Tangaroa College

SCHOOL CHARTER AND STRATEGIC PLAN

2018–2021

Our vision

At Tāngāroa College we excel in education through:

Innovative learning,

A tradition of caring, and

Partnerships.

Context

Tāngāroa College is a state co-educational secondary school catering for students from years 9 to 13. The school is located in the Otara suburb of Mānukau City and is the ‘Heart’ of our community, Tāngāroa has provided and will continue to provide our community with Arohā and Mātauranga.

Our College provides a very special learning environment. It is focused on developing outstanding citizens who are moral and respectful. We place an emphasis on ownership of learning and being actively involved so that our students are well equipped to seize opportunities offered by new technologies in a rapidly changing world.

Our ‘Vision’ is driven by the school's Learning Charter, which was designed to capture our philosophy of teaching and learning. The Learning Charter sets out the partnerships, standards and expectations for students, teachers and parents.

The role of the teachers at Tāngaroā College is to establish high quality learning environments where students, discuss and share ideas and knowledge, (new and existing), have skills to interact not only with others but also in a dynamically changing world of technology. The level of engagement is developed through quality relationships with students, families and whanau. Teachers challenge students to think, to evaluate and to reflect on their own learning and progress.

Students are encouraged to interact with teachers, technology and their peers to develop understanding, and most importantly, to apply their knowledge to problem-solving and be able to draw relevance and context to their learning.

Tāngaroā College is an exceptional school because we encourage and promote our students to be exceptional; we do not accept social beliefs and ideologies of who we are as a school, and who we are as people, as our school motto states ‘ Waiho i te tokā tu Moana’ steadfast like a rock in the ocean.

Demographics

Rolls by funding year level, gender, and ethnic group, as at 1 July 2017

Funding year level Gender Māori Pasifika Asian Other European/ Pākehā International students Total

Year 09 Female 16 62 1 1 0 0 80

Year 09 Male 27 84 2 1 0 0 114

Year 09 Total 43 146 3 2 0 0 194

Year 10 Female 17 78 1 0 3 0 99

Year 10 Male 22 67 2 0 1 0 92

Year 10 Total 39 145 3 0 4 0 191

Year 11 Female 23 74 2 2 1 0 102

Year 11 Male 22 86 3 1 0 1 113

Year 11 Total 45 160 5 3 1 1 215

Year 12 Female 15 66 0 0 0 1 82

Year 12 Male 12 61 0 1 1 5 80

Year 12 Total 27 127 0 1 1 6 162

Year 13+ Female 8 61 1 0 0 1 71

Year 13+ Male 10 46 5 0 1 1 63

Year 13+ Total 18 107 6 0 1 2 134

Total Female 79 341 5 3 4 2 434

Total Male 93 344 12 3 3 7 462

Total Total 172 685 17 6 7 9 896

Our mission

To nurture in each student a belief in self, a commitment to achievement and the spirit of aroha.

Our values

At Tāngaroā College we:

acknowledge Te Tiriti o Waitāngi

expect high standards of teaching and learning

lead a healthy school philosophy

encourage innovation and continuous improvement

positively affirm all cultures in the school

reflect community values and aspirations of providing quality learning experiences

promote the importance of learning for future generations

Guiding Principles

1. We will nurture learners committed to personal excellence in all endeavours ● Students will always be encouraged to take responsibility for their own learning.

● Students will be encouraged to aim for their very best performance in whatever they undertake whether it is in academic, cultural or sporting endeavours.

● All staff will work collaboratively to develop independent learners who enjoy their learning.

● Success in all endeavours will be acknowledged and rewarded.

● The college will foster the personal qualities which prepare students to make a positive contribution to our society.

2. We will promote respect ● The college will be a supportive, positive and caring place for students, teachers, support staff and parents.

● Students and staff will value an environment free from harassment of any kind.

● The physical environment will be safe and pleasant.

● Students will enjoy their learning in all its forms.

● All students will have equitable access to learning opportunities and support.

3. We will actively encourage innovative, reflective and adventurous educational and school practice ● Change based on solid research and data gathering will be encouraged and embraced; if there is a better way we will find it.

● Self-review will underpin all activities and initiatives.

● Thoughtful risk taking will be encouraged as people strive for personal excellence.

● The professional learning and development of all staff will be a major priority.

4. We will develop and maintain positive and effective relationships with all those involved with the education of our students

● Parents will be made aware of the progress and achievement of their children regularly and accurately so that appropriate action can be taken.

● The college will incorporate the Treaty of Waitangi and its principles into all aspects of the college.

● Teachers are our main learning resource and will be consulted and involved in all significant educational change.

● The local community including business, sporting, cultural and other organisations will be included in the development of our policies and priorities.

● Links with contributing schools will be valued and enhanced.

● The college will take a leadership role in educational matters as they relate to our community.

● The college will foster sustainability across the school.

5. We will foster an appreciation of diversity in our school’s national and global community

● Students will celebrate and enjoy all forms of diversity in our college, nationally, and internationally. This includes cultural, gender, intellectual and physical difference.

● Staff will promote attitudes based around understanding, tolerance and knowledge of differences between people in the curriculum and the wider school environment.

National Administrative Guidelines

The Board of trustees has in place a set of policies which provide assurance and direction as to how the Board of Trustees will meet its obligations as outlined in the National Administrative Guidelines (NAGs).

Policies

These policies cover: Nag 1 Curriculum Nag 2 Planning and Reporting Nag 3 Personnel Nag 4 Finance and Property Nag 5 Health and Safety Nag 6 Legislative Requirements

Full policy documents are available on the college website www.tangaroa.school.nz

National Educational Goals The College Strategic Plan aims to address the priorities outlined in the NEGs and as a school, Tāngaroā College is committed to the Treaty of Waitāngi principles of partnership, participation, and protection:

Community Consultation The college consults the community on a regular basis. The approaches we use are through ● Parent and Teacher conferences ● Parent/ guardian meetings – Māori and Pacifica evenings ● Careers information days ● Ceremonial celebrations ● Board of Trustees ● Our school website ● Extra- curricular activities ● Newsletters ● Parent surveys

Overarching Student Achievement Goal

T​ā​ng​ā​roa College Students will achieve the highest standards of academic achievement, personal endeavour and community contribution This will be achieved by: A. Improving academic results at all levels for all our students B. Developing all students’ learning habits C. Providing meaningful student leadership development and opportunities to enhance the culture of the school D. Increasing the number of students engaged in co-curricular activities E. Increasing the number of sports teams competing in top level competitions F. Increasing the number of Arts and cultural groups participating in regional and national events G. Ensuring that students develop all round capabilities and qualities in terms of character, service and contribution to the community.

Annual Achievement Targets for 2018 - 2020:

A. Literacy: 1. At least 55% of students in Year 10 will be reading at Level 5 of the NZC

B. NCEA Achievement Targets (NZQA Roll based data) ​ 1. Maintain the % of students gaining NCEA level 1 literacy credits at 85% or greater 2. Increase the % of students gaining NCEA level 1 numeracy credits to 85% or greater 3. Increase the % of students gaining NCEA at their appropriate level (Roll based): a. Year 11 (NCEA level 1) to 85% b. Year 12 (NCEA level 2) to 85% c. Year 13 (NCEA level 3) to 85% C. University Entrance ​ 1. Increase the % of students eligible to gain the UE qualification (NZQA roll based data) to 55% D. Maori Student Achievement ​ 1. Increase and/or maintain the % of Maori gaining NCEA and University entrance qualifications (NZQA roll based data) to: a. Year 11 (NCEA level 1) to 85% b. Year 12 (NCEA level 2) at 85% c. Year 13 (NCEA level 3) to 85% d. UE to 55%

Annual Achievement Targets for 2018 and 2020: A. Literacy: 1. By the end of the year at least 55% of students in Year 10 will be reading at Level 5 of the NZC ​ ​ ​ 2. By the end of the year at least 45% of students in year 9 will be reading at Level 4 of the NZC ​ ​ ​ B. NCEA Achievement Targets (NZQA Roll based data) ​ 4. Maintain the % of students gaining NCEA level 1 literacy credits at 85% or greater 5. Increase the % of students gaining NCEA level 1 numeracy credits to 85% or greater 6. Increase the % of students gaining NCEA at their appropriate level (Roll based): a. Year 11 (NCEA level 1) to 85% b. Year 12 (NCEA level 2) to 85% c. Year 13 (NCEA level 3) to 85% C. University Entrance ​ 2. Increase the % of students eligible to gain the UE qualification (NZQA roll based data) to 45% D. Maori Student Achievement ​ 2. Increase and/or maintain the % of Maori gaining NCEA and University entrance qualifications (NZQA roll based data) to: a. Year 11 (NCEA level 1) to 65% ​ b. Year 12 (NCEA level 2) at65% ​ c. Year 13 (NCEA level 3) to 65% ​ d. UE to30%

Our targets are set high, this is to ensure that we as a school are continuously expecting high standards from students and teachers. Teachers are expected to analyse their teaching practice and their students achievement data. These are targets to be meet at the end of 2020, but reported on annually to ensure departments are tracking towards improving student achievement.

Strategic Initiatives 2018 - 2021

Tangaroa College will work toward realising its vision and achieving the student achievement goals through pursuing the following key strategic initiatives

Strategic Initiatives Strategies Actions Department Action Plans

1. To provide high quality ● Having an effective staff development ● Professional Development Plans supported Need to align with Strategic innovative teaching and process including the provision of by external providers Initiatives and reflect the learning across all areas professional learning and ​S​olo Taxonomy: Faye Booker strategies and achieve the development informed by research ​L​iteracy: Teams Solutions school wide targets that is focussed on robust inquiries, ​E​-Learning: Cognition effective pedagogies, and an effective ● Tutor Programs being Focused on and purposeful appraisal system Academic Mentoring Learning charter ● Building teacher/student learning Kaupapa partnership ● Assemblies re-structured: ● Using assessment and engagement Principal address at the Beginning and end data to inform teaching and learning of terms strategies Level assemblies TBC on frequency of time ● Develop and enhance the eLearning ● Strategic Plan for e-learning with clear platform to enable the application of outcomes for teaching and learning modern pedagogies in lessons ● Assessment data analysed by teachers, ● Building leadership capacity in the HoLs, deans and Senior leaders college ● Extended Leadership team reviews data to track students achievement

2018 Term 1 2018 Review: ● Literacy PLD - Led by Team Solutions and Literacy Committee members (a representative from each subject area). Training of committee members in research based literacy strategies by the team, who then return to departments to strengthen literacy practice within the department and throughout the school.

