Annual Plan 2016

Western Springs College

Annual Plan 2016

GOAL ONE: To attain the highest possible academic, cultural and sporting standards.

OBJECTIVES OUTCOMES ANNUAL TARGETS

Achieve outstanding academic results at all levels for NCEA & Scholarship

Improve the grade quality of all students at all levels,

in particular, that for Maori and Pacific Island students,

and for boys across all levels

  • WSC students achieve 90% NCEA pass rates across Levels 1, 2, 3 and for U.E. Improved Scholarship results
  • WSC students achieve grade quality targets: Level 1 – Exc. 30%; Merit 40%; Level 2 – Exc. 25%; Merit 35%; Level 3 – Exc. 20%; Merit 30%
  • Maori and Pacific students’ NCEA results (pass rates and grade quality) match those for all students
  • Gender achievement gap under 10% for NCEA pass rates, and for Exc. & Merit
  • Subject teachers communicate high performance expectations at an individual student level and insist on timely student work completion
  • Department heads closely monitor assessment results and help teachers respond strategically
  • Form teachers encourage and support individual student goal setting through learning conversations
  • House heads monitor student performance and employ timely interventions and referrals
Prioritise recognition of academic, cultural and sporting achievements
  • School community knowledge of, and pride in school standing
  • Ensure reporting of achievements in all forums (assemblies; school website; newsletters; local media)
Further strengthen the learning culture of the junior school
  • Subject and form teachers make routine reference to the Junior Learner Profile in their learning conversations with their students
  • Students demonstrate understanding of own learning profile in learning conversations, and report interviews
  • Students able to identify next steps in their development as learners
  • Students make significant progress from year to year in their development as independent learners, as indicated by their learning conversations records and results
  • Use Monday after-school meetings with senior managers and house heads to plan a school-wide learning- to-learn programme
  • Use Junior Learner meetings (Tuesday am) and house meetings (Friday am) for programme planning with subject and form teachers
  • Use the Junior Learner Profile and Learning Objectives as foci for learning conversations in form class sessions, subject classes and report interviews
  • Use JLP information to help identify accelerated learners

Cater for the needs of gifted, talented and very able students

  • School self-review data indicates parent and student satisfaction with the provision for GAT students and for the accelerated learning programme
  • Increased student capacity for Scholarship and university study in Year 13
  • Work directly with department heads to identify Year 9 (and unchallenged Year 10) students and facilitate enhanced differentiation
  • Liaise with individual students and their teachers
  • Establish a Google site data base identifying GAT and accelerated students for all staff
  • Enable Year 9 GAT students to self-manage a cross-curricula enquiry beyond the confines of the timetable
  • Facilitate sharing of best practice across subjects
  • Devolve delivery of GAT support to Maori medium students
  • Refine processes and criteria for the identification of accelerated students
  • Provide personal guidance and support for accelerated students
Personalise assessment
  • Students’ best achievement is more fully acknowledged
  • Department heads and staff share examples of personalised assessment practice within and across departments
  • Encourage departments to explore assessment when-ready approaches
  • Provide assessments which enable all students to be assessed in ways and at levels that are appropriate to their ability and skills
  • Encourage departments to utilise a range of presentation modes within standards
Develop students’ career management competencies
  • Students equipped with the career management knowledge and skills needed to make well informed choices throughout life
  • Deliver Year 12 programme activity centred on the four competencies
  • Facilitate support role of Pasifika parents as career educators
  • Review the WSC careers education programme against the revised (2014) Ministry benchmarks

GOAL TWO:  To provide excellent teaching across all curriculum areas.

