and updated regularly and are a ‘living’ teaching document.

• Successful learning only takes place in a safe, caring and invigorating atmosphere.

Staff Following the resignation of the Director of HALC in term 2, 2014 the HALC management team was restructured. The department is now headed by a manager and two team leaders which utilises their experience, strengths and passion for literacy and numeracy in their different areas of expertise. The manager and two team leaders have a combined experience of 47 years in the literacy and numeracy field. HALC has a team of highly qualified and experienced tutors. All management and teaching staff are professional literacy practitioners with qualifications including a Masters in Adult Literacy and Numeracy Education, bachelor degrees in various fields, and teaching qualifications. Tutors have the support of a full-­‐time and part-­‐time administrator, lead tutors and a tutor in charge of moderation (Charter 10.f). HALC tutors have developed a high level of understanding of the TEC Learning Progressions and have been trained on the use of the TEC Assessment Tool and the benefits of it as a diagnostic tool.

In 2014 TEC announced that all tutors teaching foundation level courses under TEC-­‐funding must hold the National Certificate in Adult Literacy and Numeracy Education (NCALNE) from 2016.

TEC has indicated that 2015 will be a transition period to allow tutors to up skill and gain NCALNE. Whilst some HALC staff already hold this qualification, the new requirement resulted in the majority of HALC tutors enrolling in a NCALNE course at the end of 2014. These tutors aim to complete the qualification by mid-­‐2015.

Appraisal As part of the appraisal system, HALC tutors are required to: • complete a self-­‐assessment report • observe other tutors and be observed by their colleagues • reflect on the observation report • reflect on professional development and request areas of development • have a meeting with their manager for an overview of their performance

Research HALC staff keep up to date with current research in literacy and numeracy and attend conferences, seminars and hui that are run throughout NZ. Staff are encouraged to keep up with current literature and methodologies through the professional development system.

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BEST PRACTICE HALC is committed to delivering quality programmes that reflect best practice teaching methodologies (Charter 10.b). To ensure best practice in adult literacy is delivered to learners staff participate in on-­‐going internal professional development which is monitored and guided by the appraisal system. Professional development takes place on a regular basis at weekly/fortnightly staff meetings, as well as whole day workshops which are provided up to four times a year. All staff are also encouraged to attend external workshops and to gain relevant qualifications. Due to the depth of experience and expertise amongst the staff the P.D. is often able to be presented in-­‐house. Topics delivered include training in Individual Learning Plans (ILPs), the Learning Progressions, unit standards moderation, as well as up-­‐skilling in IT, maths, ESOL and other topics as they arise.

Best practice is also gained through the mentoring system that is in place with lead tutors and tutors in charge of moderation. The lead tutors mentor tutors in their area to ensure teaching methodology is applied, unit standards are delivered correctly and that all reporting is completed for TEC.

Moderation Practices HALC has an effective moderation practice and for the past seven years all material moderated by NZQA has been approved and marking has been 100%. Internal moderation processes have been completed for results reported in 2014. HALC has a tutor responsible for moderation who spends a half day every week overseeing internal processes. Each unit standard is checked before it is put up on Moodle for tutors to access. Each assessed unit standard is marked by a tutor, check-­‐marked by another tutor and moderated by the lead tutor before being entered.

Only internal assessments are offered at HALC with external opportunities offered through the College. The relevant standards assessed are listed as appropriate for each individual’s programme and learners only sit standards when the tutor considers the individual is ready. Most unit standards are bought in and any discrepancies that are found are reported back to the development company. The College’s polices on assessment are followed by HALC. Assessments are supervised and assessment materials must stay in the classroom. Learner signatures are required on authenticity statements. The absence policy is that learners only sit assessments when they are present as they are all on individual programmes.

Competent Assessor Statement HALC follows NZQA notifications of changes to units and purchases newly written versions. All externally moderated materials have been retained in the HALC Resource Room and are clearly labelled. HALC liaises with other departments in the College regarding subjects they are hosting. HALC has extended its moderation programme in collaboration with ITOs for workplace standards to be delivered.

Resources HALC constantly reviews educational resources and constantly updates resources as programmes change or as new adult material is released. HALC has strong links to the Learning Staircase who have developed the STEPS programme. There is a balance of use of educational software, hardcopy resources and tutor-­‐developed resources in learners’ individual learning programmes.

HALC PROGRAMMES TEC allocates funds to a number of different funding pools. The pools and the amounts available from each pool annually reflect government priorities and directions. Currently the most significant influencing strategy is the TES (Tertiary Education Strategy). It is important to realise that any education strategy will be strongly influenced by the economic and political environment of the time. Programmes in this portfolio are funded from different funding pools and HALC ensures that programmes are aligned with government priorities and meet TEC requirements (Charter 10.c). TEC funding is achieved through a process of annual application for renegotiated funding through the Investment Plan.

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Pathways for HALC Literacy and Numeracy Programmes

Part%&me)Community) ACE)Course

Part%&me) Intensive)Literacy

Full%&me)YG)&)On%site Full%&me)Courses

Workplace Literacy

College Subjects

Higher)Level Learning

Employment

Community)Engagement

Programme Aims HALC provides excellence in its programmes with innovative methodologies that reflect best practice teaching (Charter 10.b). The learning environment is safe, learners are treated as individuals and their cultural diversity is respected.

Literacy Pathways programmes are run on-­‐site and in the community with the aim of providing learner-­‐centred learning and individual programmes designed to add to and improve participants’ confidence and skills in oral communication, reading, comprehension, spelling, maths, basic computing, problem solving, teamwork and critical evaluationp. Learners are encouraged to complete unit standards towards the National Certificate in Work and Community Skills (supported), NCEA level 1, and the National Certificate in Employment Skills.

