TAURANGA GIRLS’ COLLEGE empowering tomorrow’s women
BOARD OF TRUSTEES’ STRATEGIC CHARTER 2012-2014
Date: 27 February 2012
Signed: Chair of the Board of Trustees
Signed: Principal
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Introduction: MISSION STATEMENT: Empowering tomorrow’s women. OUR SCHOOL’S PURPOSE: To create a safe, stimulating and exciting learning environment that allows each student to develop her academic, cultural and sporting potential. In line with their responsibilities under the Education Act, the National Administration Guidelines and National Educational Guidelines the Board aims:
1.
To provide a safe physical and emotional environment for students. Objectives:
To maintain a strong pastoral network available to all students.
To provide induction programmes for new students.
2.
To achieve high standards of self-discipline and conduct.
To foster the language and value of the Maori Culture to New Zealand, consistent with the principles of the Treaty of Waitangi. Objectives:
To foster participation and success by Maori students.
To give people from other cultures an understanding of Maori culture.
To promote the use of Maori language.
3.
To create an environment where there is respect and understanding of cultural differences. Objectives:
To create opportunities for students to gain an understanding of other cultures. To encourage tolerance and respect for each other.
4.
To develop a budget that will provide the best possible environment for staff and student performance. Objectives:
To ensure effective financial management of the school property assets and resources.
To allocate funds that reflect the School’s Charter priorities.
5. To comply with all legislative and regulatory requirements Objectives:
To ensure effective compliance with legislative and regulatory requirements. 2
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VALUES NGA TIKANGA
Tauranga Girls’ College believes in:
Responsibility - Taumahatanga accountable for own actions.
Respect for self and others.
Excellence Tino Painga a challenge to every individual to achieve to the best of her potential.
Participation Mahi Kotahitanga develop social, emotional, physical and aesthetic skills.
Co-operation Mahi Hinengaro work together and allow work to progress.
Equity Mahi Whirinaki acknowledge the rights and needs of others.
Integrity Te Pono be honest with self and others and honour commitments.
Whakanui
Learning Akonga for independence and empowerment throughout life.
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2. STRATEGIC SECTION - 3-5 YEAR AIMS
Aim One To develop forward thinkers with a life-long commitment to learning through high standards of student achievement and personal development. Aim Two To provide inclusive learning environments that encourage participation in academic, cultural and sporting arenas through a flexible, student centered curriculum . Aim Three To demonstrate commitment to biculturalism and the principles of the Treaty of Waitangi acknowledging the unique place of Maori, and to respect all ethnic groups represented at the school. Aim Four To continue the promotion of Tauranga Girls’ College as the preferred provider of quality education for young women.
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Cultural Diversity and Maori Dimension How our school will reflect New Zealand’s cultural diversity Tauranga Girls’ College is committed to empowering students from all cultures with the best education possible. The College is multicultural and proactive in acknowledging the different cultures that make up its student body, reflecting New Zealand’s increasingly multicultural society, through the cultures represented in our school, by offering students a range of opportunities to celebrate their own cultural identity and the diversity of other cultures.
How our school will reflect the unique position of the Maori culture Tauranga Girls’ College will demonstrate commitment to biculturalism and the principles of the Treaty of Waitangi, acknowledging the unique place of Maori, by the following:
Being a Te Kotahitanga School. Te Reo Maori being offered at all levels of the school. Nga Toi Maori and Nga Mahia a Rehia being offered in the Junior School. Bilingual signage around the school. Upgrading the School Whare as a cultural centre and incorporating traditional Maori designs into décor. Building Maori student leadership into our prefect structure through the Nga Toi Maori and Kaupapa Maori committees. Incorporating Maori culture and customs when meeting and welcoming or fare-welling, visitors and newcomers to the school (Powhiri, karanga, waiata, and food customs) or the opening of new buildings. Considering the place of karakia and blessing of food at appropriate times or occasions. (E.g. karakia to start the day/week or begin a meeting). Ensuring that local legends and stories or local “heroes”/personalities are remembered and become part of our school and local heritage. Use of Maori language frequently and incidentally in addition to more formal teaching and learning of Te Reo in classrooms. Acknowledge and celebrate events in the Maori calendar e.g. Matariki. Learn and perform waiata, stick games, haka etc. Consider Maori custom and protocol when using local resources from the environment, e.g. flax. Build a relationship with our Maori community and families for discussion and feedback from them relating to tikanga and customs. (They will feel able to approach us and advise in the event that we are doing anything that may be contrary to custom or even offensive). Ensuring Maori families are involved in all school community consultation processes, particularly in relation to the Charter, in a form and forum designated by the Maori community.