● Junior ELT (moving into second year) - All Year 9 &10s have completed the academic mentoring process. (+WG)

● Data analysis using AsTTle data tests carried out in Term 1 in the junior school - building the capacity of the LC representatives to; read and analyse data, replicate this in their own subject areas.

● Tutor based activities across the school, to assist in the building of a ‘reading culture’. Stop Drop & Read at least once a week during Thursday Tutor period. Senior Leaders / Middle Leaders/ Office staff, without a tutor group are invited to sit and read with a tutor group.

● Academic mentoring on the most part has been completed at a senior level. Deans are still catching up with teachers and students with outstanding conversations. The concern is students who do not yet have a conversation as reporting to parents will be different (Term 2). There will be more of a focus on subject teachers which means tutors need to make sure they have supported students in their tutor class by following up on assessments/grades etc. WG: The number of completed academic conversations by tutors with individual students appears to be significantly increased compared to Term 1 last year.

● In senior tutor classes tutor teachers are becoming more “aware” on how to track and monitor UE (14+), reading, writing, literacy, numeracy etc. I also think the visual tracking in the staffroom has created more “buy in” across the board. The inclusion of this information which was normally a ‘face to a name’ means this process has more meaning and mana. ​2019: Senior tutor teachers and Dean are tracking UE 14+ credits closely/students are reminded of this at assemblies. UE tracking wall in tutor classes. We have already had 1x UE lit “catch up” for students missing this. DA is tracking all students in the cohort as opposed to the ones initially identified as who wanted to go to University

● Building leadership capacity: I would really love to hear what more teachers are doing in their classrooms and what is working for them. Maybe a staff meeting with 4 mini presentations or an after school “cafe style workshop” that you can pick to attend two. I think for people that might identify “meeting deadlines” as a struggle it would be good to hear from staff members who are able to manage this with students (sorry team just a thought). I really like how Martin is developing leadership with staff members through e-learning PLG.

● WG: The teacher appraisal process has been implemented on a 100% digital platform. A major part of the appraisal obligations is for teachers to engage in professional learning, and this too is launched completely on a digital platform. Four PLG sessions have been completed so far. The five PLG team structure is deliberate to encourage staff to reveal more about their practice and seek to be seen to engage with the two pedagogies, namely SOLO and e-learning. The approach with e-learning is to be experiencing it as learners in the PLGs as to realise its potential in the classroom. The approach with SOLO is to expect teachers to demonstrate how they have extended their application of SOLO beyond what they currently do as routine. There are 14 PLG coaches who meet a few days before each session. Not only do they facilitate each session, they become professional leaders of the new technology.

● Development of Deans and the level of information they are providing back to ELT meetings is exceptional. As an SLT team we need to ensure we are supporting the deans and the students by ensuring we know what assessments will be late and the reasons why etc. ​2019: SLT and HoLs also presenting to Dean’s re: tracking and monitoring of departments and subjects.

● Some Tutors/HOLs are accessing Course Outline information to enable better Academic conversations and deadline monitoring for students - HSA, Year 13 and Year 12 teachers specifically.

Principals Assemblies: Assembly 1: Choices and understanding your learning Assembly 2: recognition of long services to the school 20 year plus: Head Girl leading this with a speech. Acknowledgement given but appreciation of their commitment and what true commitment is.

Term 2 2018 Review/Comments:

● Academic mentoring - needs to continue to be pushed at all year levels. We need to support our Deans and tutor teachers to make sure meaningful conversations are happening and that tutor teachers are following up with subject teachers consistently. In theory we would like the quality of conversation to be the drive for students to investigate into the current status of their credits (high quality teaching and learning across the board). WG: greater completion rate of LCs in Term 2. ​2019: Greater number of conversations happening however the next step would be reviewing the quality of the conversations.

● Further SOLO PD for staff would be great. We have had a huge focus on e-learning and we want to continue to encourage and support staff on their SOLO journey. How do we know that this is happening apart from department minutes? Maybe a survey? (Just an idea). WG: It seems that creating effective rubrics for junior programmes is difficult for many staff. This is a long process. Some believe that they have done what is required when the new rubric does not clearly link to SOLO. Keep going! ​2019: Junior assessments and rubrics are being used school wide and HoLs are apart of regular SOLO PD. Check in with departments that SOLO goals are evident in action plans

● WG: The Learning Impact Teams continued to meet on Monday afternoons - now completed seven sessions. Focus moves to teachers “taking action” in their lessons and reporting back to their teams. Fairly formal presentation process to ensure some rigor to the process. Six staff have given their presentations to the Teams already.

● WG: E-Learning is developing rapidly, with many staff converting to Google Classroom when they have access to devices. It is accepted that much use of devices is little more than substituting pen and paper, but that opens the way to greater collaboration, student autonomy and connection with expertise in the future. A big issue is when and how TC goes BYOD.

● WG: Staff have been using the digitised appraisal documentation. Most lesson observations have been recorded by appraisers directly into the My Observations document. Those who use it have not found a problem. Those who have record it using pen and paper will scan this and insert it into the digital version. The LIT sessions have required staff to complete short reflections of their inquiries in the My Inquiries doc. Both of these docs can be linked in the My Evidence and Appraisal doc. SLT can see the progress by accessing the shared Performance Management Packs.

● Literacy committee Meeting twice a term with each department represented at the meetings. Sharing of resources, department progress with SOLO/ Literacy aligned strategies, standing agenda item for all dept meetings.

Term 3 2018 Review

● SOLO taxonomy - 2nd year nearly over. Supported by Literacy strategies. Next steps: continue with working with Faye Booker - works well one-to-one. Junior units aligned with SOLO. Work needed on getting consistent use of SOLO with unit documents to match. Many depts will not have all units with SOLO marking schedules, etc. In the case of the Maths Dept, lots of docs exist but not necessarily translated into delivery in lessons. Perhaps inquiry programme could be vehicle for enhancing performance of individual teachers. Line managers can suggests 2019 inquiry focus based on current performance.

● Data tracking is hindered at times as Staff are reacting after the deadline. rather than planning ahead. Missing deadlines frequently. WG seeks to require timelines for each programme. Maybe standardise this.

● PLG Inquiry programme (Learning Impact Teams) is almost complete. High completion rate among staff. Some presentations to be celebrated eg Monuia. Overall lift in use of Google g-suite for all aspects of management and lesson delivery. Strong evidence of SOLO being integrated into lesson plans.

● Planning for BYOD 2019 for Year 9 is well underway. Logistical complexity of ensuring sufficient devices for year 9 classes. Combo of families purchasing, loaners, and class sets. Issue of preparing departments for launching an e-learning programme on Google Classroom.

● Use of online educational apps being used in some departments eg. Maths Buddy (Maths), BI/PA used ‘Desmos’ for level 2 Maths, Education Perfect (English), Use of Kahoot across all subject areas, Google classroom

Term 4 2018 Review

● WG: The annual appraisal cycle was concluded in Term 4, with teachers ensuring evidence had been gathered and matched to the six STPs, and an appraisal interview between each teacher and their appraiser. It seemed that the process was smoother than a year ago and all evidence is in digital form with links into the documentation. Teachers have been gathering their evidence all year.

● WG: Teachers have completed two school-wide inquiries which specifically targeted e-learning and SOLO. The PLG team structure (LITs) have helped to make teacher learning transparent which has further implemented the two goals. All teachers have presented their inquiry in their teams.

● WG: Preparation for BYOD for Year 9s has ramped in Term 4. We held an “E-Learning Info Night” for Year 8s and their families. This was well attended and the mood in the community was very positive. Staff have been informed. SLT acknowledges that there will be challenges in 2019, but we can’t let that be the reason to not do it.

2019 Review of Term 1 2019

● WG: BYOD for year 9s was launched this year. We are pleased with the number of students who are bringing chromebooks or laptops to school. A rough estimate based on keyboard devices appearing in lessons suggests at least 25% have them, and probably significantly more. The school has purchased sixty four Chromebooks which are stored in mobile secure cabinets with eight in each. That’s one set per Year 9 core class. The cabinet moves with the students. We applied to a number of charitable trusts and succeeded in gaining a grant to cover the purchase of a further 56 Chromebooks. These will be distributed to students in term 2 on an equity basis. They are loaned for three years, subject to a bond.

● WG: The 2019 appraisal system continues on a 100% digital platform, and now includes explicit appraisal of teachers with specific responsibilities which are rewarded with Management Units. Although, eventually MU holders will probably be appraised in their responsibility against the Education Council’s, in the interim we need to show appraisal against the STCA criteria, and this is provided for.

● WG: Encouraged by the success last year, we have continued the Learning Impact Teams for whole-school inquiry. There are nine sessions planned for 2019, with three completed this term.. The inquiry goals have been expanded and now include SOLO, literacy, digital programme and e-learning. Teachers are encouraged to be more fluid with their journey, and to combine the goals into integrated teaching units. The BYOD for year 9s is driving conversion to digital platforms, which opens up more ambitious pedagogies.

● WG: The MOE granted 200 hours of PLD support over two years ending Term 1 2020. This pays for one-on-one tuition for e-Learning by Lynne Thomas from Cognition Education. She has completed two days in Term 1.

● WG: Now that e-learning and BYOD are advancing at pace, we need to develop Digital Citizenship Guidelines with main aim of ensuring the safety of all users in the school and in the home. The MOE funding extends to funding Jacque Allen from Cognition as a facilitator. We have established a DCG Team of Chandar Dewan, Demelza Round, Marc Clarke, Jacque Allen and Martin Wright and have met once in Term 1. This is a year-long project and essential in all schools.

● LN: Using data from 2018, both PE and Languages reviewed their programmes for 2019. Languages added an Internal standard into both the Year 12 and 13 courses to increase the opportunity for students to develop formal written Samoan skills. These were always available as an attachment, but we decided to incorporate into the course so that both Rasela and the students were able to plan appropriately. PE decided to remove the Outdoor Ed, and Hauora courses, and they were not delivering the level of success for students that we expected. OE standards were incorporated into the PE courses (course variations were approved to increase available credit limit). To date we have seen better engagement in the PE courses and Term 1 achievement data is better than the last 3 years.