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1. Youth Guarantee The full-­‐time Youth Guarantee programme on-­‐site at Hagley Community College had a total of 19.8 EFTs funded in 2014. Each EFT is based on 120 credits. HALC’s allocation for Youth Guarantee is for non-­‐trades qualifications. An added requirement for Youth Guarantee funding was that reporting had to be completed via the Student Data Return (SDR) system. Within the Youth Guarantee framework there are pathways for learners to enable the return to mainstream education in order to progress to tertiary education prior to seeking employment.

Learners are able to choose up to four NCEA options within the College and the course provides an individual programme for each learner, thus enabling and supporting the development of the necessary literacy and numeracy skills required to achieve a successful outcome in their chosen pathway.

The service agreement with TEC has the following performance targets that must be achieved:

Youth Guarantee Performance Framework Level Course Completion Qualification Completion Retention Progression Level 1 55% 40% for Level 1 & 2 combined 50% 40% Level 2

60%

40% for Level 1 & 2 combined

45%

Level 3

70%

60%

55%

35%

35%

Youth Guarantee Key Performance Indicators for 2014 HALC was allocated 19.8 EFTS in 2014 of which 15.9 EFTS were delivered so payback was required. During the year 17 learners in the programme achieved the National Certificate in Community and Work Skills (supported) and three achieved NCEA level 1.

HALC has difficulty meeting the Youth Guarantee KPIs for the following reasons: • The majority of learners have low levels of literacy and numeracy and so take longer to gain qualifications. Although learners make impressive progress, many of them would require years of tuition to attain literacy and numeracy levels to allow them to complete Level 2 qualifications.

• Some of our learners may never be capable of achieving a Level 2 qualification.

• It is much more difficult to progress HALC learners into jobs or higher learning due to their low literacy levels.

Future measures to obtain 100% occupancy Based on 2013 occupancy TEC has allocated 19.8 EFTS to HALC’s YG programme in 2015. To ensure future success of the programme HALC has instigated the following measures: • During the initial entry interview learners are advised of the different vocational pathways available through Hagley College. The learner’s entry into these options depends on their literacy level and subject interest so they can transition into future study at an appropriate stage to best enable successful learning and outcomes.

• Diagnostic skills checks are conducted at the time of the interview and learners presenting with low literacy levels and/or learning disabilities are initially enrolled in an Intensive Literacy programme (100 hours) prior to being placed in a Youth Guarantee course.

• Links have been made with other Youth Guarantee providers and learners on vocational courses who are struggling with the literacy demands of the course are being encouraged to attend HALC to form a strong literacy base before returning to the original vocational course.

• In 2014 senior management met with TEC to re-­‐establish our learner demographic and TEC recognised the special needs and nature of our learners and indicated that HALC could have special dispensation to have a lower and slower progression rate.

• A new HALC brochure and YG poster were developed in 2014 and widely distributed in the community, including youth centres and recreational facilities.

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Pathways Of the 15 learners who completed HALC’s Youth Guarantee programme in 2014 four learners were continuing with the Youth Guarantee course at HALC in 2015 and also attending vocational courses at Hagley College; three returned to Hagley College full-­‐time working on level 2 qualifications; five were going onto vocational courses in the hospitality, warehousing and beautician fields; and three were being assisted by Workbridge into employment.

2. Community Programmes HALC ran community programmes in 2014 under the Intensive Literacy and Numeracy (ILN) funding pool and the Adult Community Education (ACE). Many learners on Literacy Pathways programmes are taking their first step back into education. Providing a safe, caring, supportive, invigorating atmosphere is a critical underpinning philosophy for our literacy programmes (Charter 10.c). When selecting locations for off-­‐site community programmes, these are key factors for consideration. For community programmes, HALC works jointly with community organisations that are located in the areas of highest needs.

Programme Location Hours Amount Funding Intensive Literacy and Numeracy (ILN) Canterbury An average of 100 hours per learner 93 places TEC -­‐ ILN ACE Literacy and Numeracy Canterbury Minimum 6 hours/learner 49,439 hours TEC -­‐ ACE

Intensive Literacy Fund Intensive Learning Pool learner eligibility: learners must be adults who have low foundation learning skills in literacy and/or language and/or numeracy. The service agreement with TEC has the following performance targets that must be achieved:

Intensive Literacy Performance Indicator Target 1. Literacy and Numeracy Gain A minimum of 80% of learners participating show an improvement in literacy and numeracy skills as measured against the Adult Literacy and Numeracy Learning Progressions, including Starting Points.

2. Occupancy

Achieve occupancy of 100% of the total learner places and completion of the total delivery hours at the end of the agreement period.

• •

Gains were made by the majority of learners.

The occupancy rate was 100% with the 9423 hours of training completed in 2014.

ILN Key Performance Indicators for 2014: HALC used 100% of its ILN funding allocation and there was no pay back required for this funding pool.

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ACE in Schools Fund The priorities for this fund are: targeting of learners whose initial learning was not successful, raising foundation skills, and strengthening social cohesion.

The service agreement with TEC has the following performance targets that must be achieved:

ACE Performance Indicator Target 1. Course completion rates A minimum of 80% of learners involved in the TEC-­‐funded ACE provision complete their course of study.

2. Prior qualification levels or learner ethnicity Over the entire ACE programme delivered by a school, there will be a minimum of 50% of learners who either: identify as having English language needs, and/or have low or no formal qualifications, and/or identify as Māori or Pacific.