OBJECTIVES OUTCOMES ANNUAL TARGETS
Building consensus concerning school-wide and curriculum area guidelines for planning and designing teaching and learning spaces
  • Learning spaces which reflect WSC’s Charter and, in particular, the school Teaching and Learning policy, and vision for excellence in learning
  • Students’ love of learning is inspired by their access to creative and challenging pedagogies, supported by a range of technologically advanced settings
  • Each curriculum area design reflects the shared pedagogies embraced by the school and those relevant to that discipline
  • Teachers’ daily professional practice is enhanced and strengthened by their close collaboration
  • The school community is presented with a clear, coherent and compelling design for a modern secondary education
  • Senior leaders/managers are demonstrably responsive to staff and student needs
  • Teachers and departments are give’s ten the time and opportunity to engage in dialogue about learning environment design
  • Students’ input is facilitated and valued
  • Communication with the board trustees, parents and the community is prioritised
Engage all teachers in an individualised professional development programme designed to strengthen and consolidate teachers’ knowledge and skill related to data-based reflective inquiry and learning conversations
  • Teachers’ reflective inquiry and coaching skills are enhanced
  • Teachers increasingly apply learning conversation skills in their relationships with students at all levels
  • Teachers identify and address student underperformance using data-based strategies
  • Teachers collaborate within coaching groups to advance their teaching-as-inquiry knowledge and skills
  • Form teachers are supported in their use of learning conversations to advance student self-management competencies
Use a wide repertoire of ICTs to enhance student learning
  • The majority of teachers are able to work with Google Drive
  • All teachers widen their use of Google Classroom as a class communication tool
  • WSC is ready for the introduction of BYOD in 2017
  • Provide ready access to ICT PD workshops in Google Classroom
  • Manage transition to senior students’ own devices
  • Manage transition to MUSAC Edge school management system

Improve teaching practice through appraisal processes aimed at supporting the use of effective pedagogies

Implement and review the newly developed attestation procedures

  • Teachers perceive close identification between appraisal and professional development
  • Staff report the manageability & integrity of attestation procedures
  • Integrate staff professional development teaching-as-inquiry programme and appraisal
  • Implement attestation procedures as outlined in the 2016 Attestation Handbook
  • Ensure implementation of Tataiako competency guidelines

Pursue a consistent policy of recognising staff achievement and resourcing incentives aimed at retention

Notify vacancies in multiple forums giving emphasis to WSC’s achievements

  • Staff report due recognition of performance in school review survey
  • Staff turnover provides no evidence of avoidable push factors
  • Principal is able to confirm the calibre of teacher appointments
  • WSC’s esteem in the education community is verified through the systematic collation of informal feedback
  • Use staff and school community forums, individual communications to acknowledge achievements
  • Proactively resource promotions, improved working conditions

  • Resource Education Gazette display advertisements for vacancies
  • Keep a data base recording volume of applications for each position
  • Report vacancy outcomes to Board of Trustees

GOAL THREE: To achieve equitable status for Nga Puna O Waiorea Kura Rumaki and full co-governance status for Maori

OBJECTIVES OUTCOMES ANNUAL TARGETS

Permanently secure separate and adequate Ministry of Education resourcing for operations funding, staffing entitlements and property provision

Establish an alternative constitution which gives formal expression to WSC’s co-governance policy

Establish a strong parent body representative of English-medium Maori students gives effect to co-governance

  • Ministry recognition of the ongoing operational funding needs of a kura within a secondary school
  • A Ministry-resourced rebuild of the kura which attends to whanau requirements
  • Te Ohonga Ake representation consistent with WSC’s Co-Governance policy
  • English-medium Maori parent leaders are integrated into Te Ohonga Ake
  • Negotiate and secure a Ministry resourcing formula beyond 2017 which meets Waiorea’s leadership, management and administration requirements
  • Negotiate and secure an operations grant which recognises the unique needs of WSC’s kura rumaki
  • Complete process for obtaining a Ministry of Education-approved alternative constitution
  • Proactively recruit Maori parents who support co-governance and who seek provision for the needs of English-medium Maori students

GOAL FOUR: To continue to develop a safe, positive, supportive and inclusive learning and teaching environment

OBJECTIVES OUTCOMES TARGETS
Identifying, teaching and reinforcing the expected tier one behaviours for PB4L (Positive Behaviour for Learning School-Wide)

Develop comprehensive, site-specific health and safety systems

  • The development of programmes to support students improve their behaviour, resilience and wellbeing
  • Build an interdependent health and safety culture Communicate these developments to the school community

  • Review and take ownership of the school values work undertaken by the PB4L team in 2015
  • Consult Junior Learner Council to explain PB4L and obtain student endorsement of positive behaviours
  • Facilitate and recognise teachers’ positive pastoral postings
  • Complete the systems development work undertaken since the Ministry-commissioned health and safety audit

GOAL FIVE: To ensure that Board-level operations are closely aligned to WSC strategic plan goals and objectives

OBJECTIVES OUTCOMES TARGETS
Frame board meeting agendas and reports around strategic plan development issues
  • Board-level planning is better able to influence school policy development
  • Meeting time is productively used
  • Ensure board meeting agendas are fully devised by means of consultation in advance of meetings

Restructure board committees to reflect strategic priorities

  • Proactive planning and timely implementation of governance and management tasks
  • Establish new committees (eg Communications) and review the processes of existing committees (eg Finance)