● LN: Both PE and Samoan have been developing Solo based Junior courses, with some success. 10SA is fully Solo based, but Lucy is taking some time to get to grips with teaching it, so Term 1 assessment is not completed as yet. LA is working with her, to have completed and marked by end of Term.

● LN: The Moderation process have been refined to allow departments to get to grips with Digital Submissions. Only 1 mainstream course has had to submit physical evidence (Journal books - too big to scan). There has been very good comments from HOLs on Digital Submissions.

● FI/ PI SOLO -LITERACY 2019 ● MOE funding confirmed allocation of 100 hours - External Provider - Robyn Headifen will be supporting the work of SOLO in departments & HOLs ● Marc-SCT - has conducted workshops and has facilitated meetings for new staff in using SOLO in their planning and teaching. ● SOLO /LIteracy Wall display in the staff room to collect teacher voice ● All Junior Assessments including marking schedules have been collected and aligned to SOLO (saved on teachers shared drive) Walk throughs and dept meeting observations / minutes to be more consistent and widespread to ensure that what we say we are doing with these school goals is actioned by all staff/depts across the school. Staff PLD after school outlined what the SOLO/ LITERACY goal is for 2019. A specific meeting for SLT around SOLO/LIT was conducted early in the term (facilitated by PI), outlining to our team their role in this important school focus/goal. Walk throughs conducted by all SLT midterm, found that teachers were applying SOLO and Literacy strategies in their lessons. Department meeting minutes and supporting SLT verbal reports and walk through notes, will also be able to validate that SOLO/ LIT is being embedded in all subject areas.

● AsTTle testing and data analysis - AsTTle testing was conducted in week 8 of Term 1. Tracking on google sheet has been completed and will be shared with all staff by FI. Education perfect Reading and Vocab results will also be used as additional data/ especially for students who missed asTTle testing (as the window for catch ups is only a week). Lucy / Christina - will be trained in asTTle by the asTTle agency and DT - supported by FI / and English dept (UA)

● TU - (Nga Atua) students and teachers were involved in building Te Reo Maori and Tikanga Maori by attending Noho Marae in Kaiaua. All students were involved in learning a new school wide haka which was undertaken by our Maori teachers (TJ and TA BM lead) and incorporated to strengthen our powhiri and school culture. Haka​ 2019 ● Juniors Year 9 and 10 during term 1 were involved in learning Powhiri protocols. This was undertaken at scheduled Wa Akoranga where they learnt waiata and karanga protocols. We were able to demonstrate this with welcoming the new year 9s and staff. Also visiting international guests from Hawaii.When Year 9s visited The Buddist Temple in Botany as part of learning from cultures planned by Social Studies they were able to convey respect and gratitude by performing our school Haka. We will look at other ways to add to our tikinga portfolio Moeteatea, new waiata in Term 3 and 4. Also Year 9s and Year 12s are building and trialling Tuakana/Teina March Drill model which PA WL TU

● are trialling in Term 2 and continue in Term 3. TU will add the link once students have completed a google form survey on this initiative in Term 3

● It is a goal and strong emphasis to embed in our Juniors Year 9 and 10 scheduled time allocated in wa akoranga Fridays to learn and understand the protocols and the meaning of why we as a school place importance in welcoming our manuhiri and give them a deeper understanding of Tangaroa culture and ongoing tautoko to Tainui kawa.

● We put these learnings into practise by welcoming and international Hawaiian Group visiting our shores where the Juniors who executed a great powhiri and haka tautoko under taken this term

● ELT - kicking off at the beginning of next term - waiting for more data to be available for Deans and SLT.

● Middle leaders (TI) would like to look at more opportunities for development with leaders (PLD)

● 2019: ELT now has HoLs attending. Possible next steps would be to get HoLs to present to Deans regarding priority learners - especially for the larger departments (English, Science and Maths). Would need to ensure that agenda items for HoLs are clear and specific and that they are given a specific aspect to report on

Term 2 Review

Term 2 SOLO/Literacy

● Continuation of developing leadership to support the implementation of SOLO. ● We have had some individual successes with a number of heads of departments and teachers making some good shifts. However, as in any school, the within-school variability in teaching, means that students are not getting consistent quality experiences across all their classes. This means it is time to do the real hard work of change - supporting teachers to change their practice when they are reluctant to do so. We aim to do this in a sustainable way by developing the leadership expertise of our senior and middle leaders so they can: have learning conversations that surface the theories of improvement & action that teachers hold; use evidence to test these theories and provide alternatives; co-construct action plans with their teachers; and develop ongoing data driven evaluation processes of teacher shifts (Robinson & Lai, 2006)

What will you see? What will you hear in the classroom?

● Evidence of planning aligned to SOLO - All departments have aligned their Junior unit plans to SOLO

Junior Unit Plans 2019

All department minutes reflect the ongoing discussion around teaching and learning in the Junior Curriculum

Some departments have developed student rubrics to develop student agency (moving away from teacher lead)

School wide PD to support staff and departments (some still need to develop their confidence or are not aware they are using SOLO)

What we are doing differently this year:

● The sole responsibility is not only the HOL’s but all staff, and therefore a more collaborative approach is needed to ensure consistency ( using Agile and Servitude leadership theory) ● Allowing staff to be part of the learning process rather than top down. ● External support from MOE - Irene Anderson (Literacy provider) & Robyn Hedifen (SOLO expert) has been a great support to our work ● Measuring the work of SOLO is reflected in the Junior ELT minutes: The Year 9 & 10 Dean continue to meet with SLT to drill down on the Junior Achievement and to identify priority students and importantly the interventions: Junior​ ELT Minutes ● Literacy hub ​held week 4 of Term 2, with staff divided into 3 groups and workshops focused on - ESOL strategies, AsTTle in the classroom, Metacognition and Literacy. Literacy focus - to support staff new to Tangaroa and AsTTle tool, sharing best practice of a teacher who has experienced success in the classroom (internal and external). ● AsTTle training - Nadine Sorenson from Evaluation Associates 6 June, 2019. DT, FI, UA, Lucy, Christina. Ensuring the growth of more ‘experts’ in asTTle administration / reading of reports/ etc and not relying on one or two people alone. Nadine pointed out the importance of getting accurate reading curriculum levels for all yr 9s before the start of 2020 to ensure accurate Term 1 data. ● Department minutes, walk through notes and verbal feedback from SLT up-line managers and HOLs, provides evidence that SOLO and Literacy are being embedded in teacher delivery of the curriculum. HOL and whole dept in-school PD with our external consultants (Irene and Robyn) has provided valuable support for staff/ leaders in their roles as pedagogical leaders rather than just administrators / managers. Leading learning is paramount and is at the forefront of discussions in dept meetings and PLDs at Tangaroa College. ● Moderation - ​ The Plan for 2019 was received and sent to HOL’s at the end of Term 1. Our window for submissions is from June 1 to August 1. The submission plan is different from this year, in that we are sending the majority of Moderation Material by digital means and we register our submission and then get advice when to send any physical material. In this 1st year of full digital submissions, we have had a few issues with access to documents, especially when owned by students, that have held up some submissions. Returns so far have been at the consistent or highly consistent level. Once I have received the confirmed reports, I will send to HOL’s in the Google Doc the same as 2018, and get their responses.

● WG: ​BYOD ​has progressed well. We were awarded a grant from The Trusts Charity in February. 56 Chromebooks were purchased in late February. They were finally distributed to students during Term 2. We have a “Loaner Agreement” and each family is expected to pay a $100 bond, but CB is issued with first payment fo $10. Priority was given to poorer families. This is a long term loan of three years and students can use the CBs at home and in

holidays. When we combine Loaners with class sets and individually owned CBs, we estimate that each Year 9 class has more than 75% that can access devices in lessons.

● WG: ​E-Learning​. Using the MOE funded 200nhorus of PLD, we have continued the “drop in” workshops provided by Lynn Thomas, two days in Term 2. This still has a high take up rate among staff. We also have utilsed the skills of Jacque Allen (Cognition Education, funded by MOE) to oversee the creation of “digital citizenship guidelines”. A focussed team of four staff (Demelza Round, Chandar Dewan, Marc Clarke) has met with Jacque and the scope of the project has been determined.

● WG: ​Professional Learning​. The school-wide inquiry programme continues with the Learning Impact Teams (LIT) meeting regularly. We have completed sessions 4, 5 and 6 in Term 2. Staff are now preparing presentations of their inquiries to their LIT team, and some staff have already presented in session 6. We have a competition for the best overall inquiry by a teacher.

Review of Term 3 2019 ● PI/FI - Literacy Hubs Focus on ‘writing’ best practice with TL. Irene focused on Metacognition in literacy teaching. FI focused on the Learning progressions and the link to the changes with NCEA literacy (NCEA level 1 literacy was initially thought to be pitched at the top of the progressions (level 5), but from the aimHi cluster meeting in September, it was shared that the top of the progressions is now at level 4 of the progression. Also adding a challenge to all subject areas to inject 5 mins of independent reading minimum on a daily basis. FI to follow up on this ‘challenge’ in term 4 - observing junior classes.

● AsTTle reading scores Term 3 for yr 9 and 10 have shown a positive shift. Encourages school wide efforts to continue deliberate literacy teaching skills, independent reading awareness (teacher) and strategies to help students with independent reading of texts. Use of solo taxonomy to support student close reading / inferences. ​Literacy and AsTTle results

● LN: Both PE and Samoan have been developing Solo based Junior courses, with some success. 10SA is fully Solo based, and Lucy is getting to grips with teaching it, so Term Term 2&3 assessment is completed and in the Markbooks. We have 5 students entered in Scholarship Samoan this year.

● LN: Moderation in 2019 has identified quite a few examples of assessment not consistent,. or not yet consistent. I have asked HOL’s to comment on the next steps to address these issues in the Moderation Plan register (link below). In most cases, the teachers have been referred back to the explanatory notes of the Achievement Standard. I have had a meeting with our SRM and she is happy with where we are at and how we are reviewing the Moderators feedback. There was one standard called for that we could not provide, as the evidence had been lost/misplaced. The teacher provided a letter explaining that and the standard will be called again next year ​2019 Moderation PLan

● LN: There has been considerable course change applications go through during this term, mainly from departments addressing student learning challenges, but also from departments adding an external to their course, and a couple that inadvertently gave me the wrong Course Outline when I was making up the markbooks.

