KO TE KARETI WAITAHA O HATO TAMATI

‘He ngakau mãtauranga me te hinengaro mãtauranga’

1

St Thomas of Canterbury College is a state integrated Catholic school for boys from Years 7 to 13, with a maximum roll of 615 students. It is located in a beautiful environment in Middlepark Road, Upper Riccarton, Christchurch. The College follows the tradition of the Christian Brothers’ founder, Edmund Rice, with a focus on social justice. As a school for boys we are able to respond to boys’ needs and learning styles and to provide a caring and supportive environment for our students on their journey to becoming young men. We have a supportive community whom we encourage to be involved in the College and whom we regard as partners in the role of educating their sons.

Our Mission Statement “An educated heart and an educated mind”

An Edmund Rice School Stands For: Edmund Rice Education has a vision for justice and peace for all. Faithful to the call of Jesus and inspired by Edmund Rice, we aspire to offer hope to a world

where the dignity of humanity and the integrity of creation is often diminished. We are committed to taking a preferential option for the poor and journeying in solidarity and partnership. Through holistic education we form passionate and compassionate young men who are not only aware of the structures that prevent all creation from being fully alive, but also have the knowledge, skills, attributes and spirit to act and advocate for a better world for all. We stand in solidarity with the indigenous people of New Zealand and are inspired and nurtured by the wisdom and experience they have in educating for jus-

tice and peace.

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Liberating Education We open hearts and minds, through quality teaching and learning experiences, so that through critical reflection and engagement each person is hope-filled and free to build a better world for all.

Inclusive Community Our community is accepting and welcoming, fostering right relationships and committed to the common good.

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Gospel Spirituality We invite all people into the story of Jesus and strive to make his message of compassion, justice and peace a living reality within our community

Justice and Solidarity We are committed to justice and peace for all, grounded in a spirituality of action and reflection that calls us to stand in solidarity with those wo are marginalized and the Earth itself.

Liberating Education

Gospel Spirituality

We open hearts and minds, through quality teaching and learning experiences, so that through critical reflection and engagement each person is hope-filled and free to build a better world for all.

We invite people into the story of Jesus and strive to make his message of compassion, justice and peace a living reality within our community.

EXPRESSION A Catholic school in the Edmund Rice tradition: 1. Encourage all members of the school community to work to the best of their ability, to realise their potential and to strive for equity and excellence; 2. Serve the needs of each person, providing teaching and learning experiences that are authentic, relevant, dynamic and creative; 3. Provides a learning culture that enables students top experience success within a safe and healthy environment; 4. Provides a holistic education integrating faith with culture and learning while giving an appreciation of the need to strive for the greater good of all society. 5. Challenges all to prophetic leadership within the school community and beyond; 6. Gives priority in the allocation of resources to provide services for students with particular needs;

7. Enables students to experience and value a critical awareness of justice and peace issues through the curriculum, service and solidarity learning, environmental practices and the culture of the school; 8. Promotes ongoing renewal by providing opportunities for reflective practice, formation and professional development.

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EXPRESSION A Catholic school in the Edmund Rice tradition: 1. Lives and grows as a faith-sharing community by fostering a personal relationship with God through Jesus Christ;

2. Celebrates as a Eucharistic community, the life, death and resurrection of Jesus Christ;

3. Nurtures and encourages the spiritual growth of each person through reflection, prayer, symbols, sacred stories, rituals and sacraments;

4. Models the Gospel values of forgiveness and reconciliation by the manner in which conflict is resolved;

5. Provides religious education in line with Diocesan guidelines and faith formation experiences as fundamental components of a Catholic School curriculum;

6. Continues the legacy of the Christian Brothers by calling its community to discipleship and plying an integral part in the evangelizing mission of the Catholic Church; 7. Provides formation opportunities for its members in the mystery of God in all creation, the spirit of Jesus, the charism of Blessed Edmund Rice, the inspiration of the Christian Brothers, their own sacred story and their call to mission; 8. Recognises and acts upon the central place of the Gospel commitment to the marginalized, through a preferential option for the poor; 9. Is engaged in inter-faith dialogue and respects the spirituality authentically lived by those who come from other religious traditions.

Inclusive Community

Justice and Solidarity

Our community is accepting and welcoming, fostering right relationships and committed to the common good.

We are committed to justice and peace for all, grounded in a spirituality of action and reflection that calls us to stand in solidarity with those who are marginalised and the Earth itself.