If a parent requests a higher level of Te Reo Maori and Tikanga Maori the staff and family will explore opportunities that may include one or more of the following:
Dual enrolment with the correspondence school. Using local resource people who are willing to assist and who have the expertise. Seeking advice from local Kura kaupapa. Discussions and meetings with other schools that offer greater levels of Maori Medium education Discussions and meetings with external Maori Advisors for guidance and support 5
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Summary School Name
MAINTENANCE Buildings (adds from worksheet totals) Boiler 1 Swimming Pool 1 Block A (Block A (ADMINISTRATION)) Block B (Block B (ENGLISH DRAMA)) Block C (Block C) Block D (Block D) Block E (Block E) Block EG (Block EG (FITNESS (F7, E7)) Block F (Block F) Block K (Block K) Block L (Block L (LIBRARY)) Block M (MUSIC) included in Block A Block O (Block O (GYMNASIUM)) Block T (Block T (AUDIO-VISUAL)) Block W (Block W (WOODWORK)) House 20673 (House) Block ECC (TAURANGA SOUTH KINDERGARTEN) Block G (Block G) Block J1 (Block J1 (FACULTY OF SCIENCE)) Block Z (Block Z (WHARENUI)) Block Z1 (CARETAKER) Ancillary Y5 (Block Y5) Ancillary Y4 (Block Y4) Ancillary Y3 (Block Y3) Ancillary Y2 (Block Y2) Ancillary AC (Tractor Shed) Ancillary Y (Block Y) Ancillary X (Mini bus shed) Ancillary R (Block R) Block AA (Block AA) Block AB (Block AB) Block EE (INTERNATIONAL STUDENTS) Subtotal 1 (buildings)
Profile No
Tauranga Girls' College 2012 $
2013 $
2014 $
2015 $
122 2016 $
2017 $
2018 $
0 650 35,600 1,800 1,700 1,650 1,650 330 1,820 1,680 930 6,600 40,600 1,500 1,800 0 0 2,400 12,000 7,200 1,200 0 0 200 200 400 0 200 0 52,100 9,000 1,600
0 650 49,000 1,800 29,100 26,850 59,950 8,330 1,820 1,680 930 1,600 30,300 1,500 1,800 0 0 2,400 12,000 800 5,700 0 0 200 200 400 0 200 0 14,600 1,000 1,600
0 650 7,000 1,800 1,700 1,650 1,650 330 1,820 1,680 930 1,600 4,300 1,500 1,800 0 0 2,400 12,000 800 1,200 0 0 200 200 400 0 200 0 14,600 1,000 1,600
0 650 7,000 1,800 1,700 1,650 1,650 330 61,620 1,680 930 1,600 4,300 1,500 9,800 0 0 2,400 12,000 800 1,200 0 0 200 200 400 0 200 0 14,600 1,000 9,600
0 4,650 7,000 1,800 1,700 1,650 1,650 330 1,820 1,680 930 1,600 4,300 1,500 1,800 13,000 0 2,400 92,000 800 1,200 0 0 200 200 400 0 200 0 14,600 1,000 1,600
0 650 7,000 1,800 1,700 1,650 1,650 330 1,820 32,080 930 1,600 4,300 1,500 1,800 0 0 2,400 12,000 800 1,200 0 0 200 200 400 0 200 0 14,600 1,000 1,600
0 650 7,000 31,100 1,700 1,650 1,650 330 1,820 1,680 22,200 1,600 4,300 12,500 1,800 0 0 2,400 112,000 800 1,200 0 0 200 200 400 0 200 0 56,600 1,000 1,600
184,810
254,410
63,010
138,810
160,010
93,410
266,580 6
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Sites (adds from worksheet totals) Site 2275 (TAURANGA GIRLS' COLLEGE) Site 5867 (House # 20673 on School Site)
10,000 0
10,000 0
10,000 0
10,000 0
10,000 0
10,000 0
10,000 0
Subtotal 2 (sites)
10,000
10,000
10,000
10,000
10,000
10,000
10,000
Total MAINTENANCE
194,810
264,410
73,010
148,810
170,010
103,410
276,580
Residual to fund
194,810
264,410
73,010
148,810
170,010
103,410
276,580
FUNDING Cash in Ops Grant / PMG Locally raised funds Total Cash In
107,627
145,487
145,487
145,487
145,487
145,487
145,487
107,627
145,487
145,487
145,487
145,487
145,487
145,487
Cash out Payments
194,810
264,410
73,010
148,810
170,010
103,410
276,580
Opening balance Cash In Cash Out Closing Balance
288,478 107,627 194,810 201,295
201,295 145,487 264,410 82,372
82,372 145,487 73,010 154,849
154,849 145,487 148,810 151,526
151,526 145,487 170,010 127,003
127,003 145,487 103,410 169,080
169,080 145,487 276,580 37,987
Budget
1,751,856
2012 $
2013 $
Maintenance Contingency
5 Year Property Agreement
CAPITAL BUILDINGS Boiler 1 Swimming Pool 1 Block A (Block A (ADMINISTRATION)) Block B (Block B (ENGLISH DRAMA)) Block C (Block C) Block D (Block D) Block E (Block E) Block EG (Block EG (FITNESS (F7, E7)) Block F (Block F)
0 0 18,000 0 0 0 0 0 0
0 0 0 0 0 0 0 0 20,000
2014 $
2015 $
0 0 0 0 0 0 0 0 0
0 0 0 0 3,000 0 0 0 0
2016 $
2017 $
0 0 0 0 0 0 0 0 0
2018 $
0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 7