● TI: Assessment data/ELT: Still a continuous work on. Even though our achievement is at a place where it has never been before the continue follow up with teachers etc is still a recurring theme. Working with HoLs/ELT how can we continue to build on their leadership capacity to “own” this? ● TI: ELT - Dean’s becoming more proactive instead of reactive. I think next year as a continuous place of improvement we will need to look at a students “total credits offered” to ensure students have the best possible opportunity and/or potentially pushing those teachers with concerning achievement especially at the Senior levels.

● TI: Department’s are using SOLO consistently. The continuous work on is with te reo as TJ is looking at how it works and fits in a Maori/language capacity. He is really enjoying his PD. SI also has a good model with SOLO/ self assessment rubrics for her Juniors which has received good feedback

● TI: Teaching/Learning partnerships in the tutor programme - how do we make this more consistent? Mentoring in the tutor programme goes from one extreme to the other which is evident In learning conversations. How can we make this more meaningful? Potential PD for staff around this? Quality over quantity.

● WG: The Inquiry Programme continued into term 3,where the focus was on staff presenting their inquiries to the teams. The teams have voted for the best presentations in their group. The winners will go to an all-staff meeting where all five team winners will present. Some generous prizes will be awarded to these finalists. SOLO taxonomy featured strongly in teachers’ inquiries. There is scope now for loosening the inquiry goals going into 2020.

● WG: The Digital Citizenship team has met once in Term 3, but has slots scheduled for T4.

● WG: E-Learning continues to be a focus. The time has come to identify teachers who have not used the Google Classroom platform for year 9 lessons, and target them to come up to speed. Lynne Thomas (our MOE funded e-learning tutor) will work with those teachers in T4.

● WG: The digitised appraisal system continues to run smoothly. In recent months, the system has been better used to ascertain teacher performance, especially for underperforming teachers.

● TU: We have initiated a Tuakana Teina Marching Drill which the Year 12 Services Academy have lead. This was started in Term 2 where 30 Year 9 students were selected by the Dean and Wa Akoranga teachers. These students were then taught how to the marching drill from the Services students. During Term 3 every Wednesday Marching has been then taught in small steps to the wider students in Year 9 involving 8 tutor classes. They have learnt discipline to march, with pride, working with others and to be part of a team. This has been very successful for all involved PA, TU, WL and Year 12

Services Students.We had a Marching out parade which made this untried program successful and will initiate for next year in what this looks like for 2020​Tuakana Teina 2019 ​ ​Tuakana Teina Drill Review of Term 4 2019

● Y9 & 10 SOLO Taxonomy: Focus Classroom observations with 1-2nd year teachers to support the implementation of SOLO. Feedback from Robyn and Irene has been very useful to help teachers to plan by using deliberate literacy strategies to support the process of learning. This is a key focus for next year is to look at 1) How teachers plan lessons using SOLO/Literacy strategies 2) For SOLO to become more visible in the classroom for students. ● SOLO/Literacy Meeting in week 5 with SLT/Robyn to relook at What deliberate literacy strategies are we seeing in the classroom? ● HOL meetings with Irene - Introducing the literacy progressions. Next step is to meet with the HOLs to align the literacy progressions to improve writing for all Y9 & 10. ● PLD funding approved for 2020 for SOLO/Literacy ● FI Tangaroa College lead school for aimHi Literacy Cluster 2020. The cluster is supported by Irene Anderson and is a great vehicle for sharing best practice across these schools: Aorere College, McAuley High School, Sir Edmund Hillary, Southern Cross Campus, De La Salle College, Mangere College.

● FI. All yr 9 and 10 students have been tested for AsTTle writing. Writing is one of the achievement challenges for our Te Puke o Taramainuku Kahui Ako. In addition to this, Anne Marie Tauiliili-Lia and myself have been appointed to the Across the School Leaders for the Te Puke Kahui Ako.

● WG: The Inquiry programme will wrap up for 2019 with an “Inquiry Slap Down” which is a competition between the winners from the five LIT teams. WG is considering changes for 2020 including not defining school goals, focusing on how to measure impact, and promoting “critical friend” concept of observation and feedback.

● WG: The Digital Citizenship Team (Marc, Chandar and Demelza, facilitated by Jacque Allen) finished the year with a Digital Citizenship Plan for the next three years.

● WG: E-Learning was included for a second year as one of the goals of the inquiry programme. A survey of year 9 students reveals inconsistent use of devices in lessons, with the general feedback being that Yar 9s want it more because it helps their learning. Inorder to accelerate use of devices, SLT has decided to require teachers to use Google Classroom in all junior programmes and a ​set of expectations​ has been published. 18 teachers have been invited to attend one more tutorial with Lynne Thomas in 2019 to prepare for these expectations and future tuition for staff will be aimed at bringing teachers up to the minimum level.

● WG: The annual appraisal cycle is coming to a close with teachers completing appraisal interviews with their appraisers. For most teachers, this is the second time around under the digital evidence system, so people know what to do. The Minister of Education has announced that the MoE requirement

for teacher appraisal will be abolished and that there will be a shift to a “high trust model” with professional development at its core. SLT are not sure what that actually means yet for 2020.

● LN: There has been significant increases in students accessing External Exams. Most senior courses now offer at least 1 external standard where available, and there is strong evidence that students are starting to see Externals as important, this is especially at L2/L3. Students are also more informed as to their courses and query them with both myself and their subject teacher. They are using the NZQA app far more.

● LN: Teachers have requested course changes and/or standards to be added to students during the year. This reflects both an awareness of students needs and well as effective reflection on the go of the suitability of certain standards within a course. While we do still have our recommended upper limits for credits in all senior courses, I have allowed some flexibility for teachers to be able to develop ILP’s for some students where appropriate. This is better managed through the markbook, rather than as attached standards.

● LN: I have had requests for information on latest exemplas, teaching resources, etc when teachers have become aware of criteria and explanatory note changes to standards. We, as a school, are far better at being informed regarding these changes and reacting to them.

● TI: With Martin’s clear expectations of what e-learning should look like at Tangaroa College the next step potentially might be how we can “evolve” this to enable more visible modern pedagogies. Who is doing this well in our School who we could showcase/use an exemplar (share some practice)

● TI: We use assessment data on a regular basis (ELT) but we also mention “engagement data”. How can we measure this in a meaningful way to track the “engagement” of our students? Some teachers use student voice to adapt their teaching practice. How could this potentially be done at a School wide level to improve practice? (For the staff that don’t conduct student voice, why?) - sorry thinking aloud here.

2. To provide a curriculum that ● Continue to develop a curriculum ● Time table change meets the objectives in the which equips students with the ● Careers dept. focus on supporting New Zealand Curriculum and attributes of confident, students’ academic journey - provides opportunities and connected, actively involved, careers week / option selection pathways for all students. lifelong learners. week ● Embed the Learning habits into ● Learning Charter embedded in all curriculum planning and everything we do delivery ● Solo taxonomy embedded in ● Investigate alternative timetable everything we do structures -

● Continue to develop qualification pathways that meet the needs of all students 2018 Review Term 1 2018:

● Learning Charter - ​How do we measure this is transparent throughout the school??- collect student Voice and teacher practice. ● Learning habits: Introduction of SOLO and the school wide use of the terminology is becoming a “habit” for students and staff. This is also slowly being embedded across departments as assessments, rubrics, schedules etc are being re-written to incorporate SOLO. WG: It appears that there is much variation in the extent and depth of SOLO implementation in lessons. We have been pursuing SOLO for long enough now for the deeper challenges to become more apparent and SLT will need to be attentive to supporting departments and individual staff to embedding it more fully. For some departments, there is much work to be done.

● SLT/Deans are working with careers and Gateway to provide different options for students to gain credits.

● Personally I like the timetable change as I have more time with students and I feel that from a teaching perspective I have more time to develop students’ level of understanding (outcome expected: higher level of M and E achievement). Might be good to survey staff/students to see what they think on the timetable change?

● WG: The timetable change has been accompanied by the new requirement to enter senior students for at least one external Achievement Standard in each subject. It seems that Teachers and HOLs are comfortable with this expectation despite its challenges, and are getting on with it.

● Junior Curriculum - needs to be itemised agenda at SLT/HOLs/Departments - needs to be a strong key focus and driven by SLT. https://docs.google.com/document/d/1emx5NWzDzrClMVf1xbKQIoGnwB3kej3TD0nacCbZSeI/edit

● The timetable allows for more indepth teaching/learning as w​https://docs.google.com/document/d/1emx5NWzDzrClMVf1xbKQIoGnwB3kej3TD0nacCbZSeI/edite​ lose no momentum. One less class seems to have reduced the “pressure” to meet deadlines for a lot of students, and teachers. (+WG)

● Departments need to be encouraged to review their Units/courses after each assessment, and implement any changes that may benefit students achievement. There seems to be a reluctance to do this. Is our mechanism for this (Course variation Request) a barrier? ​2019: Variance reports are still being submitted at the end of each assessment/ teachers need to ensure they use their reports to reflect on the standard e.g. use 2018 report moving into 2019. Did teachers change what they said they would?

● Planning needs to integrate Solo and eLearning into lessons and Units. Are departments rewriting units as part of their reviews to include Solo and elearning? Deliberate teaching of literacy skills in all classes. Using literacy strategies that align with SOLO will make this focus manageable. (eg 3 level guide, Talk to the text, Thinking out loud).

Term 2 2018 Review/Comments:

● Has been a shift in practice in some departments to become more “proactive” in allowing student autonomy. This fits in with “Continue to develop qualification pathways that meet the needs of all students”. Examples are Jet-Lee’s individual Computing programme and the willingness of BC to create an alternative standard (carving) for year 13s students. It is encouraging to see that more staff are thinking “outside the box” to provide alternative learning opportunities instead of relying on Gateway etc.

● WG: There has been much progress with developing e-learning among staff with increases in student autonomy and connectivity.