EXPRESSION A Catholic school in the Edmund Rice tradition: 1. Provides pastoral care that nurtures the dignity of each person as a child formed in the image of God; 2. Demonstrates a preferential option for the poor by standing in solidarity with those who are powerless and marginalized, and strives to provide access to those who otherwise would not seek enrolment; 3. Is sensitive to the economic situation of each of its families, designing school programs to empower all to participate with dignity and confidence; 4. Promotes social inclusion and views diversity as beneficial to a liberating education; 5. Works in collaboration and partnership with the local Church; 6. Acknowledges the service and contribution of the Christian Brothers and welcomes them into the life of the school; 7. Acknowledges the primary role of parents and guardians in the growth and development of the child and provides opportunities for their participation in the life of the school; 8. Recognises the traditional ownership and cultural heritage of Indigenous people of New Zealand, and welcomes them into its community; 9. Looks beyond itself to contribute, according to its means, to the overall growth and development of Catholic schools in the Edmund Rice tradition and to Edmund Rice ministries in New Zealand and overseas.

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EXPRESSION A Catholic school in the Edmund Rice tradition: 1. Develops a curriculum that integrates the themes of justice and peace, underpinned by Catholic Social Teaching;

2. Adopts prophetic stances in the light of Gospel values and is involved in advocacy for just causes;

3. Promotes participation in service and solidarity learning programs in partnership with those on the margins;

4. Seeks to provide opportunities for involvement in immersion programs in which students and staff form relationships, work with and learn from those on the margins;

5. Is committed to working with and waling alongside the Indigenous peoples of New Zealand advocating justice and promoting reconciliation;

6. Demonstrates a deep respect for and partnership with the environment, promotes eco-justice and works towards a sustainable and regenerative future for all creation;

7. Recognises that its members are part of a global community and actively supports the development of all humanity; 8. Nurtures a culture of critical reflection and prayerful discernment in justice and peace issues.

Are ENGAGED in service and solidarity with others, especially those on the margins. Are CONSCIENTISED to the reality of the word and the root causes of injustice. Have a deep sense of the SPIRITUAL in their lives. Relate to others in a COMPASSIONATE way. Take ETHICAL stances in all their endeavours. Are HOPEFUL that a better world is possible and that they can actively contribute to its realisation.

The nurturing of an ENGAGED SPIRITUALITY through faith formation experiences and prayer. A TRANSFORMATIONAL CURRICULUM that is empowering, reflective, rigorous, authentic and promotes justice and peace literacy. The participation in SOCIAL ACTION AND SOLIDARITY programmes in partnership with those on the margins. The development of an INCLUSIVE SCHOOL COMMUNITY that models peace and justice. 6

MANAAKITANGA (Caring for our students and acknowledging their mana) MANA MOTUKAHE (Having high expectations) NGA WHAKAPIRINGATANGA (Managing the classroom to promote learning) WANANGA AND AKO (Using a range of dynamic interactive teaching and learning styles) KOTAHITANGA (Teachers, families and students reflecting together in order to move forward collaboratively)

We recognise the cultural diversity of New Zealand in the many cultures represented in our school community. In particular we recognise the unique position of our Maori community as first people of the land. We acknowledge Ngai Tahu as tangata whenua of the land on which we stand. As a Pacific Rim nation we acknowledge the role and importance of our Pasifika community. These commitments are evident through our planning and reporting, policies and procedures, teaching and learning programmes, professional development and appraisal procedure, community engagement and public events of celebration. 7

Strategic PLAN

2016 KO TE KARETI WAITAHA O HATO TAMATI

‘He ngakau mãtauranga me te hinengaro mãtauranga’

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Our work is guided by our Catholic character, the inspiration of the Gospel message, our Edmund Rice Education Australasia Charter and our four touchstones. Goal 1: Develop a pastoral care system which nurtures the dignity of each person as formed in the image of God. 1.1 Pastoral care is founded on the Catholic values of right relationship, reconciliation and restitution. 1.2 Pastoral care demonstrates a preferential option for the poor by standing in society with those who are marginalised and powerless. 1.3 Pastoral care promotes social inclusion and views diversity as beneficial to a liberating education.

Goal 2: Our community is accepting and welcoming, fostering right relationships and committed to the common good. 2.1 We acknowledge the primary role of parents and guardians in the growth and development of the student and provide opportunities for their participation in the life of the school. 2.2 We have particular regard to developing relationships with our whanau community and Ngai Tahu as tangata whenua. 2.3 We also have regard to a deepening relationship with our Pasifika community and the wider Pasifika community of Christchurch. 2.4 We actively engage in cluster and CoS development and take leadership roles where appropriate. 2.5 We engage with EREA and EREBB in developing a national and international sense of Edmund Rice Education.

Goal 3: 3.1 3.2 3.3 3.4

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We provide a Religious Education programme which is challenging and relevant for the 21 st century.