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Block K (Block K) Block L (Block L (LIBRARY)) Block M (MUSIC) Block O (Block O (GYMNASIUM)) Block T (Block T (AUDIO-VISUAL)) Block W (Block W (WOODWORK)) House 20673 (House) Block ECC (TAURANGA SOUTH KINDERGARTEN) Block G (Block G) Block J1 (Block J1 (FACULTY OF SCIENCE)) Block Z (Block Z (WHARENUI)) Block Z1 (CARETAKER) Ancillary Y5 (Block Y5) Ancillary Y4 (Block Y4) Ancillary Y3 (Block Y3) Ancillary Y2 (Block Y2) Ancillary AC (Tractor Shed) Ancillary Y (Block Y) Ancillary X (Mini bus shed) Ancillary R (Block R) Block AA (Block AA) Block AB (Block AB) Block EE (INTERNATIONAL STUDENTS) Buildings Capital NEW
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 80,000 0 0 0
0 0 0 0 0 0 0 0 0 40,000 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
18,000
20,000
80,000
43,000
0
0
0
SITES Site 2275 (TAURANGA GIRLS' COLLEGE) Site 5867 (House # 20673 on School Site)
0 0
0 0
120,000 0
0 0
0 0
0 0
0 0
Subtotal 2 (sites)
0
0
120,000
0
0
0
0
18,000
20,000
200,000
43,000
0
0
0
Subtotal 1 (buildings)
Total CAPITAL
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3 STRATEGIC SECTION - 3 YEAR AIMS As a result of community consultation, analysis of school-wide achievement data and information, the analysis of variance and the self-review process the Board has identified the following strategic aims: Strategic Aims
2012
2013
2014
Strategic Aim 1
High Standards of Student Achievement
High Standards of Student Achievement
High Standards of Student Achievement
To develop forward thinkers with a life-long commitment to learning through high standards of student achievement and personal development
Senior: in 2012 to increase the number of students achieving at or above the NZQA national benchmarks for NCEA compared to 2011:
Senior: in 2013 to increase the number of students achieving at or above the NZQA national benchmarks for NCEA compared to 2012:
Senior: in 2014 to increase the number of students achieving at or above the NZQA national benchmarks for NCEA compared to 2014:
Junior: In 2013 to increase the number of students in the junior school achieving at or above national benchmarks for literacy and numeracy based on e-asTTle
Junior: In 2014 to increase the number of students in the junior school achieving at or above national benchmarks for literacy and numeracy based on e-asTTle
To increase the number of students in each junior cohort to progress more than 2 curriculum sub-levels over the year in each subject area
To increase the number of students in each junior cohort to progress more than 2 curriculum sub-levels over the year in each subject area
In all of the above to close the gap between Maori and non-Maori student performance so that by 2014 no gap exists. Positive Learning Environment
In all of the above to close the gap between Maori and non-Maori student performance so that by 2014 no gap exists. Positive Learning Environment
Positive Learning Environment
Participation To create a positive shift in levels of key competencies
Participation To create a positive shift in levels of key competencies
Participation To create a positive shift in levels of key competencies
To improve student attendance
To improve student attendance
To improve student attendance
To decrease the number of entries in KAMAR for negative classroom behaviour
To decrease the number of entries in KAMAR for negative classroom behaviour
To increase positive involvement in activities outside the classroom
To increase positive involvement in activities outside the classroom
Junior: In 2012 to increase the number of students in the junior school achieving at or above national benchmarks for literacy and numeracy based on e-asTTle To increase the number of students in each junior cohort to progress more than 2 curriculum sub-levels over the year in each subject area In all of the above to close the gap between Maori and non-Maori student performance so that by 2014 no gap exists.
Strategic Aim 2 To provide inclusive learning environments that encourage participation in academic, cultural and sporting arenas through a flexible, student centred curriculum
To decrease the number of entries in KAMAR for negative classroom behaviour To increase positive involvement in activities outside the classroom
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Strategic Aim 3 To demonstrate commitment to biculturalism and the principles of the Treaty of Waitangi acknowledging the unique place of Maori, and to respect all ethnic groups represented at the school.
In all of the above to close the gap between Maori and non-Maori student performance so that by 2014 no gap exists.