● WG: the timetable change continues to be felt in the (relatively) calmer classroom environment. However, the crunch will be whether we experience higher overall pass rates, and greater commitment to external exams.

● WG: Careers Dept have planned Careers events in Term 3 with a strong emphasis on engaging students. A different programme for each year level is planned. In Term 2, Year 13 students who attended enjoyed presentations from five tertiary providers. Ariana has implemented the Dream Catcher online programme to develop students’ careers aspirations. Plan is to roll this out to other year groups in 2019.

Term 3 2018 Review

● Timetable changes seem to be well embedded, and working well. Survey of staff and community completed with over 100 respondents. Issue of one less subject but the remaining five

● Careers Dept development.

○ Review of standards in the careers timetabled programmes - T4 ○ Roll out of Dream Catcher to other year groups, as primary method of profiling students for careers opportunities ○ Review of Careers events - what is effective, timing, logistics. ○ Scholarship applications - 31 students are being assisted in their applications.

● VV is presently looking at a whole range of diverse programme topics for inclusion in the Senior Courses. Expressly, Life and Social skills developmental topics, and a range of off-site courses that better meet the needs of students, rather than for easy teaching.

● Attendance - lateness is the concern. The problem seems more to do with the families getting organised late, rather than the students deciding to be late.- need review and work on strategic plan to address issues

● Learning Charter still needs to be embedded throughout school, in classrooms and departments. Perhaps the vehicle for this is PB4L. Ongoing need for teachers to manage students behaviours, especially through relationships. WS: need to keep conversation going frequently, to remind staff, to make the TC way more normalised. TU to implement plan with SLT

● Restorative Practises are embedded in classroom practice. ​2019: Yes still developing however need to ensure HoLs are following their processes to support teachers before escalating to SLT (build capacity with our staff - possible PB4L strategies?)

Term 4 2018 Review

● WG: Junior exams ran in week 4. A success. This will help students adjust to exam-style assessment in senior school.

● WG: Review of Dream Catcher in Term 4 by Careers Dept. Dream Catcher regarded as ineffective because students do not respond favourably to need to complete online forms independently. Ariana has plans for a replacement system for 2019.

2019 Review of Term 1 2019

● WG: HOLs are expected now to create timelines for each programme, with the aim of “budgeting” their time to fit in internals, reassessments, and preparation for exams.

● WG: Careers Dept is becoming better organised, with better forward planning. The Dream Catcher initiative has been ditched. Ariana wants to launch a student “self-appraisal” system, using the Google Classroom platform. This will launch in Term 2. Feedback from 2018 careers days will inform the way we do careers events this year. The Department Action Plan includes creating an appointment system for students and their families, making the department more accessible to students.

● LN: PI and LN have been looking at the Options at Senior level, and have come up with a draft for 2020 (with WS) that make allow more of our students to access success at Year 12 and 13. We still need to be mindful of what the MoE and NZQA come up with for Level 1, and course and option design may have to be modified to address these expected changes.

● LN: Some of the suggestions will need to be discussed using information available from this Term, and achievement data from 2019.

● LN: PE and Languages have both used data from 2019 to inform their courses for this year, and results so far indicate a better success rate, which means a higher level of content understanding from students.

● LN: Pathways needs to have a higher profile in our option selection, and Mentoring systems ro enable students to effectively plan for life after school

● LN: Planning for reports in Term 2 is underway. Assessment data has to be completed for Term 1 to make the Reporting effective. Action Plan is available and shared with SLT.

● TU: Homeroom students have individualised learning plans that cater to the students year level. Currently there are 5 Juniors who are given literacy and numeracy work to help maintain their understandings which is online and worksheets set to keep a basic competency. Students are also given social support every Thursdays by attending Stand Up program which encourages good choices in school and outside strengthening life long skills. Juniors and Seniors have the opportunity to attend selected options as part of them transitioning back into mainstream and tracked and monitored by Prem and subject teachers of these students. Other programs like fitness classes will be undertaken in Term 2. Other programs will be evaluated like Health and well being in Term 2,3 for further learning experiences

● Homeroom Strategic Plan 2018-19​. ​Homeroom Agenda/Minutes 2019 ● (FI) COLs Lead Principal would like to work with our Alumni to create a STEAM event next term (tbc) highlighting the successes of our past students working in these fields.

● HOLs participation at Senior and Junior ELT allow for a more in depth discussion (in this forum and in dept meetings) to address the individual learning needs of students who are ‘priority’ (and critical). Also addressing the seeming ‘disconnect’ between the Deans and HOLs regarding student achievement and inputting of data at specified points in the school term (school deadlines). (For example, it has been noted that Yr 11 data for 2019 has surpassed that of 2018 for the same period. )

● TI - looking at how to connect pathways more explicit with the Year 13 Dean as well as in the students learning programmes. TI - first meeting with “external exam focus group” has happened run by LN. A starting point on what to focus on with staff as a school wide goal.

Review of Term 2:

● Update: student pathways identified and DA is working with Careers for students to engage in opportunities. Careers are also running their “taster sessions” for students to look into pathway options

● External exam focus group: need to come up with some specific objectives and outcomes and make these really clear with staff (and students). The “opportunity to think about exams” has been floated over the last two terms but a clear plan needs to be put into place. SLT - what are our objectives/outcomes we would like to make clear to staff? - Next steps: to come up with a plan (T3-4).

● WG: ​Course planning​: There has been a discernible improvement in departments completing assessments to meet school-wide deadlines. It is likely that this is one reason for the improvement in achievement data especially for seniors when compared to the same time in 2018.

● WG: ​Careers Dept:​ Completion of Junior Options Day in week 4. A number of criticism of the 2018 version were addressed in the 2019 organisation, and the day is considered to be a success especially in terms of minimising disruption to the rest of the school and targeting the options subjects. For seniors, the emphasis has shifted from whole cohort “Careers Day” t smaller careers talks on a regular basis that are targeted to interested students. meanwhile, an ambitious survey of year 11s and 12s has been completed in Term 2. This will inform the Careers Department of the careers hopes that our stduents have, and will help identifying students for careers talks.

● LN - Several subjects have requested course changes during term 2, to facilitate better learning opportunities for their students, and/or, to provide extra opportunities to broaden learning for students. IT, Technology, PE & Health, Visual Art, Science, and Social Sciences. Not just at Senior level, but it has been encouraging to see Dept’s review and change Junior Assessments/Topics as well. SOLO has been the major catalyst for Junior changes from the requests I have received.

Review of Term 3 2019:

● LN: Practice Exams went very well, with only a couple of hiccups. Thanks to the PE department for giving the Gym for a week. As more subjects are including Externals, or extra Externals into their courses, we may need to look at using the upper and lower gym (desk & chair challenges), or, going into a 2nd week of exams. Highlighted challenges this year were staff not really knowing how to supervise exams, taking rolls, etc. In 2020 I will produce a small booklet that will outline all of the requirements for the exam period. In anticipation of the NZQA Externals next term, I will give all teachers with External exams a one page reference chart - meeting students before exams, checking them off, calling home for the no-show, pens etc. We have a new ECM and I want things to go as smoothly as possible 2st time round.

● LN: Reports are open and we will review at the beginning of Term 4. Year 13 to have Testimonial type comments. Assessment data has been input into the Markbooks far earlier this year, and we are only really waiting on some 4th assessments to be marked and entered.

● TI: Exciting to be involved in timetable discussions re: inquiry/project based/cross curricular learning programmes. Very overwhelming but the potential for life long learners re: skills etc for our students is something I am loving being apart of currently

● TI: Thinking ahead for the implementation of the Digital Technologies (2020) curriculum. This is very scary and a lot of work. We need to ensure that whatever way we move forward with this it is well throughout, monitored, developed and sustainable in our context

● TI: “Qualification pathways” - the current tracking and monitoring of the Y13 cohort and early identification of students and these pathways has enabled students to have gained UE before the end of T3 - really looking forward to seeing our overall UE stats at the beginning of next year

● WG: The Careers Dept canceled their options day for senior students, and instead instigated “Careers Talks” carried out by industry representatives, talking to groups of identified students. A large scale survey was conducted of years 11 and 12 students to enable easy identification of students. Ariana had already surveyed year 13 students earlier in the year.

● WG: The Careers Dept now have an appointments system, whereby students can self refer or come with their whanau, or be referred by deans or tutors. Time for appts has been set aside on a schedule. Also, notes of what is discussed in an interview are now entered on kamar so other staff can see the notes.

● WG: The completion of worthwhile “academic conferencing” by Tutors still needs work. ManyTutors only respond when specifically pressured by the Deans. The Careers Dept have a large part to play in academic conferencing, and WG is looking at an overhaul of the system as a whole so that a plan for Acad Ment is put in place for the whole year. WG continues to track the number of completed conversations each term. In Term 2, some tutors had clearly neglected this task. Data is not yet avail for term 3.

● Homeroom students will have options choices in Year 9, 10, 11, in 2020. Year 11 students will have English and Maths classes added to their timetable in preparing for level 1. Detroit our Year 12 student is been placed on Gateway at Mitre 10 Manukau who will do 1 day a week and complete in Term 4 Week 5. He may increase his 1 day to 2 days a week in Term 4. TBC

● Appointment of ASL for Kahui Ako an important step in the strengthening of our students pathway from yr 0-24. ASLs (TL, FI & Elisa Patterson) in the process of visiting kahu ako schools to see what is the current practice for reading, writing etc. Looking forward to appointment of WSLs across the Kahui. Working together with Kahui Ako leaders to create a local curriculum to meet the achievement challenges.

Review of Term 4 2019:

● PI - Timetable committee: ​continues to review subject options with HOLs. A continuation of low numbers in core subjects : computing, Maori, Geography is a concern. The committee agreed to re -structure next year’s timetable in hope for clearer vocational/academic pathways

● In addition, to have a timetable that meets the needs of all students (targeting the critical/borderline students )

● To provide students with the 21st Century skills by being innovative, creative & critical thinkers. A small focus group consisted of 8x HOLs & 2x SLT members have been formed to trial an integrated curriculum with Y9s only. The timetable committee have been involved to eliminate any staffing issues allowing curriculum partners to support each other at the same time.

● External support from Di Heckmen from Hobsonville point & Jacquie Allen have been supporting the integrated team in the planning process.