Programme Literacy Pathways at Linwood/Aranui Literacy Pathways at Northcity

Location St Georges Iona Church Northcity Church Papanui

Wks / Year 36 36

Hrs / Week 8 13

No. of Places 8 15

Funding Intensive/ACE Intensive/ACE

Literacy Pathways at Shirley

Shirley Community Trust

36

8

8

Intensive/ACE

36 36 36 36 36 38 36 36

8 8 12 16 2 7 2 2

8 8 8 16 10 36 16 12

Intensive/ACE Intensive/ACE Intensive/ACE Intensive/ACE ACE Intensive/ACE Intensive/ACE Intensive/ACE

Literacy Pathways at St Albans St Albans Neighbourhood Trust Literacy Pathways at Rowley Rowley Resource Centre Literacy Pathways at Methodist Mission Methodist Mission Riccarton First Steps for Intellectually Impaired HALC First Steps for Intellectually Kaupapa Māori Support Service Te Roopu Rangiora ESOL for Refugees HALC Literacy and Numeracy Night Class HALC Literacy at Hillmorton Hillmorton Hospital

In addition, ACE courses were delivered for the following groups (both as HALC-­‐initiatives and also in partnership with community groups): • Pre-­‐literacy and low level ESOL for migrants and refugees at Hagley • Migrant Centre ESOL • Computing at Te Whare Roimata • Learner driver licence at Te Whare Roimata • Bhutanese Computing at Hagley • Bhutanese ESOL at Burnside • Cooking and sewing for refugee women at Hagley • Pasifika at Rowley • Pasifika learner driver licence • Chinese ESOL at Riccarton • Business Enterprise for Canterbury Business Association for refugees and migrants • Mental Health Advocacy and Peer Support courses • Arts Integrated course for learners with intellectual impairments

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ACE Key Performance Indicators for 2014: Although the total number of hours delivered increased markedly in 2014 from 2013, the total allocated number of hours was not met. Of the 49,439 hours allocated 47,015 were delivered. Of the 1331 learners enrolled in ACE funded course 444 were male and 887 female. These figures do not represent individual people as many learners enrolled in more than one course and were counted separately for each course they were enrolled in.

Ethnicity NZ European Pakeha NZ Māori Pacific Island Asian Other 507 43 122 542 117

Other ethnicities include refugees and migrants, which are target groups for this fund.

Age-­‐ Number of learners by age group 16-­‐19 yr olds 20-­‐29 yr olds 30-­‐39 yr olds 40-­‐49 yr olds 50-­‐59 yr olds 60+ 54 211 177 224 363 302

Pathways Various examples of learners transitioning onto further education or work have emerged from the Literacy Pathways programmes run in the community. One example is a learner who joined a literacy pathways course in late 2013. By the end of 2014 the learner’s literacy skills and confidence had grown so much that she attended a ‘Stepping Up’ women’s course. Her next step is to attend a pre-­‐trade course in painting and plastering as she works towards full-­‐time employment. Another HALC learner graduated with a diploma in library studies in 2014. The learner, who had low-­‐level literacy skills, first attended an ACE literacy course before moving onto an ILN course where she gained in confidence. While attending the course her tutor arranged for the learner to do volunteer work at a community library. The learner is now working towards her goal of obtaining work with support of the tutor with interview skills and C.V. writing. In addition, a number of innovative courses began in partnership with community groups. One course, Arts Integrated for learners with intellectual impairments, was awarded the ACE Aotearoa Dynamic Community Learning Award in 2014. This award recognises and celebrates education initiatives that strengthen communities. Learners in another course, business enterprise for refugees and migrants, gained the confidence and business skills to start up their own food stalls in an ethnic food market.

ENVIRONMENT Anecdotal evidence suggests a very high level of satisfaction by learners on-­‐site and off-­‐site. The graph on the right shows the learners’ response to the question “Do you enjoy the learning environment in your class?” As literacy and numeracy is very difficult for the majority of learners it is encouraging that most learners “really enjoy” their class. Tutors continually review what is happening with their group so any necessary changes can be actioned.

Do you enjoy the learning environment in your class?

80!

60!

60!

42!

40!

20!

1!

0!

Don't enjoy it!

Enjoy it!

I really enjoy it!

Student

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Which teaching methods did you find most helpful?

100!

83!

83!

80!

52!

60!

29!

40!

24!

20!

0!

One to one with your tutor!

One to one with Whole group Using educational classmate! teaching activities! software!

Student Response!

Independent activities!

The graph on the left represents the teaching methods which best meets the learners’ needs and learning styles. The results indicate that learners find both one to one with their tutor and whole group teaching activities equally beneficial. The tutors use this data to prepare lessons relevant and stimulating for the learners.

PERSONAL GAINS There are several measures used in monitoring learner attainment and satisfaction (Charter 10.f).

Overall how would you rate your Literacy Pathways programme?

Individual Learning Plans (ILP) reviews are conducted one-­‐on-­‐one with literacy pathways learners 46!

50! throughout the year. During this session the tutor and learner review the learner’s progress toward their learning goals and set future goals. ILPs include formative assessment and information that is 40!

35! regularly reviewed. Learner surveys are conducted each year, and these surveys gather information 26! about the learners’ satisfaction with the programme, their progress, and the learning environment. This 30! material is analysed and discussed in staff meetings to further improve performance. The graph on the 20! right represents the responses gained from learners in 2014 to the question, “Overall how would you rate your Literacy Pathways programme?”

10!

0!

0!

These surveys show a high level of positive response from learners.

Not very good!

Good!

Very good!

Excellent!

Student Response!

3. Workplace Literacy Fund (WPL) The service agreement with TEC has the following performance targets that must be achieved:

Workplace Performance Indicator Target 1. Literacy and Numeracy Gain A minimum of 80% of learners participating show an improvement in literacy and numeracy skills as measured against the Adult Literacy and Numeracy Learning Progressions, including Starting Points.

2. Occupancy Achieve occupancy of 100% of the total learner places and completion of the total delivery hours at the end of the agreement period.

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Workplace Literacy Programmes Run in 2014

Workplace Literacy learner eligibility: learners must be NZ citizens or permanent residents, of working Programme No. of Places age, employees with low levels of literacy, language or numeracy. TEC will fund up to 100% of the City Care 21 programme costs. The company is expected to contribute by allowing training to take place during work AuCom Electronics 19 time and by providing training facilities.