In all of the above to close the gap between Maori and non-Maori student performance so that by 2014 no gap exists.
In all of the above to close the gap between Maori and non-Maori student performance so that by 2014 no gap exists.
External networking of the aims, goals and objectives for learning, as well as student success promotes awareness in the wider community the school of the quality of education provision
External networking of the aims, goals and objectives for learning, as well as student success promotes awareness in the wider community the school of the quality of education provision
Strategic Aim 4 To continue the promotion of Tauranga Girls’ College as the preferred provider of quality education for young women
Internal networking of the aims, goals and objectives for learning, as well as student success promotes awareness within the college of the quality of education provision External networking of the aims, goals and objectives for learning, as well as student success promotes awareness in the wider community the school of the quality of education provision
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Annual Plan for Tauranga Girls’ College 2012 Strategic Aim 1
Target
To develop forward thinkers with a life-long commitment to learning through high standards of student achievement and personal development
High Standards of Student Achievement Senior: Having reviewed 2011 data our targets for 2012 related to NCEA Levels 1, 2 and 3 are:
Year 11 Māori girls will achieve Level 1 NCEA above the level of National Māori girls >65% Excellence endorsements at Level 1 are above the rate of Decile 6 Girls’ >4% student attainment at Level 2 are above the rate of National Girls’ > 7% at Level 3 are above the rate of Decile 6 Girls’ >4%
Junior: having reviewed 2011 data we have identified a group of students who are achieving below or well below national benchmarks for literacy and numeracy based on e-asTTle. Targets for these students are: Students in each junior cohort will progress more than 2 curriculum sub-levels over the year in both literacy and numeracy as measured by e-asTTle.
Objectives
Evidence
HODs will review with teachers student performance in 2012 and current class abilities using NCEA data to identify students needing remedial and extension support Teachers will create differentiated learning plans to address the needs of students for reinforcement and extension All students will be made aware of the requirements of merit or excellence level endorsement Tutorial and mentoring help will be offered where need is identified
Data analysis, records and commentary in planning material
A booster class in each junior cohort will focus on programmes to lift literacy and numeracy for members of that class E- asTTle data will be used to identify students who are underperforming Literacy and numeracy support will be put in place across the curriculum
Lesson plans and resources available to students are catering to different levels Department records contain evidence of material shared Students whose performance requires it have accessed tutorial and mentoring sessions Outcomes in NCEA level 1,2 and 3 meet the target benchmarks for 2012 Data analysis, records and commentary in planning material Lesson plans and resources available to students are catering to different levels Department records contain evidence of material shared Students whose performance requires it have accessed tutorial and mentoring sessions Identified students’ performance in e-asTTle end of year tests show the targeted improvement
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Strategic Aim 2
Target
To provide inclusive learning environments that encourage participation in academic, cultural and sporting arenas through a flexible, student centred curriculum
Positive Learning Environment Participation To create a positive shift in levels of key competencies
Objectives
Evidence
Learning competencies are revised and regular feedback provided to students on Curriculum level progress Learning competencies E asTTle progress
Evidence of reporting back to students and their families on all these areas is recorded
Attendance is monitored both by teachers and tutors, home contact made and strategies to engage students put in place Extra-curricular activities are supported and promoted
Attendance benchmarks are met or exceeded.
To improve student attendance to meet the Ministry of Education benchmark of 90% at all levels To increase positive involvement in activities outside the classroom
The number of students receiving excellence for learning competencies increases during the year
Participation data shows increased involvement in activities
Strategic Aim 3
To demonstrate commitment to biculturalism and the principles of the Treaty of Waitangi acknowledging the unique place of Maori, and to respect all ethnic groups represented at the school.
Te Kotahitanga continues to be implemented across the school, through observations in all classrooms, co-construction meetings and building of community links
All planning processes include review of Maori and Pasifika performance as a focus
Te Kotahitanga Professional development for staff develops strategies to continue the lifting of performance of Maori students
Markbooks and reporting show focus benchmarks and progress against the identified benchmarks Specific benchmarks for Maori and Pacifica are identified and progress reported on in Te Kotahitanga milestones
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Strategic Aim 4
Target
Objectives
Evidence
To continue the promotion of Tauranga Girls’ College as the preferred provider of quality education for young women
Internal networking of the aims, goals and objectives for learning, as well as student success promotes awareness within the school of the quality of education provision
All members of the school community share responsibility for networking and publishing of information around aims, goals, objectives and student success Budget provision is made for school wide publicity All members of the school community share responsibility for networking and publishing of information within school around aims, goals, objectives and student success Budget provision is made for external school publicity
Visible displays of thematic material in all public spaces and classrooms
External networking of the aims, goals and objectives for learning, as well as student success promotes awareness in the wider community the school of the quality of education provision
Student successes celebrated and displayed
Public communication channels contain published material
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