Develop a curriculum which is robust, meaningful and develops the spirituality of our young men. Provide formation and professional development for a diverse staff. Provide liturgical, retreat and sacramental opportunities for the faith development of our students. Develop a culture and strength in advocacy so our young people may be a voice for those who are disenfranchised and at the margins of society.

Student achievement is fostered by providing teaching and learning programmes which incorporate the NZ Curriculum (essential learning areas, essential skills and values) as expressed in the national Curriculum Statements

Goal 1: Provide a 21C technology infused curriculum which is centred on; Our touchstones and values The values and key competencies of the NZ curriculum Personalised learning Equity, diversity, inclusivity Real world problem-solving Using inter-disciplinary knowledge to develop learning capacity Rethinking learner and teacher roles Developing a culture of continuous learning and inquiry for teachers and leaders  Developing new kinds of partnerships and relationships        

Goal 2: Provide a student centred curriculum premised on “knowing the learner” with particular regard to; 2.1 2.2 2.3 2.4

Maori students Pasifika students Students who are not achieving and at risk of not achieving Students with special needs (including gifted and talented)

Goal 3: Develop an understanding and practice of assessment and evaluation which give priority to; 3.1 the skills, attributes and competencies students will need in the 21C 3.2 literacy and numeracy

Goal 4: Develop a range of community linkages that enable positive futures for our young people so that; 4.1 our students successfully transition to tertiary education and/or the workforce capable of life-long learning. 4.2 our students have strong community connections which supports their well-being and future development.

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Teaching and learning takes place in a culture of future focus, evidence based planning, robust self-review and regular reporting.

Goal 1: Strategic planning, reporting and review is robust and supports student achievement 1.1 Clear and accountable leadership motivates and supports innovation and excellence. 1.2 There is effective leadership at all levels to implement change in a dynamic environment.

Goal 2: Parents and students have access to real time, meaningful and holistic in formation regarding student achievement. 2.1 Individual parents and the community as a whole receive information on student achievement with particular regard to Maori, Pasifika and at risk students. 2.2 Reporting reflects the development of a 21C curriculum. 2.3 Technology is used at all levels of the school and community to provide real time information. 2.4 Equity of access is a primary consideration for the school.

Goal 3: Parents and the BOT receive clear and meaningful reporting of National Standards 3.1 Report to parents and students in plain language at least twice per year. 3.2 Report school level data in the BOT annual report around a) strengths and areas for improvement b) basis for identifying areas for improvement c) planned action for lifting achievement 3.3 Report school level data in the BOT annual report on a) numbers of students above, at, below and well below including by Maori, Pasifika, gender and year level and b) how students are progressing as well as how they are achieving

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People and their development are valued.

Goal 1: Recruit, retain and develop a diverse workforce capable of delivering a 21C education 1.1 1.2 1.3 1.4

A clear STC teacher profile nourishes diversity and 21C capabilities. Recruitment of Maori and Pasifika staff is a priority. Professional development programmes reflect best evidence practice. Development focus is holistic.

Goal 2: Ensure that the school is a culturally responsive organisation 2.1 Ensure that Maori cultural knowledge, responsiveness and capability is grown among all staff. 2.2 Ensure that Pasifika cultural knowledge, responsiveness and capability is grown among all staff. 2.3 Staff have strong relationships with whanau and iwi, fono and Pasifika organisations.

Goal 3: Personnel policies promote high levels of staff performance, use resources effectively and recognise the needs of students 3.1 Appraisal systems are based on best evidence practice and are aspirational. 3.2 Staff well-being is a priority. 3.3 Good employer practices as defined in the State Sector Act 1988 are adhered to and encouraged.

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We develop thinking and systems which create a sustainable future and act as good stewards of the resources we are given.

Goal 1: The evolving needs of the community are listened and responded to; 1.1 Identify innovative responses to meet school and community needs. 1.2 Provide forums for community feedback and feedforward.

Goal 2: Manage the opportunities and challenges of growth and change; 2.1 Plan for future growth while consolidating the present. 2.2 Evolve leadership structures and practices for the future of the organisation. 2.3 Support the development of the school site and assets through intentional planning. 2.4 Ensure the history and stories of STC are documented.

Goal 3: Ensure the organisation is financially sustainable 3.1 3.2 3.3 3.4

Manage an effective budgeting and reporting framework. Realise effectiveness through improving business systems and practice. Focus on identified needs and support excellent delivery of services Attract and develop new and sustainable revenue sources.

Goal 4: Operate a strong and robust governance structure 4.1 Provide timely and accurate information to the BOT to inform strategic decision making. 4.2 Meet internal and external compliance reporting requirements. 4.3 Develop robust review processes.