Dairy Works 7

Asian European Maori Pacific Other Males Females Placemakers 17

Christchurch Glass 3 28 74 8 5 5 63 57

TE Connectivity 43 (23.33%) (61.67%) (6.67%) (4.17%) (4.17%)

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Christine Products 6 Workplace Literacy programmes aim to improve literacy and numeracy through individual learning NZ Post 1 programmes developed around needs in the workplace. Documentation such as Health and Safety, KPIs, Verkerks 4 Standard Operating Procedures (SOPs), company intranet, e-­‐mail and spreadsheets are used to engage learners. Unit standards are negotiated with the company to provide the most relevant qualifications. By the completion of the programme, performance indicators include completion of unit standards, improved morale and job satisfaction, improved communication and improved ability to comprehend work-­‐related safety and procedures.

Workplace Literacy Key Performance Indicators for 2014: An allocation of 72 learner places was awarded for the 2014 year. Between 10 different companies, 120 learners were enrolled and a total 1942 hours were delivered.

The two workplaces who obtained Employer-­‐led funding for 2014 were both unable to recruit the 50 learners each that their contracts demanded. Both companies were unfamiliar with the logistics of working under TEC funding, which resulted in neither company being able to fulfil their full quota of 50 learners nor able to deliver the required 40 hours per learner. Further, the resignation of HALC’s Director in May 2014 necessitated the restructuring of the Centre and therefore both of these companies began later in the year than expected. Subsequently the projected income was substantially reduced.

However, learners from one of the programmes will begin working towards the National Certificate in Core Manufacturing or National Certificate in Distribution on completion of their TEC funded hours and payments from the ITO on completion of the qualification will generate some income for HALC in 2015.

The pilot Lean Manufacturing programme was extremely successful with 24 learners achieving nationally recognised industry qualifications. Further, two learners gained an industry assessors’ qualification. The pilot programme has provided a platform for HALC to deliver similar courses to other companies. As well as gaining literacy and numeracy skills which enabled the learners to go on to achieve industry qualifications, the learners also demonstrated increased confidence which resulted in a number of them being given higher responsibilities within the company.

Recruitment of qualified, dedicated workplace tutors is, and has been, difficult. Tutors’ wages are dictated by the hours actually taught and the availability of learners to attend training sessions is often compromised by the company’s work demands, holidays, sick leave and other operational requirements. Therefore tutors are often unable to teach their full hours and as such cannot be guaranteed a regular income. The structure of wages in this department is something to be reconsidered in 2015.

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Pathways To build capacity within the department and following successful delivery of industry qualifications in both Core and Competitive Manufacturing, we felt confident to also offer a National Certificate in Distribution. This course will begin in early 2015 after the learners have completed their allocated hours on TEC funding. As we did with other industry qualifications, we will also work closely with the ITO to enable one of our tutors to become an industry assessor for this qualification. HALC has a team of Workplace Literacy tutors who are multi-­‐skilled and talented especially in the IT area. Because of this, two companies with whom we have worked with previously have requested further training which they will fund themselves. We are able to design and deliver tailor made programmes to suit the company’s needs.

Summary on Growth of HALC Impact of Diversifica_on and Growth on Income ($) HALC has had a strategy of diversification to secure alternative funding (Charter 10.a). Although the ACE funding is substantially 1400000 lower per person than the Intensive funding, it has given more 1200000 flexibility to set up new programmes and develop partnerships with 1000000 community groups. The graph below illustrates the impact of the 800000 growth and diversification on funding between 2003 and 2014. The 600000 strategic plan had been for a stabilising period to ensure a robust 400000 base for HALC to continue offering courses and programmes which 200000 meet the diverse literacy and numeracy needs in workplaces and the 0 wider community.

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Targeted Training Community Programmes Workplace TEC funded Other These graphs show the impact of the changing environment in Canterbury. The reduction in 2012 reflects large pay backs that TEC requested due to provision being lower because of the continued stresses in Christchurch. Several factors have impacted on Total Income in HALC (2003 -­‐ 2014) programme delivery and growth in both the workplace and 1319351 1275116 1400000 community courses. These include the depopulation in some areas 1175342 1136826 1082789 of Christchurch due to the earthquakes as well as low unemployment 1200000 1034068 1005028 950757 in response to the Canterbury rebuild. To mitigate these outside 1000000 863019 influences alternative sources of funding are continually being 800000 explored. New government policies have meant large changes in 522815 600000 413153 514522 funding pools and this has resulted in a substantial increase in additional work for HALC staff. The major changes have been: 400000 • YG significantly more difficult to administer with the 200000 requirement of the SDR system.

0 • One place for YG being changed to one EFT for 120 credits 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 enrolled, which is more than people without literacy and numeracy difficulties are expected to be enrolled in a secondary school.

• 100% attendance for workplace and community intensive programmes involves extensive monitoring and is untenable in the workplace due to work commitments having priority over literacy training.

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RELATIONSHIPS Developing and maintaining relationships with key community, government and industry organisations is critical to the goals of this portfolio. Firstly, the main recruitment strategy for HALC is referral from other organisations. Secondly, to achieve expansion and diversification, developing and maintaining the appropriate relationships with TEC and industry organisations is essential.

During 2014 HALC continued to develop and maintain key relationships with Work and Income, MSD, Workbase, The National Centre for Workplace Literacy, Canterbury Development Corporation (CDC), ITOs, the Industry Training Federation, NZATD, NZAPEP (now ITENZ Independent Tertiary Education NZ), ALPA, as well as other Canterbury providers and many community organisations. Additionally, as a result of HALC being given full responsibility of the ACE in schools funding it has been necessary to continually foster relationships with community groups as part of this portfolio.