● Junior Curriculum review by offering more innovative programs - Soft launch of the integrated curriculum will commence 2020

● FI​ Student leadership and resiliency is being nurtured through the Leadership programme developed by Renee Tawhi, specifically for the junior camp but this has great potential for our yr 10s going into yr 11 next year. Students are learning valuable leadership skills which can be applied in all aspects of their lives.

● FI. Priority students for yr 10 (disengaged / underachieving) have been supported by our Career’s department, with the hope that this might help to improve motivation and effort from these students. In addition to this, the Panoko programme (a WA class for talented and gifted yr 9 & 10 Rugby boys). Saua Leaupepetele is working with these young men to help develop important interpersonal skills needed to help them cope with the demands of their educational programmes and their aspirations to perform to the best of their abilities in their chosen sport(s).

● Our curriculum does conform to the NZC in most areas, but we need better signposting of Learning Objectives and Outcomes in our planning across the board. It is very easy to align Junior Programmes, but sometimes we get caught up in the assessment criteria of NCEA and teach to the schedule. If our planning reflected all the learning outcomes for that topic from the NZC curriculum levels, we could have students who not only learn subject matter, but also know how and where to access it. The focus on assessment does often narrow the content down.

● LN: e-Integration: ​iUgo ​is a great tool for planning, both individually, and collaboratively, where the outcomes at all NZC levels are imbedded into the plan, as are the criteria and contests on the Achievement and Unit standards. AssTle and other norm referencing systems are also able to be imbedded into the planning. Lesson, Unit, and Yearly plans can be developed, shared, collaborated on, lessons printed, Relief printed, and are totally flexible, using drag and drop to move plans around to suit unexpected events, topical changes, and teacher absence. This is particularly applicable to integrated learning environments and cross-curricular assessment.

● LN: LN, PI, TI have been looking at options for improving pathway access for Year 13 students that do not follow an academic pathway to University. Having a few more Pathway options in the timetable could negate the situation of fitting Year 13 students into a subject rather than following a subject pathway.

● TI: “Qualification pathways” - students ensuring they are getting what they need. This flows into the above comment re: options. I know often students are “forced” or put into a subject that they may not have initially wanted to have taken. A lot of work is done the year prior however maybe tutors really need to be having these academic mentoring conversations in week 1 (priority) check what the students are taking and where they want to go (in the future).

Timetables can be prescriptive but really looking at all students individually from the “get go” instead of half way through the term. Then again how do we know this is happening and how will we monitor it?

● WG: SLT are very happy with 22 scholarships announced at the Senior Prizegiving (compared to only six last year).

● WG: Martin has not yet commenced an overhaul of the Careers tracking systems (see comment in term 3 review above)..

3. To provide a safe, inclusive ● Ensuring a restorative approach ● Learning Charter student learning environment across the college; valuing ● Guidance Team processes and people and encouraging procedures clear personal responsibility. ● Departments having processes ● Continue to develop the role of that align with school wide the tutor as the significant adult policies and processes for students. ● Tracking and Monitoring ● Ensuring that the school is an ● Health and Safety plan inclusive environment for all our implemented and embedded Māori and Pasifika students ● Being proactive in identifying students at risk and providing targeted strategies to support engagement and achievement. ● Actively promote a culture of respect and care for all people ● Ensuring that staff are supported 2018 Review Term 1 2018:

● Attendance Processes: Developing new ways to improve better learning by identifying students who have low percentages. Encouraging punctuality and regular attendance through the House system - the ‘attendance’ cup presented end of Term 1. The message to the student body is, lateness and unexplained absences, impacts on your Houses’ overall attendance percentage. Follow-up emails from office staff (Soana) is also supporting teachers in the accuracy of attendance data. Next steps Term 2 is to have a Attendance Weekly Board illustrating level attendance data each week, tutor class of the week, Data analysis for House percentages

● Department processes: Need to ensure all departments actually use their processes (e.g. removal room, instead of kicking students out) Next steps is to develop a template for departments to use so this allows students to think and reflect on their learning, then take responsibility to make this right.

● Restorative approach: Happens at Dean/SLT level. We need to somehow get HOLs to run resoratives in their departments and/or have some upskilling on repairing relationships with students (sorry another idea). Next steps would be to work with HOLs in developing their capacity around what restorative looks like for their Department and others. Teachers will need to reflect on their practise/involvement and how they could have approached this better.

● Deans are doing a really awesome job with identifying at risk students and are trying new things/putting plans in place to try and keep these students in school.They have put in some hard yards in Term 1 and I just want to acknowledge that.

● Mauri-ora another example of inclusive environment for all (those who came and also those who helped/participated). The ‘learnings’ (evaluations post Mauri ora by the committee) from this event has also been documented and shared with the BOT (via Marshy).

● Teachers are still very quick to want students removed from their class and think it is ok to absolve themselves from any responsibility for classroom management. How can we address this globally? WG: Deans are becoming more confident in advocating for the student in cases of poor teacher judgement and in expecting teachers to deal with student management, using the slogan “Student management is good pedagogy”.

● There has been a noticeable change in students around the school out of class during lesson time. Teachers are more aware and questions students. WG: Yes, a definite reduction in numbers of students loitering in corridors.

● SLT being out every interval and lunchtime has had a really positive effect with staff on duty. Many teachers have commented on how supported they feel. WG: Less fights reported by deans, and less cases of students smoking.

● WG: Streamlining of deaning processes to enable better tutor accountability for attendance monitoring, conducting learning conversations, and implementing the tutor programme. The TC Pastoral Care Manual has been converted to a Team Drive. The Deans propose to change the time, frequency and purpose of the Tutors Meetings: fortnightly starting at 8.15am with greater emphasis on the mentoring role of Tutors.

Term 2 2018 Review/Comments:

● Continue to develop the role of the tutor as the significant adult for students: SLT and Deans as mentioned previously - continue to support the tutor teacher to have this power and confidence to support the students and “chase credits” with subject teachers. This needs to be tutor driven.

● WG: The Tutor programmes have increased the thematic approach, with greater emphasis on values and key competencies. The Tutor programme has also increased its focus on tracking and academic mentoring. All together, it is not easy for the deans to achieve but I think the tutor time experience in 2018 is a little richer for students.

● WG: Very few stand-downs or suspensions in Term 2. Restorative conferencing has been used increasingly at large scale (with Paumea) and by SLT and Deans for student to student, and student to teacher.

Term 3 2018 Review/Comments:

● Learning Charter still needs to be embedded throughout school, in classrooms and departments. Perhaps the vehicle for this is PB4L. Ongoing need for teachers to manage students behaviours, especially through relationships. WS: need to keep conversation going frequently, to remind staff, to make the TC way more normalised. TU to implement plan with SLT

● PB4L practices

● Tracking and monitoring achievement data- isolating students to individual achievement and ensuring external assessments are addressed, tracked and monitored NA’s of these students.

● Follow up on attendance for non attendees for practice exams - processes and department next steps?

● Health and Safety - MOE will now bring in someone to ascertain structural warrant of fitness - TC due early 2019. Uncertainty with how to manage eg extension leads, heaters in rooms. Wellbeing of staff: how do we manage this? Guidelines for response to stressed out teacher, or conflict between staff. SLT need set of guidelines (not a rigid set of steps) and principles to respond to situation. Maybe get in Lucy Home to conduct staff wellbeing PD. Also big decisions about lockdown for medical issues - like what happened in Carterton.

Term 4 2018 Review:

● WG: Deans reviewed the “data cycle” and learning conversations. This has resulted in a refocusing of Tutor time. Now renamed “Wa Akoranga” and the push is for students to do study in this time, and for many more Learning Conversations (academic mentoring). In 2019, Deans will be a lot more specific in requiring LCs and what to focus on. This will increase the relationship with the significant other and provide a narrative of student progress for Tutors to comment on.

● WG: Deans attended two discussion sessions on restorative philosophy and practice, which was facilitated by Pat Tetley. Some Deans and SLT are requesting deeper learning on this subject so perhaps off-site PD for these staff next year.

2019 Review of Term 1 2019

● WG: The Deans Team has dramatically changed with three departures: Siulepa, Cushla and Moira. These vacancies were filled by Marieke, Anne-Marie and Chris Ashforth. It has been a tough term with much fighting among students. I am proud of how the Deans have coped with this, and with the way all

of the SLT have followed through with the students with serious misbehaviour. POur response to each situation and each student has enabled the students to learn from what they have done.

● WG: Following the Deans review of Tutor Time late last year, Tutor time is now explicitly devoted to students completing study and participating in Learning Conversations with their Tutors. Tutor time has been renamed “Wa Akoranga”.

● WG: The Christchurch mosque shootings deeply affected many students and staff. We held a special assembly to honour the victims and to remind ourselves of our true values. Zabeena and Famida (who are Muslims) spoke to the whole school, along with a number of other tributes.

● LN: PE has been working hard to get students to respect the Gym/PE area - cleaner and more tidy.

● LN: By using mostly digital moderation, the stresses on staff and students is a lot less. Also, having the facility for experienced teachers to only have 1 or 2 samples of work verified has resulted in less stress and time restraints.

● LN: A Weekly student reporting system, available through the Portal have been set up this Term (Simone), and more effective use of informing Parents of school happenings (Newsletter) has provided the opportunity to get more assessment/achievement information to families more often.

● LN: PLanning for Term 2 Reporting to Parents is underway and the Action Plan is available.

● TI: Ensuring all staff are supported and not only that students are involved in resotratvies but also staff

● TU: Planning for Term 2 PB4L especially around school wide focuses in the classroom and have rubric set up in departments to illustrate what this looks like, field, outside of school. Will get HOL involved so they get their staff onboard. Getting student voice and involved is also a focus and process. this hasn’t happened yet???- review term 2

● Set meeting time with Dean / SLT support person to discuss any concerns with students / WA classes and put in place and meeting with parents if necessary.

Review of Term 2 2019

● WG: ​Deans Centre​: There has been much fewer incidences of fighting and bullying in Term 2 compared to Term 1. This suggests that the work that the pastoral care team did in Term 1 in response to conflicts has had a lasting effect. Many of the Term 1 situations were dealt with by way of restorative conferencing, involving whanau, wrong doers and victims.