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The well-being and safety of all who work, teach and learn at our school is a priority.

Goal 1: Provide a safe and healthy physical and emotional environment for students.  We develop best practice systems to ensure students are physically safe.  We develop best practice systems to ensure students are emotionally safe.  We promote healthy food, nutrition and physical activity for all students.

Goal 2: Comply in full with any legislation currently in force or that may be developed to ensure the safety of students and employees and anyone who is a worker within the context of the school’s operations.  Appoint designated responsibilities.  Develop best practice policies, procedures, frameworks and protocols.  Develop a culture of shared responsibility around Health and Safety.

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We comply with all legislative requirements.

Goal 1: Adhere to legislative requirements particularly in regard to a) attendance b) hours of the school day c) requirements of length of school year d) all general legislation  Explore opportunities with review of Education Act for a flexible and innovative approach to curriculum delivery

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Annual PLAN

2016 KO TE KARETI WAITAHA O HATO TAMATI 16

‘He ngakau mãtauranga me te Hinengaro mãTauranga’

Responsibility Code: CO

Christine O’Neill (Principal)

PD

Paul Donnelly (Deputy Principal)

BB

Brendan Biggs (Deputy Principal)

HA

Steve Hart (Deputy Principal)

HMC Hamish McCombie (Business Manager) ____________________________________________________________________________________________________________

Priority One: Special Character Our work is guided by our Catholic character, the inspiration of the Gospel message, our Edmund Rice Education Australasia Charter and our four touchstones.

GOAL

INITIATIVES

1.1 Pastoral care is founded on the Catholic values of right relationship, reconciliation Develop a pastoral care sys- and restitution.

Goal 1:



NR

Implement new pastoral structure with 2 additional deans RJ flow chart differentiated for juniors/seniors RJ induction training for new staff 3 day facilitator training for new deans

RW/Deans

1.2 Pastoral care demonstrates a preferential option for the poor by standing in society with those who are marginalised and powerless.

Implement a values programme years 7-10 2016, years 11-13 2017 Value cards – bronze, silver, gold Use PB4L programme to track Continue to accept and nurture complex and high needs CYFS students referred by MOE

RW/Deans

1.3 Pastoral care promotes social inclusion and views diversity as beneficial to a liberating education.

Develop Middle School social media page

RW/HB

tem which nurtures the dignity of each person as formed in the image of God.

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2016 ACTIONS

  

Completed

GOAL Goal 2: Our community is accepting and welcoming, fostering right relationships and committed to the common good.

INITIATIVES

2016 ACTIONS

2.1 We acknowledge the primary role of parents and guardians in the growth and development of the student and provide opportunities for their participation in the life of the school.



2.2 We have particular regard to developing relationships with our whanau community and Ngai Tahu as tangata whenua.

   

  

NR

Parent forums 2016 around H&S systems, curriculum, par- SLT/BOT enting, RJ (Terms 1 and 2) CO/BOT Focus groups for review feedback/feedforward to BOT Grandparent breakfast for middle school Term 2 HB 7/8 BBQ Term 1 HB

Staff PD/TOD at Tuahiwi Marae with whanau Increase frequency of whanau meetings to 2 per term Employ kapahaka tutor and enter regional competition Whanau hangi Term 1

PD BB/KC CO/KC BB/KC

2.3 We also have regard to a deepening relationship with our Pasifika community and the wider Pasifika community of Christchurch.



2.4 We actively engage in cluster and CoS development and take leadership roles where appropriate.

 

 

   

Fono meetings once per month – increase staff participation Employ performance tutors and continue to shine at Polyfest Umu Term 1

Application to be a CoS submitted Lead year 2 of Pasifika achievement project – AA lead teacher cluster Participate year 2 of Maori achievement project – KC lead teacher cluster Continue cluster/UC Science project – plus Maori dimension Develop computer science project Develop timetable project

HA/PP CO/JM HA/PP

CO HA/AA BB/KC/BM JG/BB

SR/ME BB

2.5 We engage with EREA and EREBB in developing a national and international sense of Edmund Rice Education.

     

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Principal on EREA leadership team Principal attends EREBB congress Kolkata Term 3 Contribute to development of EREBB identity Staff and students participate in ER student leadership conferences and national ER conference Philippines immersion Term 3 Review India immersion

CO CO/PD PD/MT PD/TK CO/MT

Completed

GOAL Goal 3: We provide a Religious Education programme which is challenging and relevant for the 21st century.

INITIATIVES 3.1 Develop a curriculum which is robust, meaningful and develops the spirituality of our young men.