BUDGET The budget for HALC shows a deficit of $97,823. These figures include a payment of $37,350 to TEC for under delivery of ACE hours in 2013. This payment should have been taken out of the 2013 budget which would have significantly reduced the deficit in 2014. Further, complying with TEC requirements for 100% attendance resulted in over delivery in the Intensive Literacy programmes with 9430 hours being delivered of which only 9300 hours were funded. Another area that impacted adversely on the budget was the decision in late 2013 to work with two companies to secure employer-­‐led TEC workplace funding. Apart from the companies having insufficient staff at low levels of literacy to meet the contractual requirements of TEC funding, this decision also seriously affected the number of learners HALC was able to offer literacy training to under its bulk funded workplace literacy allocation of 72 places. As well, anticipated funding of $100,000 from the Straight to Work programme to be delivered in 2014 did not eventuate as it was decided early in the year that the programme was not viable to proceed with.

These factors resulted in HALC being unable to reach its 2014 forecasted income. Strategies to increase or maintain income is an area which will be addressed in 2015 and beyond.

CHALLENGES AND PROPOSED DEVELOPMENT FOR 2015 A challenge facing the literacy pathways programmes moving forward in 2015 is the low rate of unemployment in Christchurch due to the rebuild in the wake of the earthquakes. HALC will continue to diversify to meet the ever-­‐changing needs of the learners and the redevelopment in the Canterbury region.

A decision has been made to not take on employer-­‐led workplace funding unless HALC’s bulk funded workplace Literacy hours have been allocated and we have the trained staff to undertake such programmes. In recognition of the difficulties involved in companies having 50 staff available for literacy training, the TEC has reduced the requirements down to 20 learners within a company from 2015. With each new industry that HALC engages with from 2015 and beyond it is our intent to upskill a workplace tutor to become an industry qualified assessor with the relevant Industry Training Organisation.

SUMMARY The primary goals of HALC, outlined earlier in this report, are still relevant and form the basis for HALC’s engagement with learners. In line with TEC policy HALC will also have a stronger focus on developing learner pathways moving forward into 2015.

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Learning Transitions

45

Table of Contents

INTRODUCTION .................................................................................................................................................................................................................................................................................. 47 PRIMARY GOAL & CRITICAL SUCCESS FACTORS ........................................................................................................................................................................................................................... 48 DIVERSE PROGRAMMES ................................................................................................................................................................................................................................................................... 48

Catch Up College Intensive – a national initiative ........................................................................................................................................................................................................................... 48

Catch Up College -­‐ ongoing .............................................................................................................................................................................................................................................................. 49

Certificate in University Preparation ............................................................................................................................................................................................................................................... 49

Hagley Adult Literacy Centre Youth Guarantee programme ........................................................................................................................................................................................................... 49

SUSTAINABLE PROGRAMME STRUCTURES ................................................................................................................................................................................................................................... 50

Catch Up College .............................................................................................................................................................................................................................................................................. 50

Certificate in University Preparation ............................................................................................................................................................................................................................................... 50

RESEARCH & PROFESSIONAL LEARNING ........................................................................................................................................................................................................................................ 50

Directing teacher professional learning and development across the College ............................................................................................................................................................................... 50

Developing the school-­‐ wide appraisal system ................................................................................................................................................................................................................................ 51

UE LITERACY COORDINATION .......................................................................................................................................................................................................................................................... 51

Monitoring of students at the point of enrolment .......................................................................................................................................................................................................................... 51

Ongoing monitoring of students ...................................................................................................................................................................................................................................................... 51

Responding to NZQA’s transitional arrangements for UE Literacy .................................................................................................................................................................................................. 52

EFFECTIVE RELATIONSHIPS ............................................................................................................................................................................................................................................................... 52

Establishing relationships around student enrolment ..................................................................................................................................................................................................................... 52

Establishing relationships around pathways for students ............................................................................................................................................................................................................... 52

Establishing relationships around Catch Up College ........................................................................................................................................................................................................................ 52

Establishing relationships around CUP ............................................................................................................................................................................................................................................ 52

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INTRODUCTION The false assumption is often made that students who finish their ‘final’ year of secondary education without achieving the necessary qualifications to undertake tertiary study lack the necessary skills to be successful in the tertiary environment. However, many students come to Hagley College having felt disenfranchised and disadvantaged by their previous educational experiences or the barriers to learning, real or perceived, they have encountered. The secondary school setting should help students achieve the foundation skills necessary for future wellbeing, training and employment. Transition to tertiary learning is not a one-­‐off activity. It is a process that enables students, their parents, whānau and aiga to work in partnership with the school to help learners develop a sense of belonging and the confidence to participate within new contexts.

Education Review Office (ERO) reports and research from other agencies have found six factors that contribute to successful transitions. Effective secondary schools focus on:

·∙ understanding the features and importance of education transition

·∙ preparing well for successful transitions

·∙ providing additional support for vulnerable students

·∙ using effective transition processes

·∙ introducing a curriculum that responds to the diversity of their students

·∙ ongoing monitoring and review of transition processes.

For effective education transitions to take place students’ wellbeing and learning must be maintained as they transition from secondary to tertiary learning environments. However, a student’s transition can be complicated by the social, emotional and physiological changes that can negatively impact on their learning. Institutions that understand how these changes impact on their students are better placed to help students make positive adjustments to their new educational environment, and smoothly proceed with their learning in a new setting.

Both secondary and tertiary institutions have important roles supporting the transitions of all students. The secondary school is responsible for preparing students academically and socially for tertiary learning and sharing information with the student, families, whānau and the tertiary institution. The values, ethical orientation or culture within a tertiary institution is fundamental to how well it welcomes and supports students. However, national data shows that a high proportion of students disengage from their tertiary learning and that many of these students are vulnerable learners.