● WG: ​Academic Mentoring​: There has been a greater focus on mentoring by Tutors and increased accountability for Tutors in completing this task. We have linked the data analysis that is used in ELT meetings with Academic Mentoring.

● WG: ​Wā Akoanga time​: We believe that more students are using WA for continuing study than last year (this will be surveyed at the end of the year).

● WG: ​Health and Safety:​ Two of the HS Reps have left and been replaced. Web have prepared for a measles outbreak by educating staff, and asking staff to ensure that they are immune.

Review of Term 3 2019:

● LN: More time has been allocated to complete Senior Reports, to alleviate as much stress as possible.

● LN: I have been able to support and assist TL with more of the Year 11 Pastoral/Achievement daily issues, which has allowed her to concentrate more on some of the real priority students follow up. This includes us working as a team to produce more effective tracking data for fortnightly ELT meetings.

● TI: Continued reinforcement of PB4L - how do we know this is working? I feel like we are seeing less students up in the office but we need to ensure teachers again are following this kaupapa in their classrooms

● TI: “Targeting of students” - ensuring senior students have an IAP and that they are aware of their entries, ROL, current credits etc. Current signposts of this show that students are tracking and understanding their journey a lot better

● TI: Would like Dean’s to update staff more (Staff meetings) etc in regards to tracking as a cohort and priority students “faces to names” - this is something we can bring up at ELT. I think the “faces to names” is important as we now have no summer school so IAP’s/contingency plans for these students are even more important

● LN: Bessie’s comment above is very important, and maybe a simple one page update similar to this ​Priority Students Term 3​ would be beneficial for staff at a regular interval.

● WG: At the start of 2019, the House system was changed from four houses (named after sea creatures) to six houses (named after Maori atua/gods). In the first week or so, there was a strong focus on each atua learning a waiata, and then enjoying a tabloid games day. Since then there has been no obvious house/atua activity. WG has asked for the system to be reviewed. This may involve significant restructuring of deaning systems and the review will take some weeks to complete.

● WG: Tutor time in 2019 was designated to include students working on their study. My own observations lead me to believe that there has been an increase in study in Tutor time this year, which was the intention. The increased availability of chromebooks has made this more possible., especially in year 9 with BYOD.

● TU: All HOL will need to further update their PB4L Classroom Management plans. Feedback to HOL as they will need to collaborate further what this looks like for Term 4 and redeveloped for 2020. The document is created not only for the students but for teachers to follow too. SLT will need to work with HOL for this in Term 4 ​Department Classroom Expectations 2019 Review of Term 4 2019:

● ​FI Review of SDR 2019 for 2020. 68.4% of staff at Tangaroa are happy for SDR to keep running on Thursdays WA. 10.5% for first 10 mins of period 1. 5.3% first 10 mins Period 2. 15.8% were happy to have SDR after lunch. ​What can we do to improve SDR? responses ​ Very positive feed from all but 9 staff. All feedback very good and can be applied in any WA class as long as it is applied consistently. Creating​ a reading culture in your school.​ Keeping SDR in the school wide zone sends the message to staff and students that reading is important and necessary for academic success.

● LN: By including more “Housekeeping” functions into a digital format, i.e. NZQA Quality Assurance, Moderation Plans, Course Outlines/Changes, etc I believe that I am reducing both the paper handling and accompanying stress for teachers / HOL’s. The whole process provides more security and less hassle during audit/review times (I agree with this Grant -TI)

● LN: KAMAR relief system is excellent for providing a quick solution to eacher cover, but teachers need to utilise the lesson plan function to make it more seamless for relievers. Even if it is just a sentence saying where physical relief work is, or for the more adventurous, include links to relief work. The relief advice is automatically mailed to the reliever and they can access the work from the imbedded link. I will remind staff of the advantages of the system.

● TI: Safe and inclusive learning environment for students and staff. This is really important. I am in favor of the document that PI and CK created in relation to supporting staff who have been identified in 2020 as this keeps all parties accountable. A question - if appraisal is taken away what avenue will we then use to approach issues of “support” etc (sorry thinking aloud again).

● WG: The review of the House / Atua system continued either side of the spring break. SLT discussed common elements of house systems and leadership emerged as the key to reigniting houses at TC. Martin surveyed eleven schools for info about how they structure the leadership of their house systems. Deans were consulted as a group, as was Renee who had authored the unsuccessful proposal going into 2020. The staff have also been consulted. That feedback is included here: ​Deans Consultation​, ​Staff Consultation​, Survey​ of Schools​. ● WG: Judging by Deans feedback to their Tutors, there has been considerable shift in use of Wā Akoranga time for student study. Some Tutors can improve but the practice is appreciated by students and utilised by teachers. This should continue in 2020.

4. To strengthen the ● Ensuring home-school ● Website continuously updated home-school and communication is appropriate, ● Parent information evenings/days school-community timely and effective ● Parent portal opened relationships ● Working in partnership with ● Teaching and learning materials parent groups, e.g. Pasifika, online for students and parents to Māori and other families view ● Actively seeking feedback on the ● Gateway partnerships developed college’s performance from the ● Tertiary partnerships developed community ● Celebrations of performances in ● Developing the school Alumni public forums ● Develop strategic partnerships ● Alumni/Tertiary Pathways - how ● More active promotion of the are we tracking this? (Careers) College achievements and initiatives 2018 Review Term 1 2018:

● Mauri Ora Event - Opening our doors to the community by having a themed day based on getting Maori and Pasifika parents in for kai and a korero. What went well is that the school promoted past students who attended TC and celebrate their successes in where they are and who they are as South Aucklanders sending strong messages that you too can be successful. Also other community schools and local pre schools were invited to be part of the day which was great way to build partnerships with our neighbours

● Development of the school alumni underway - ???

● Development of strategic partnerships: currently underway with the upcoming Talanoa nights - inviting members of the community and business to contribute to our school in whatever way they can (e.g. speaking at assemblies, part time jobs for students, scholarships etc)

● HSA academy continues to support students and parent partnership - tutorial for parents on how to use the parent portal

● Our new planned Report Days will also offer a more inclusive feel for the community as we will have stands with our other services and information available as well. We should aim for a more celebratory feel for these days, rather than just a clinical report event.

● WG: Members of the community are involved in coaching sports teams

Review Term 2 2018:

● Subject reporting seemed positive with whanau being able to directly engage with subject teachers regarding individual progress. This was more formal as the “speed dating” approach we have had in the past. Staff seemed to like the online booking system/tool also.

● Course outlines will be going on the parent portal (fantastic!).

● Kirk Jennings has maintained the school Facebook page with photos of sports and high achieving alumni. The First XV RugbyTeam is unbeaten this term so building a following in the community and getting noticed.

● Talanoa Event involved Alumni, Community people talking to students / parents about their career journey. Successful event for the yr 13 students organised by the Level 13 Dean / Marshy.

Review Term 3 2018:

● Follow up with Junior Hui Event, formation of Maori parents’ committee - TU/FI to collaborate Term 4 Week 1 with parents around their role. To also set up a draft action plan for 2019 (Events Planner). Aim to build stronger connection with Tangaroa and our Maori whanau/parents.

● NZQA / NCEA information Hui / Event for Parents/Students earlier in the year. Possibly in the first 4 weeks of term to set the expectation for what the year is about and the importance of being present at school - engaged, on time, participating.

● Career opportunities with parents-Yr13 off site.

● Food Tech students involved in Dine Academy ‘Dine Auckland Event’ / Business students selling own products (food covers, cups etc)/

● Language weeks celebrated involving parents/ community people holding cultural workshops eg weaving, language

● Sports teams - coaches from community groups, links also with our COL schools with some staff at Ferguson coaching/managing teams / parents / TC alumni - coaching / managing teams.

● Korean Language Classes started this term 10 week course - a range of students from Tangaroa, McAuley, Botany Secondary School, and adult participants / including teaching staff from TC

● TC Thunder - very popular with TC students / families from the community involved in this basketball initiative (building skills and supported by Tangaroa and Auckland Basketball.

Review Term 4 2018:

● WG: The E-Learning for Year 8s info night was a success with a full staffroom. WG had earlier visited Ferguson Intermediate and spoke to a year 8 assembly about BYOD and e-learning, so building community awareness of the e-learning programme.

2019 Review of Term 1 2019: ● WG: The First Fifteen Rugby team has strong support from the school and community. Having won the B-Grade last year, they are one win away from playing in the A-Grade this year. Community interest in the players and their rugby progress continues to increase.

● Polyfest cancelled 2019 due to Christchurch Incident.

● Mauri Ora 2019 - community engagement - school and community groups engaged with our Mauri Ora evening with independent stalls more. Our COL schools contributed with items - Rongomai Primary, Flatbush Primary and Tangaroa College students performed. Well known sporting heroes and Tangaroa Alumni - Tawera Nikau and Eric Rush, supported this event. Many of our ex students were present and enjoyed the display of photographs in NRR (organised by our Alumni committee - Bryan Marsh / Taumaloto Tiatia).

Mauri Ora 2019 Term 1

● In Term 1 and 2 TU formed a Learning Charter/PB4L Committee which aimed at improving Classroom Management for our classrooms. We have established in Term 2 through HOL what a Classroom rubrix should look like for their classrooms in departments. In term 3 we will reflect and evauluate week 4-5 on PB4L satff meeting with Jeny ​Learning Charter/PB4L 2019 ● Acknowledgement of achievements at school wide assembly (scholarships of staff and students- positive)

● Extra curricular activities which allow our community/parents into our school and enable our students to interact with the community, have taken place. DW has taken out a group of students to help clear rubbish from a local beach - environmental awareness. Junior Debating involves schools like (King’s College, DeLaSalle, Pukekohe, Sancta Maria, Ormiston, Strathallan, Mission Heights) Tangaroa College. Senior Debating - we travel to DLS in Mangere to debate in the Auckland Schools’ Debating Competition. Tangaroa Senior team has recorded wins against King’s College and Alfriston College

Review of Term 2:

● Gateway/ learner licenses available for Year 13 students to be able to gain credits needed - has so far been successful, especially for students who did not have previous qualifications or who are new to Tangaroa College

● LN: A Weekly student reporting system, available through the Portal have been set up this Term (Simone), and more effective use of informing Parents of school happenings (Newsletter) has provided the opportunity to get more assessment/achievement information to families more often.