3.2 Provide formation and professional development for a diverse staff.

2016 ACTIONS   

Implement review of RE curriculum – years11-13 Digitise 7-10 curriculum School wide values driven 21 C curriculum

 

RE staff (2) completing diploma papers Access to EREA formation – Australia – 2 staff members Whole staff formation – Bob White

 3.3 Provide liturgical, retreat and sacramen-  tal opportunities for the faith development of  our students.

      3.4 Develop a culture and strength in advo-  cacy so our young people may be a voice for those who are disenfranchised and at the  margins of society.



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NR SK BL SLT

Retreat programme planned 7-12 using Catholic Youth Team Year 13 new retreat format beginning Term 1 Sacramental programme offered with Fr Rick Loughnan Class liturgies with RE teachers/Masses if priest available School Masses x 3 Participate in Catholic Youth Day Term 2/ Caritas Challenge Easter Liturgy Junior prizegiving liturgy Produce Youth in Custody Index year 3 in partnership with Community Law Canterbury, Nga Maata Waka and UC Launch at Parliament Used as research document by UC and youth justice system/courts

SK

PD PD/CO SK SK/BL SK SK PD

SK SK BL

CO/DI/MT

Completed

Priority Two: Teaching and Learning Programmes Student achievement is fostered by providing teaching and learning programmes which incorporate the NZ Curriculum (essential learning areas, essential skills and values) as expressed in the national Curriculum Statements

GOAL Goal 1: Provide a 21C technology infused curriculum which is centred on;

INITIATIVES  Our touchstones and values  The values and key competencies of      



the NZ curriculum Personalised learning Equity, diversity, inclusivity Real world problem-solving Using inter-disciplinary knowledge to develop learning capacity Rethinking learner and teacher roles Developing a culture of continuous learning and inquiry for teachers and leaders Developing new kinds of partnerships and relationships

2016 ACTIONS  

       

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Embed 7-8 integrated studies and extend Implement new year 9 curriculum framework from Term 1 Implement new year 9 integrated studies programme from Term 1 Plan new year 10 curriculum framework for 2017, using the Rite Journey as a key framework platform Strengthen inquiry based teaching and learning in frameworks and in mentor programme Bring YES into curriculum (entrepreneurship) Explore STEM curriculum for new MLE Microsoft Global Innovator School – exploit opportunities from status re cutting edge curriculum developments globally Embed use of One Note for online collaborative teaching and learning at all levels of curriculum 100% BYOD – address equity of access – focus years

NR HB/TM BB/HM

BB/HM

BB/HB/HOFs PD/HB BB JM PD

All staff

PD

Completed

GOAL Goal 2:

INITIATIVES 2.1 Maori students

Provide a student centred curriculum premised on “knowing the learner” with particular regard to;

2016 ACTIONS   

2.2 Pasifika students



 

2.3 Students who are not achieving and at risk of not achieving

  

2.4 Students with special needs (including gifted and talented)

   

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For all students implement a “know the learner “ spreadsheet for completing day 1. Staff participation in Maori strategies including increasing Maori curriculum content and styles of learning Inquiry based learning encourages Maori students to focus on areas of cultural interest and draw on prior cultural knowledge For all students implement a “know the learner “ spreadsheet for completing day 1. Staff participation in Pasifika strategies including increasing Pasifika content and styles of learning Inquiry based learning encourages Pasifika students to focus on areas of cultural interest and draw on prior cultural knowledge

NR BB/HB

CO/BB PD/HB

BB/HB CO/HA

PD/HB

Staff understand and more effectively differentiate teaching and learning at all levels Term 1 Technology/BYOD/21C pedagogy embeds differentiation Staff better utilise information from improved entry testing process

HB/LC

LSP continues to provide strong programme including IES and learning support register for staff Extend and strengthen class profiles for staff Improve staff responsibility for differentiation based on profile information

LC

PD

HB/LC

Completed

GOAL Goal 3:

INITIATIVES

2016 ACTIONS

3.1 The skills, attributes and competencies students will need in the 21C



Year 7/8/9 integrated studies programmes apply 21C HB rubrics and key competencies to design learning activities and assessment using teacher and peer assessment to the competencies

3.2 Literacy and numeracy



Continue literacy and numeracy leadership within the Middle School framework Staff better utilise information from improved entry testing process (which includes a literacy/numeracy

HB/LC/JM

GATEWAY/STAR and CPIT access remains strong and responsive to needs VLN abandoned due to cost and value for money – Correspondence utilised Participation in wide variety of careers opportunities.

MT/BB

Develop an understanding and practice of assessment and evaluation which give priority to;



4.1 Our students successfully transition to tertiary education and/or the workforce caDevelop a range of commu- pable of life-long learning.