Hagley College is especially mindful that there needs to be support for vulnerable students. At Hagley College these students are characterized by: low socio-­‐economic backgrounds; NESB backgrounds; recent migrant groups; first in family / first generation; lack of academic preparation; second chance learners; older age groups; part-­‐time study; learning disabilities; a history of literacy failure; and those that are mentally unwell. Frequently these students present with multiple vulnerability characteristics creating a very different and unique student population than is seen in conventional secondary schools. Hagley students are therefore characterised by: diversity of age and culture; diversity of learning need; shorter-­‐term study duration; significant essential learning skill deficits; and entry with low or no qualifications. In addition, there are national priority learners who are most vulnerable including Māori, Pacific, those with special education needs and those from low income families. These students and some with poor self esteem or few friends often require specific structures or approaches that are tailored to their individual circumstances.

Hagley College has recognised that there needs to be effective transition processes and structures to enable students to successfully engage in tertiary learning. These processes and structures are required to address: qualification attainment as entry requirements; alternative recognised pathways for entry into tertiary study; and the development of essential skills necessary for successful tertiary learning. In addition, strong consideration would be given to changing the conventional timeframes so that students can accelerate their completion and achievement rates. The establishment of strong collaborative relationships across the secondary / tertiary sectors are vital. Strong mentorship and personalized learning for students are key focus areas to negotiate within these collaborative relationships for successful transitions from secondary into tertiary study.

The new Learning Transitions portfolio at Hagley is leading the development of major learning programmes that allow students to transition successfully into tertiary learning. Learning Learning Transitions – Hagley Community College Performance Report 2015

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transitions are multi-­‐faceted as students move from a secondary setting to the next stage in their learning. Director Marie Stribling is coordinating key programmes including the Certificate of University Preparation, the MOE Regional Summer School, Catch Up College, approaches to cross-­‐curricular UE literacy and other targeted programmes aimed at helping students to make successful transitions to the next stage in their learning. The portfolio also directs teacher professional learning and development across the College.

The Learning Transitions portfolio also supports the college’s strategic priorities relating to achievement, retention and transitions.

PRIMARY GOAL & CRITICAL SUCCESS FACTORS The primary goal of the Learning Transitions portfolio is the provision of opportunities to enable students to gain the understandings and qualifications to effectively transition into their next stage of learning. This goal will be achieved through the following critical success factors: 1. Diverse Programmes: The development of diverse programmes which enable students to transition to tertiary programmes.

2. Sustainable Programme Stuctures: The provision of sustainable structures for programmes which enable learning transitions.

3. Research & Professional Learning: The implementation of research and professional learning to inform teaching practice and delivery.

4. UE Literacy Coordination: The development and implementation of cross-­‐curricular UE strategies and the reporting of student achievement in UE literacy.

5. Effective Relationships: The building of effective relationships with key stakeholders to develop clear understandings of academic pathways for students.

6. Programme Evaluation: The undertaking and reporting of a performance review of student achievement in transition programmes.

DIVERSE PROGRAMMES Hagley‘s approach to education differs significantly from most if not all other secondary schools. While we continue to offer programmes within the traditional school year framework, we also recognise that for many students who have not followed a conventional annual pathway towards qualifications, there is a need to offer diverse targeted programmes which enable students to complete specific requirements to transition to the next stage of their education or their career, without necessarily working within the full school year framework. For this reason Hagley continues to offer Level 2 Summer School and Catch Up College as well as working to develop its involvement with a new initiative for 2015, the Certificate in University Preparation. In 2015, through its combined targeted programmes, Hagley will be providing a transition to tertiary education for approximately 300 students.

Regional Level 2 NCEA Summer School Towards the end of 2013, the Ministry of Education requested that Hagley be involved in the Achievement 2017 project, which had the goal of by initiating and running the Regional Summer School programme in January-­‐ February 2014. ERO reported on this initiative in their 2014 report on Achievement 2013-­‐ 2017(pg16). This programme was again funded by the Ministry and it ran in January-­‐ February 2015. The aim of Summer school was to help students in the Canterbury region who finished their conventional schooling in 2014 needing eight or fewer credits to complete their NCEA Level 2 certificates.

25 students from 11 schools within the Christchurch area who were within 8 credits of gaining their NCEA Level 2 students engaged with Summer School. It is highly significant that 24 students (96%) completed the requisite credits to gain their Level 2 Certificate, thereby exceeding the milestone target of 85%. This further cements Hagley’s role as a regional hub provider, supporting schools within the Christchurch schools’ network to meet BPS targets. While the total number of students declined from 28 in 2014 to 25 in 2015, the number of schools engaging with the programme increased significantly in 2015, from 6 schools in 2014 to 11 in 2015.

Catch Up College Intensive – a national initiative In January/ February 2015, 136 students from 40 schools across NZ enrolled for the intensive Catch Up programme to complete standards.. For most of these students their goal was to achieve University Entrance prior to the start of the 2015 academic year to enable their transition to tertiary study in Semester 1 2015.. Most students went on to enrol at Canterbury Learning Transitions – Hagley Community College Performance Report 2015

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University, with Otago University and CPIT as the next most popular destinations. Students were involved in completing standards in 18 subject areas with a large number completing English (50) and Maths standards (37). This significant increase in the number of students attending Catch Up College (up from 53 students from 30 NZ schools in 2014) can be partially attributed to the increased demands of UE requirements, whereby as well as gaining 14 credits in 3 approved subjects, students also required their full Level 3 NCEA certificate.

Catch Up College is now in its tenth year of operation and continues to have at least a 95% success rate for those students who attend this intensive programme, which over the ten years has helped more than 700 students from around NZ transition to tertiary education. This targeted programme clearly provides an important service NZ wide to many students who would otherwise not have access to tertiary education.