● We had Parent Interviews on June 28/29 - Parents made appointments to see their childs Subject Teacher, and we ran Interviews over two days. There was also Careers, Kimiora, Learning Support, and Sports advice available for parents as well. See the attendance data in the following link. Parent​ Interviews Review

● WG: ​First XV Rugby​: The Team won their promotion game. Term 2 they have been competing in the difficult A Grade. There has been great support from the community on the sidelines.

Review of Term 3 2019:

● TI: In review we have not had any “language group hui’s” in regards to NCEA or how parents can help students better. I think when looking at the 2020 calendar we should cement a date for this like we have done in the past to engage our parents earlier on in the year

● TI “More active promotion of the College achievements and initiatives”. I think the latest assembly we had with all the acknowledgement and camaraderie was amazing. I think recognising teams and individuals (for various things, academic and sports) was well received by staff and students and I think we should aim to have at least one of these a term because I thought it was the best assembly I have ever been apart of because it involved so many different students which was a huge positive

● LN: It will be very important in 2020 to have early “information Evenings” to update our community on specific and expected NCEA changes, as well as reinforcing the need for as much support outside of school for their learning.

● LN: We need to encourage staff to contribute a lot more success stories to the Newsletter. A compulsory report with images for all minor and major events (academic & sporting/cultural) that highlight student success?

● WG: The rugby programme has expanded. More teams, more girls teams, more 7s teams. 1R grade champions. Rugby is a key part of the identity of TC, and the supply of willing and talented players for the First XV (now in the A-Grade) seems assured.

● TU: We hosted 183 Ferguson Intermediate students for Year 8 to experience curriculum taster in different areas of the school. This went well as all students enjoyed the learning put on by selected staff promoting their subjects. We gathered student data base from Ferguson students who will be attending Tangaroa 2020 which we will send out 200 enrolment packs to those who have expressed interest. We have also Tangaroa College Website

link on Ferguson which is another way for parents to indicate interest to enrolling. To date we have 20 who have indicated online. Will get feedback on looking at a Curriculum Night where parents can be included for the curriculum experience ​Ferguson Visit 2019 ● FI attended events at local kahui ako schools - speaking to parents (Samoan Parents’ meeting), Flatbush Primary School curriculum evening, Judge Otara Interzone Yr 4 and 5 speech competition Sept 23rd, where I had the opportunity to speak to parents and local teachers who appreciated the feedback I gave at the end (prior to announcing the winners).

Review of Term 4 2019:

● LN: It will be very important in 2020 to have early “Information Evenings” to update our community on specific and expected NCEA changes, as well as reinforcing the need for as much support outside of school for their learning. We could also develop a separate Facebook group dedicated to NZQA / NCEA information. This would be in addition to our website listing the information.

● LN: A parent information evening at the beginning of Term 4 would be beneficial to remind our parents / students how important the External Exams are, and how important ​good study ​is to the Externals. I am convinced that a lot of our parents do not know about, or understand the External Exams ● TI/PI: are looking at next steps to getting parent/community voice to enable/help facilitate/gain understanding regarding the integrated curriculum’s “soft launch”

● TI: Senior students information evening at the beginning of the year? Especially for Year 11 students - outlining the expectation of credits, assessments, workload and deadlines to families? Or potentially make a poster that could be distributed at something like Maori-ora evening??

● WG: Two students and one staff member are finalists for the Otara Sports Awards.

● WG: Martin will advise students and families of Fergusson Intermediate year 8s about the BYOD programme for 2020.

5. To provide the resourcing ● Implement the 10 year ● Toilets in B block upgraded begin and infrastructure needed to development plan (Property end of 2017 and completed 2018 effectively deliver an Plan) T1 week 4 innovative educational ● Identify and develop facilities that ● D block upgraded and remodelled experience support a forward thinking future - T3 2018 focused education ● external person fundraising for resources with clear a wish list of

● Identify and develop facilities that purchasing resources for the support comprehensive school e-Learning across the school. ● Climbing Wall in gym ● Fully develop the International ● Cover for the back courts education programme ● cover between B and D block ● School Vans ● Spaces remodelled for e-learning opportunities ‘C Block’ ● Enrollments for International students process and procedures reviewed to align with Ministry requirements 2018 Review Term 1 2018:

● More technology/devices have become available for departments this year. The implementation of a “School wide booking system” will also allow fair access for all staff and students (+WG)

● PE/Health classrooms purchased “innovative furniture” for their classrooms which encourages a different/engaging learning environment - are there any other areas which might benefit?

● Mini revamp of library with furniture etc gives a different experience and personally I find it more welcoming and enjoyable. Will there be an upgrade of our school library in the future? Lunchtimes there are many boys playing chess and it can be quite noisy for those students who would just like to read or study.

● Department resourcing allows students to participate in other ‘learning experiences” e.g. salsa dancing, white water rafting, biology trip to long bay etc. As mentioned above we need to look into funding not only got resources but also educational learning experiences and trips

● C Block sound-proofing needs to be looked at. Both Music and Art are struggling at time with the noise levels.

● Reconfiguration of the deans work areas with all deans in one space encourages a more collaborative team culture.

Review Term 2 2018:

● WG: New photocopying contract has given us lower costs and more integrated accounting. Teachers can access cheaper colour photocopying. Combined with greater use of devices, the p/c bill has declined.

● WG: Devices are now more available to staff through COWs, online booking systems and more devices. ● Kirk continues to apply for funding for the climbing wall and cover and making good progress with $84000.00 raised to date for the wall another $30,000 required. We are currently waiting on a council application for the cover which may give us between 40 to 60% of the total cost.

Review Term 3 2018:

Property very slow to complete discussion with MOE property manager changes are making things difficult. Not enough funds on 10YA

Toilets not completed now until 2019???

Climbing wall 2019- COMPLETE

D Block refurbishment ????

Review Term 4 2018:

● WG: IT Committee has approved purchase of 56 chromebooks to backup BYOD in year 9 lessons, together with cabinets. These will arrive in Jan 2019. The applications (through Kirk) for charitable funding of a further 56 chromebooks to loan to poorer students, have been turned down so far. But we will keep trying. We have secured a discount deal on a chromebook package from PBTech for all families associated with TC.

2019 Review of Term 1 2019

● WG: Our BYOD programme has been resourced better probably than other decile 1 schools. With the students own Chromebooks, the class sets and the loaners, we can expect at least 80% of Year 9 students to have access to a chromebook in every lesson.

PROPERTY REVIEW

● Climbing wall erected Wk11 T1 2019.

● B Block toilets completed Wk 11 T1 2019

● D Block refurbishment began Wk 11 T1 2019 - Architecture Design

● Security Cameras - Installed End April 2019 to June 2019

● Roofing - Tech Block completed Wk 3T1 2019

● C Block HD Toilets completed Week 4 T1 2019

● Lighting installed NRR for Drama T1 2019

● E Block has received all new tinted windows which has made a big difference to teaching in the Summer and also the whiteboard glare has been reduced

Review of term 3 2019

● WG: The provisioning of chromebooks for our year 9s seems to have been a success. Generally, all students can access a chromebook for e-learning and for completion of assessment work using word processing etc. The management of the eight CBs per year 9 class is awkward but it works. No devices have been stolen or broken so far. The positive experience encourages us to continue ionto 2020.

● LN: We need to get our teaching staff to really understand the benefits of digital equipment, its care, and cost. This also applies to other capital resources. A practice of putting broken, damaged, worn out equipment into a corner and telling no-one. This in turn lets students see that teachers dont value stuff, so why should they. Having said that, I know that the Chromebooks have been a success with the Year 9’s.

● LN: Soundproofing / Dampening in C Block is really needed. Now that I am only in there 1 period a day, I really notice the leakage and volume throughout the block.

Review of Term 4 2019

● The IT Committee has approved 64 chromebooks for next year’s BYOD programme for year 9s. No decisions yet on how these will be made available to the students. In 2019 we had eight trolleys that rotated with the students. We are open to alternatives in 2020. Kirk is applying for a grant from charitable trusts which would be used to purchase chromebooks that are loaned to poorer students (like we did in 2019).

NOTES:

● Improving teacher “buy in” and student achievement

● Embedding this pedagogy ● Every department meeting lesson plans shared and reviewed? ● Marking schedules (need to be reviewed and aligned with SOLO/literacy) ● Discourse SLT/HoLs - the same across the school. How? ● HoLs reflect on action plans and how have these been met? HoL then facilitates a department reflection ● Staff forums/ Teachers who are meeting deadlines to share their strategies/ actions. What?

SLT HoL Staff

● Meetings ● Supporting individuals (meetings) ● Individual planning around the ● Coaching ● HoLs in leading their departments? marking schedule ● Analysing document representing organisation of ○ Unit/checkpoints set to meet the deadlines ● Teacher annotated exemplar department ○ Marking schedule (exemplars) ● Appraisal system - provide a ● Exemplars for juniors ○ Departments/teachers completing the vehicle for teachers to self review ● Critique document assessment themselves and identify their own pedagogical ● We as SLT need to check the checkpoints for units ● Conversations need to be around pedagogy growth/development ● Identify staff who need support Standing items for HoL/SLT/Department meetings Due to LN: ● Tracking and monitoring checkpoints - go back to the unit ● Assessment task of work and check that it all aligns ● Marking schedule ● Evidence presented (e.g. google docs and meeting notes) ● Unit plan/outline/timeline to meet deadlines ● Review data Term 1 ● Meeting deadlines for senior and junior ● P.M.I Due to TI: ● Actions required to address issues of underachievement ● Share school charter (review) and HoLs to reflect ● SOLO/Literacy/E-learning on their departments contribution to the charter and ● What support to SLT need from Mike? External PD? meeting school achievement targets ● SLT to inquire into their own leadership application with ● HoL/ student voice re: SOLO, literacy, e-learning, student achievement underpinning all actions the learning charter (in preparation for the ERO ○ meeting deadlines visit) - reflection of practice ○ planning ○ delivery (evidenced through walkthroughs and observations) ● Leaders of portfolios to “talanoa” with SLT managers of departments how they are supporting this initiative (e.f. literacy, SOLO, E-learning)