Goal 4:

nity linkages that enable positive futures for our young people so that;

  

4.2 Our students have strong community connections which support their well-being and future development.

  

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NR

HB/LC/JM

BB/LC

MT

BB Growth of cluster focus in meeting learning needs/ solutions – access to RHS curriculum in particular and community resources Utilise old boys in general and Maori and Pasifika old boys to mentor those students Continue to strengthen engagement with Maori and Pasifika organisations (Ngai Tahu, Pasifika Trust, Whanau ora trust, Nga Maata Waka)

Completed

Priority Three:

Planning and Reporting

Teaching and learning takes place in a culture of future focus, evidence based planning, robust self-review and regular reporting.

GOAL Goal 1:

INITIATIVES 1.1 Clear and accountable leadership motivates and supports innovation and excellence.

Strategic planning, reporting and review is robust and supports student achievement.

2016 ACTIONS   

 

1.2 There is effective leadership at all levels to implement change in a dynamic environment

   

23

NR

Charter, strategic and annual plan format reviewed and renewed for Term 1 2016 All layers of reporting and planning differentiated for priority students -Maori, Pasifika and students with special needs SLT and learning area leaders provide annual planning, reporting and review documents which mirror school wide strategies and priorities using standardised templates Term 1 Individual teacher planning and reporting reflects above Term 1 Inquiry teaching approach embeds constant self review in teaching and learning culture

CO/BOT

Develop further Middle School identity and Middle School Leader role/middle school key team key leaders in change Embed two new dean roles a) to support Head of Pastoral Care and b) to deepen pastoral care in 7-8 area. Refer personnel section – continue to develop identified leaders – and offer new directions/responsibilities for leadership Offer in house leadership development seminars for all staff at breakfast meetings

CO/HB

CO

SLT/LOLs

LOLs LOLs

RW

SLT

SLT and staff

Completed

GOAL Goal 2: Parents and students have access to real time, meaningful and holistic information regarding student achievement.

INITIATIVES

2016 ACTIONS

2.1 Individual parents and the community as  a whole receive information on student achievement with particular regard to Maori, Pasifika and at risk students.

    

2.2 Reporting reflects the development of a 21C curriculum.

 

Goal 3: Parents and the BOT receive clear and meaningful reporting of National Standards

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EDGE Parent and student portals are operating effectively providing extensive 24/7 access to AREA information Staff timeliness around entry of assessment data and accuracy around attendance data improved 2016 School wide Achievement reported to BOT bi-annually and learning area progress monthly Primary communication of school wide data to community via weekly newsletter and website. Student led conferences occur Term 1, 2 and 3. Refine and standardise quality of mentor class time EDGE cloud reporting programme developed to cater for integrated studies reporting especially to key competencies As new year 9 and 10 curriculum frameworks develop, develop new reporting frameworks on EDGE

NR PD/BM

BB/RW CO CO HA BB BB/BM/HB

2.3 Technology is used at all levels of the school and community to provide real time information.



School wide use of cloud based systems 365, One Note PD and EDGE continues to be embedded. See resource development section.

2.4 Equity of access is a primary consideration for the school.

 

All students have BYOD provision Focus on at risk students without access to internet at home - access Pasifika Computers in Homes

PD/HB

3.1 Report to parents and students in plain language at least twice per year.



Parents and students have access to real time information. Mentor conferences occur 3 times

BB/BM/HB/

3.2 Report school level data in the BOT annu-  al report around a) strengths and areas for improvement b) basis for identifying areas for improvement c) planned action for lifting achievement

Data provided in 2015 annual report

CO/JM/HB

3.3 Report school level data in the BOT annu-  al report on a) numbers of students above, at, below and well below including by Maori, Pasifika, gender and year level and b) how students are progressing as well as how they are achieving

Data provided in 2015 annual report

CO/JM/HB



AA/PP

JM

Completed

Priority Four:

Personnel management People and their development are valued.

GOAL Goal 1: Recruit, retain and develop a diverse workforce capable of delivering a 21C education.

INITIATIVES 1.1 A clear STC teacher profile nourishes diversity and 21C capabilities.