Catch Up College -­‐ ongoing Students have continued throughout 2014 to be enrolled in an ongoing way in courses which are targeted at addressing the gaps in their qualifications, so that they can transition to tertiary education and/ or particular careers.

Certificate in University Preparation Planning began in 2013 for Hagley to partner with Canterbury University to co-­‐ provide the Certificate in University Preparation (CUP). Mike Fowler, Director of Learning Futures, and Marie Stribling, Director of Learning Transitions, have worked alongside the CUP team, led by Gareth Morgan (UC Pathways Director), to reach an agreement for Hagley to deliver the certificate’s compulsory paper, 006, which is an Academic Communication and Study Skills course. The course will be delivered for two 13 week semesters on the UC@Hagley campus two days per week, while students attend their other three courses at UC on the other three days of the week. A significant upgrade to O block has occurred so that students are provided with modern and comfortable facilities, including a dedicated common room for the students.

The course’s emphasis is on teaching transferable skills to enable students’ successful transition to tertiary study. The course, which was previously delivered by UC tutors at UC, has been rewritten by the programme’s leader, Marie Stribling, to reflect the change in focus. 90 students are enrolled in the Semester 1 course and they will work with 5 teacher-­‐ mentors to build appropriate work and study skills. A significant component of the course is the mentorship programme where the teacher-­‐ mentors will give the necessary guidance and mentorship to foster their successful completion of the CUP programme, to enable them to transition into university. It is expected that Semester 2’s intake, starting on 15 June, will attract approximately 75 students.

Hagley Adult Literacy Centre Youth Guarantee programme The portfolio provided mentorship in 2014 to the Youth Guarantee programme run through the Adult Literacy Centre. The Director of Learning Transitions worked with the HALC manager to put in place programmes of learning which included NCEA assessment opportunities to enable the students to transition to their next stage of learning.

Evaluation of these programmes is recorded in the analysis of variance section of the College Effectiveness Annual Performance Report.

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SUSTAINABLE PROGRAMME STRUCTURES The creation of programmes which are delivered outside a conventional school day and / or school year presents challenges of sustainability. In the past there have been few incentives to encourage teachers to be involved in such programmes. With the growth of such programme it is seen as vital that teachers will need to be incentivised in order to promote the long term future of such programmes.

Catch Up College This programme operates largely in January and early February. In January teachers are still on holiday, while in early February they are busy getting organised for the year ahead, and to take on more work at these times can seem undesirable to many. In 2014, two strategies were put in place to prevent problems occurring in this area. One strategy involved putting protocols in writing which offered a generous time-­‐ in -­‐lieu allowance to encourage teachers’ involvement with the programme. Undoubtedly it will be necessary to continue to offer such an incentive for the programme to survive and grow. A second strategy involved staffing two major subject areas by including these in the teachers’ yearly allocations. The four hour allocation was split roughly in two , so that 70 teaching hours would be used in Catch Up College in January-­‐ March, while the second 70 hours would be used in a short course extension to Catch Up College which will be offered and marketed in Term 4 2015.

Currently the school’s administration is organised around conventional school timeframes. Some thought will need to be given to some adjustments in this area to ensure the health and long term sustainability of programmes such as this.

Certificate in University Preparation The nature of the partnership with Canterbury University necessitates that the timelines for Semesters 1 and 2 be organised to fit in with the requirements of both providers. The result of this is that teachers who are teaching both in CUP and in conventional school programmes will be required to teach in the CUP programme during one week of the July school holidays.

Recognition of this will need to be made and protocols set up which address this.

RESEARCH & PROFESSIONAL LEARNING During 2014 the Learning Transitions portfolio played a significant role in both directing teacher professional learning and development across the College and in the development of a school wide appraisal system as part of the ongoing development of the school’s self review processes. Background research was undertaken in both of these areas to ensure the development of best practice. Guiding documents were ERO’s reports, “Teaching as Inquiry: Responding to Learners” (July 2012) and “Supporting school improvement through effective teacher appraisal” (May 2014).

Directing teacher professional learning and development across the College Teaching as Inquiry has been an established practice for teachers at Hagley over the last three years. Inquiry is seen as a key aspect of the school’s way of working and fundamental to the school’s innovative philosophy. Timperley et al in “A framework for transforming learning in schools: Innovation and the spiral of inquiry” (2014) make the point that “the spiral of inquiry leads to innovation, as educators create new approaches that are fundamentally different from the way in which things were done before.”(pg 21) ERO’s review of inquiry in schools (Teaching as Inquiry: Responding to Learners (July 2012) identified the need for school leaders “to make astute assessments about the gaps in teachers’ practices and to identify future development areas for staff” (pg 7 ). At the end of 2013 the portfolio was involved in researching Hagley’s self-­‐ review process by leading a review and meta-­‐analysis of teacher practice in Teaching as Inquiry across the school. Some areas were identified for development in 2014 included developing understandings about the use of specific and targeted interventions and about the ‘teacher as agent of change’. Another area of development which was identified involved increasing understanding about types of data and its collection.

Staff sessions were held in which a teacher’s inquiry was shared as a model of good practice, and key messages were emphasised, particularly around the idea of ‘teacher as agent of change’.

Some of this work around inquiry linked with work that was done to strengthen appraisal processes. The mentorship model, whereby HODs worked with their departments around their Learning Transitions – Hagley Community College Performance Report 2015

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inquiries, continued. However, given other constraints it was not possible to deliver the level of support for HODs in this mentoring role for which the portfolio had identified a need.

At the end of 2014 95% of teachers completed and submitted an inquiry report. Most teachers gave their permission for their report to be uploaded to the collaborative Sharepoint on Office 365 site, in order to provide professional leadership to their colleagues. It is highly significant that the College now has a history of three years of teachers’ inquiries on the site, and this provide a rich source of shared knowledge and understanding of teacher practice,

The portfolio has also been involved in leading the teaching and learning team, whose responsibility it is to map out a programme of professional development for the teaching staff.