GOAL Six: Manage the design and construction of the new school inspired by the vision of creating an outstanding teaching and learning environment

OBJECTIVES OUTCOMES TARGETS
Develop a coherent and compelling vision for secondary education in the new school
  • School community endorsement of the features of teaching and learning in the new school
  • In-zone prospective families are well informed about WSC’s enduring attributes, strengths & achievements
  • Articulate the nature of teaching and learning at WSC for public audiences
  • Convene public meetings to communicate the key features of teaching and learning at WSC
  • Communicate the ways in which teaching and learning at WSC will be enhanced in the new school
  • Communicate to the community continuities between the existing and the new school

Develop learning environment designs for the new school which give full expression to current best practice pedagogies at WSC and also allow for future evolution of teaching practice at the school

  • New school learning spaces which inspire creative and critical thinking
  • Student-centered spaces which enhance both collaboration and individual endeavour
  • Identify curriculum area design features for enhancing current best practice
  • Interact with the architect(s) to discover best design solutions
  • Consult teachers and students as part of this process

Adopt an integrated sustainable design process for the planning of the new school

  • 5 Green Star features are integrated into the school design
  • School community is fully informed about and supportive of sustainable design features
  • Approach school design mindful of the key dimensions of the NZ Green Building Council 5 Green Star code
  • Apply Living Building Challenge principles to design

Maintain high standards of teaching and learning throughout the period of the rebuild (2017-2018)

  • A safe, fit-for-purpose physical environment during the rebuild
  • School community is well informed about the safe, mindful management of the transition to the new school, 2016-18
  • Develop a communications strategy which addresses the demands of the rebuild phase
  • Appoint a health and safety officer, 2016-2018
  • Ensure regular reporting to the WSC Board
  • Prioritise regular communications with staff, students and parents

Ensure the opening of the new school at the beginning of 2019

  • Classes operate in the new school from February, 2019
  • Assign a high public profile to the project timeline
  • Monitor implementation of the timeline closely
  • Intervene proactively as required

GOAL Seven: Develop and strengthen school-community alliances, partnerships and links

OBJECTIVES OUTCOMES TARGETS
Develop and implement a school marketing and communications plan
  • School community has ready access to a wide range of information about WSC
  • Review and refine existing practices
  • Complete restructure of school website

Build close relationships with our main contributing primary and intermediate schools

  • Facilitation of a natural pathway for students and their families within the local state sector
  • Development of awareness and understanding of the special features distinctive of our neighbouring schools
  • Develop a vision which acknowledges the common strands which bind the schools
  • Contract an external facilitator to manage this process
  • Visit all schools in the cluster
  • Explore possibilities for Ministry of Education IES funding of joint projects

Further develop links with former students through the alumni association

  • Significant alumni membership increase
  • Communicate new school developments on a regular basis
  • Produce and distribute regular alumni newsletters
  • Seek alumni fundraising support for new school projects

Establish partnerships with local commercial and community organisations for collaborative and fundraising purposes

  • Additional, shared school/community sports facilities
  • Council fundraising support for new school projects
  • Mutually advantageous events coordination, (eg planning for carparking)
  • Opportunities for local commercial organisations to support new school developments
  • Prioritise participation in Auckland City-convened local stakeholders group
  • Collaborate with Auckland Council Sport & Recreation to identify partnership projects
  • Identify in-zone CBD companies inclined to provide local school support
  • Ensure close liaison with Ngati Whatua

Harness the active support of current and prospective families in order to generate revenue for new school fundraising projects

  • School community given opportunity to financially support new school developments
  • Determine projects warranting public support
  • Complete research into and construction of detailed data base
  • Determine fundraising methodology (eg capital campaign)
  • Initiate contact with individuals and families to negotiate terms of support

GOAL Eight: Ensure that budget-setting and fundraising is aligned to strategic school development priorities.

OBJECTIVES OUTCOMES ANNUAL TARGETS

Ensure continuous liaison between the Finance Cte. and the principal for financial planning purposes

  • School development priorities and risks are identified
  • Board financial planning proposals and directives are determined in a timely manner
  • Annual income and expenditure are clearly delineated
  • New school fundraising priorities are endorsed by the Board of Trustees
  • Establish clear timelines to facilitate board directives for budget setting purposes
  • Ensure regular reporting between the Finance Cte. and the Board of Trustees in relation to financial planning matters
  • Review caregiver contribution sought from the school donation