2016 ACTIONS  



    1.2 Recruitment of Maori and Pasifika staff is  a priority.



1.3 Professional development programmes reflect best evidence practice.

   

1.4 Development focus is holistic.

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

NR

CO/PD Develop profile with staff and use in all appraisal, PD and recruitment contexts PD/SLT Staff PD focuses on capability and leadership development and shared reflective practice via PLG/OneNote (extend OneNOte PLG reflections so all staff can view all reflections across groups) Focus on NZ curriculum key competency profile for staff PD/SLT - “modelling is the most powerful form of teaching” Staff PD plan – term 1 focus “know the learner”/ differentiation, term 2 best practice inquiry internal shar- PD/HB ing, term 3 best practice inquiry external sharing PD/LOLs Extend staff engagement and use of N4L Pond 2 staff completing Mindlab Post Grad certificates sponHB/TM sored by Mindlab and by school CO Continue rotating staff through Edutech conference – 4 to Brisbane Term 2 (total to date 14) 4 Pasifika staff currently in school – reflects 12% school roll – succession planning is focus for 2016 Priority is to recruit Maori teachers to better reflect 22% school roll (currently 1 staff) PD programme and budget focus reflects BES – in house, collaborative, targeted, sustained and evidence based. Implemented 2015. Continue 2016. Continue to prioritise whole faculty and cross faculty collaborative PD days to develop digitally fluent teachers– Utilise Microsoft expertise – also extend teacher to teacher transfer of expertise – capability through collaboration 2 “Microsoft innovator experts” share knowledge

Embed staff personal development programme to support above, using individual reflective templates developed TOD start of Term 1

CO/SLT

CO/SLT

SLT

PD

PD

PD/TM

HA

Completed

GOAL Goal 2: Ensure that the school is a culturally responsive organisation

INITIATIVES 2.1 Ensure that Maori cultural knowledge, responsiveness and capability is grown among all staff.

Personnel policies promote high levels of staff performance, use resources effectively and recognise the needs of students

SLT

SLT



Continue Pasifika achievement strategies around umu day, fono meetings, “know the learner”, 21C curriculum, planning and reporting Pasifika achievement plan 2016

2.3 Staff have strong relationships with whanau and iwi, fono and Pasifika organisations.



As above

3.1 Appraisal systems are based on best evidence practice and are aspirational.



Appraisal system has a compliance layer (business as usual) but more importantly an aspirational layer Staff appraisal focuses on capability and leadership development and shared reflective practice via PLG/ OneNote (extend OneNote PLG reflections so all staff can view all reflections across groups) Merged appraisal document is focused on registration criteria, professional standards, tataiako competencies and school values. Developed 2015. Embed 2016. Add NZ curriculum key competencies term 1. Use 3 yearly cycle to cover professional standards to allow for deeper self reflection and discussion

CO/PD

Develop a staff well-being programme Term 2 Use feedback from staff personal development programme ( meet each staff member once per term)

HA

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





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3.2 Staff well-being is a priority.

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3.3 Good employer practices as defined in  the State Sector Act 1988 are adhered to and  encouraged.

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NR

Continue Maori achievement strategies around marae day, hangi, whanau meetings, “know the learner”, 21C curriculum, planning and reporting Maori achievement plan 2016

2.2 Ensure that Pasifika cultural knowledge, responsiveness and capability is grown among all staff.

Goal 3:

2016 ACTIONS

BB/KC/BM

HA/AA/PP/ JM

Appraisal team leaders

CO/SLT Operate according to best practice Go beyond where possible (eg parental leave, pastoral care/discretionary leave, cultural leave, culture of appreciation, well being programme.

Completed

Priority Five:

Finance and property/stewardship and sustainability

We develop thinking and systems which create a sustainable future and act as good stewards of the resources we are given

GOAL Goal 1: The evolving needs of the community are listened and responded to.

Goal 2: Manage the opportunities and challenges of growth and change.

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INITIATIVES

2016 ACTIONS

NR

1.1 Identify innovative responses to meet school and community needs.



Feedback via parent and student forums, focus groups and 360 principal appraisal feedback inform development decisions

SLT/BOT

1.2 Provide forums for community feedback and feedforward.



BOT priority 2016 to use focus groups for feedback/ feedforward

BOT

2.1 Plan for future growth while consolidating the present.

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Develop and consolidate digital infrastructure New server operational beginning term 1 Continue upgrade teacher devices to Surface 4 and 5s  Use lease strategy to complete school hardware upgrade – Apples into Music  Unlimited free 365 licences available through Microsoft – utilise across faculties  Continue to simplify and streamline a rigorous network  Renew and develop contract with Cyclone

PD/HM

2.2 Evolve leadership structures and practices for the future of the organisation.



Continue collaborative and democratic leadership structure development  Extension of Pastoral Team 2016  Middle School leadership roles 2015 and 2016  NZQA/curriculum support role 2016  HOF RE role permanent 2016  Development Manager role 2016  3 identified leaders attend SLT meetings  Appraisal leaders attend SLT strategic planning  2 x cluster lead teachers

CO/SLT

 

Completed

GOAL

INITIATIVES

2016 ACTIONS

2.3 Support the development of the school  site and assets through intentional plan ning.

   

2.4 Ensure the history and stories of STC are documented.

Goal 3: Ensure the organisa- 3.1 Manage an effective budgeting and reporting framework. tion is financially sustainable.