Developing the school-­‐ wide appraisal system Early in 2014 the portfolio worked with the Learning Futures portfolio to develop an appraisal model and documentation which might assist teachers to provide evidence of meeting the Registered Teachers Criteria. The new model was shared with teachers and, as part of this process, two teachers discussed how they could see this model working and how they could see it helping them provide evidence against the RTC. Teachers document specific evidence on a “Window into Practice ‘document, in a way that shows their ways of working. This shows how a teacher is meeting the RTC in an ongoing way.

UE LITERACY COORDINATION With the alignment of the new standards came the directive from the Universities Council to significantly increase in the minimum requirements to achieve University Entrance. This change in requirements has meant that many teachers, parents and students lacked strong understanding of the new requirements. Additionally, many students were in a situation of having gained part of the requirements using non-­‐ aligned standards which no longer could be counted towards the new requirements.

Monitoring of students at the point of enrolment The portfolio was involved in providing training for teachers who were involved in the 2014 enrolment process. Subsequently, during the enrolment period, a filtering process occurred whereby all students who were considering a transition to a tertiary course were required to have their NZQA Record of Achievement checked by the Transitions Director to ensure that they were placed into courses which could allow them to complete the UE requirements. In the case of students who lacked part or all of the University Entrance requirements, enrollers were given the information they needed to ensure that the students could have a successful transition.

Training was also provided at the end of 2014 to HODs and Teachers in Charge about UE Literacy and the need to ensure that teacher themselves are aware of the requirements and can counsel students who may present in courses which do not allow for opportunities to gain UE Literacy. As a result of this some discussion has been held with a teacher about possibilities for students to gain UE Literacy through cross curricular opportunities.

Ongoing monitoring of students The focus of monitoring from the beginning of 2014 was on students at risk of not achieving UE Literacy. The first wave of monitoring took place in March/ April, whereby all students who were engaged in Year 13 programmes had their programme checked again to ensure that they would be offered standards which could deliver the required transition opportunities. This process identified 6 students who were enrolled in package programmes which would not automatically provide them with the opportunity to gain UE Literacy. The Director contacted the teacher of 3 of the students to discuss ways that the students could be given cross-­‐curricular opportunities to achieve the requirements of UE Literacy, if it was, in fact, their desire to progress to a tertiary programme. Another student identified was given the opportunity to complete the two standards to enable him to transition, while contact was made also with another subject teacher to discuss options for two students. At this point a watchlist of 29 students was also collated which included the names of those students who might be at risk of not achieving UE Literacy because of limited opportunities within their programme to complete standards which qualified as reading and/or writing standards.

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Two more waves of checking of the students on the watchlist occurred in August and October to determine whether students were progressing towards UE Literacy requirements. Information was gathered about the students’ exam entries to determine if they were on track to completing internal standards which would give them UE Literacy. Teachers of these students were alerted to the need for these students to complete specific standards and the teachers reported back on completion. By October, 18 students were removed from the watchlist, either because they had completed UE Literacy requirements or because information was received from teachers that they had withdrawn from school. This ongoing monitoring and contact with teachers has had a significant effect on ensuring transitions possibilities for 10-­‐12 of these students.

Another significant initiative which had been envisaged was that identified students would achieve UE Literacy through working with the UE Literacy co-­‐ordinator to use the Level 4 English for Academic Purposes standards as a pathway to UE Literacy. However, the use of these standards has been limited as the requirements of the standards, being at Level 4, is too great a demand for the students who lack UE Literacy. This has been deemed to not be a successful transition pathway for these students.

Responding to NZQA’s transitional arrangements for UE Literacy In April 2014 NZQA announced changes to the requirements for UE Literacy/ numeracy. This change was implemented because there had been no period of transition allowed for between the introduction of the new UE requirement (from March 1 2014) and the previous requirements. Schools were invited to identify students who had fully met the former UE Literacy requirement and to make application to NZQA on their behalf for recognition of these ‘old’ standards. This resulted in the Learning Transitions portfolio completing a further checking process to determine which students were affected by this ruling. Subsequently applications to NZQA were made on behalf of 36 students, and students were notified by letter of this course of action. Failure to follow up on this would have meant that, should those students complete the other UE requirements in 2014, or subsequently, they would have had to entirely repeat the UE Literacy component of UE requirements, thus creating a significant barrier to transition for those 36 students.

EFFECTIVE RELATIONSHIPS With the portfolio being a newly established one it has been necessary to identify and develop relationships with key stakeholders to develop clear understandings for them about pathways for students which can result in successful transitions, particularly to the tertiary environment.

Establishing relationships around student enrolment Ongoing contact and discussion has occurred with the Director of Learning Support and Placements to ensure that the appropriate training was put in place for Deans and other enrollers prior to the commencement of each enrolment period.

Establishing relationships around pathways for students The portfolio has been in regular contact with the Careers team to support their interactions with students who may have presented for advice about UE Literacy. Further support and guidance has been offered to the Hagley Adult Literacy team, particularly around NCEA pathways for Youth Guarantee students. Regular contact is also maintained with Hagley’s NCEA coordinator.

Establishing relationships around Catch Up College The portfolio has continued to develop relationships which had previously been set up with University of Canterbury Admissions and Liaison staff around Catch Up College. This relationship will be increasingly significant given the growth observed in this area in 2014/15.

Establishing relationships around CUP The portfolio has been in ongoing discussions with University of Canterbury Pathways staff about the establishment of the partnership. The establishment of relationships here has also led to the sharing of UC@Hagley’s 006 resources with a UC Pathways teacher who is using the same programme with the Māori and Pasifika 006 cohort.

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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