3.2 Realise effectiveness through improving business systems and practice.

NR

CO/HM/MV New sports facility constructed and open by end 2016 New administration block constructed and open by end of 2016 Plan for demolition of C block and construction of new MLE by end 2017 Plan for demolition of B block early 2018 Develop and plan landscaping and environment to complement major capital development programme Review purpose and function of information centre and systems in 2016 for a major change of focus and use in



Develop an archive strategy term 2

CO/EE/BB

  

Operate budget surplus 2016 Reduce working capital deficit by at least 50k Report monthly to BOT finance subcommittee

HM/CO



Positive auditor report



SLT Change and influence spending and budget priorities and focus from all leaders at all levels to reflect 21C pedagogy and digital fluency in teaching and learning Continue increased budget priority on release time for teacher in house collaboration around 21C curriculum development and digital fluency (school R&D) Exert active negative influence on spending on paper/ photocopying, text books, workbooks, “one off” PD and encourage spending on site licences, online tools and

 

Apps.

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3.3 Focus on identified needs and support excellent delivery of services



As above – capital development the most pressing need due to EQ strengthening issues

CO/HM

3.4 Attract and develop new and sustainable revenue sources

  

HM/MV Develop new income streams International market (China, Japan, South America) Planned business development income from new sports centre

Completed

GOAL Goal 4: Operate a strong and robust governance structure

INITIATIVES 4.1 Provide timely and accurate information to the BOT to inform strategic decision making.

2016 ACTIONS   

4.2 Meet internal and external compliance  reporting requirements. 



4.3 Develop robust review processes.

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 

NR

Principal reports monthly to BOT on annual plan and targets LOLs report to BOT on an annual cycle Committee reports monthly to BOT  Finance  Health and safety  Lands and buildings  Proprietor

CO/HM/ LOLs

As above plus Charter, strategic plan and annual plan/targets supplied to MOE by due date – new format 2016 Variance report and annual report supplied to MOE by due date

CO/BOT

School on 5 year ERO review Develop systematic documentation of summary of review systems

CO

Completed

Priority Six: Health and Safety The well-being and safety of all who work, teach and learn at our school is a priority. GOAL Goal 1: Provide a safe and healthy physical and emotional environment for students.

INITIATIVES   

We develop best practice systems to ensure students are physically safe. We develop best practice systems to ensure students are emotionally safe. We promote healthy food, nutrition and physical activity for all students.

2016 ACTIONS 

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





Goal 2:

 

Comply in full with any legislation currently in force or  that may be developed to ensure the safety of students and employees and anyone who is a worker within the context of the school’s operations.

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Appoint designated responsibilities. Develop best practice policies, procedures, frameworks and protocols. Develop a culture of shared responsibility around Health and Safety.

Students Clear systems around violent behaviour, restraint and physical and emotional bullying  RJ culture (embedded process to resolve conflict and bullying) Parents  Use parent forums and newsletter to inform Healthy food and nutrition  Review canteen and implement new menu beginning of term 1 Physical activity and sport  Identify key competitive sports for development  Establish a systematic coaching and coach mentor infrastructure across all sports  Establish a within curriculum physical conditioning programme school wide for all sports  Recruit top class teacher coaches  Provide a professional development budget for sport coaches  Develop an STC sport values code  Coordinate grant applications

NR



Strengthen a health and safety culture Term 1  Know the contents of the new H&S Act  Develop a H&S committee (including BOT reps, SLT, designated H&S officer, staff rep, union rep)  Develop a stratified meeting schedule  Develop a H&S framework  Develop layers of responsibility  Develop a participation agreement  Build capacity in staff  Ensure hazard and accident register is accurate and maintained  Identify key high risk areas  RAMS review  Employ admin assistance

RW/Deans/ Staff

HA/HM/ student leaders

HA/MV Heads of key sports

HA/CO

BOT/PPTA branch/MT

Completed

Priority Seven: Statutory compliance We comply with all legislative requirements. GOAL Goal 1: Adhere to legislative requirements particularly in regard to a) attendance; b) hours of the school day; c) requirements of length of school year; d) all general legislation

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INITIATIVES 

Explore opportunities with review of Education Act for a flexible and innovative approach to curriculum delivery.

2016 ACTIONS   

NR

School is open for correct number of half days and CO/HA daily hours Comply with all general legislation Explore what the Act review might mean in terms of PD/BB 21C curriculum

Completed