charter 2018 - manurewa.ibcdn.nz kawa - ‘the way we ... we are reflective and willing to change ....
TRANSCRIPT
Contents:
Introduction Pages 1 - 2
Benefits/Journey Maps Page 3 - 13
2018 Overview Page 14
2018 Goals Pages 15 - 27
Measurable Outcomes Summary Page 28
Charter Targets Pages 29 - 35
Board of Trustees Summary Page 36
Manurewa High School Charter 2018 1
Manurewa High School
Vision Statement: Piki atu ki te rangi, Aim High, Strive for Excellence
Mission Statement: To grow a community of learners to ‘Be the ManuREWA Way’ by living our values of Respect, Excellence, Whanaungatanga and Akoranga.
Waikato Tainui Kawenata: We as a school community are committed to our Kawenata agreement with Waikato Tainui working in partnership to meet the educational aspirations of the iwi for our rangatahi.
Kaahui Ako o Manurewa: We as a school community are committed to working with our Kaahui Ako o Manurewa to meet the achievement challenges we collaboratively develop.
Our Kawa - ‘The way we work around here’: we live our values of respect, excellence, whanaungatanga and akoranga we are open in our communication, systems, shared vision and feedback we grow leadership capacity in people we are caring and challenging we have high expectations we work with a growth mindset we have our school community at the heart and centre of all our decisions we have fun together and celebrate success we believe that better never stops we are reflective and willing to change
Manurewa High School Charter 2018 2
Charter Focus Outcomes:
Improved Ability to Engage in Akoranga Improved Cultural Identity Aakonga Taking Positive Steps Beyond School
Strategic Vision:
Commitment to Akoranga Staff, students and whaanau practise a commitment to akoranga that is ubiquitous, dynamic, co-dependent and co-lead by the entire school community.
2018 Goals Aakonga are able to explore and engage in new and innovative spaces and programmes to allow for akoranga to occur. Pedagogy and curriculum design will extend beyond the traditional classroom and current school timetable.
Pedagogy: Further develop strategies and approaches that support akoranga anytime, any space, any place
Curriculum Design: Further develop programmes of akoranga that occur anytime, any space, any place
Priority Learners: Improvement in underperforming groups across all levels (data sharing and tracking / akoranga and ara (pathway) conversations
and interventions / differentiated teaching strategies) Cultural Identity: Continued development of cultural identity and culturally responsive pedagogy (Kia Eke Panuku observation and appraisal system)
eLearning: Continued development of eLearning pedagogy (introduction of Schoology)
Hauora: Improve student and staff Hauora (Be the ManuREWA way and Restorative Practice)
Curriculum Design: Continued development of an effective and engaging 21st Century Ako based curriculum (course and business academy programme design and development)
Manurewa High School Charter 2018 3
Overview
Glo
ba
l A
ssu
mption
s
Strategic Change Focus Outcomes Final Outcomes
Lifelong
learners
Confident &
connected
Responsible
citizens
Improved
ability to engage
in akoranga
Aakonga taking
positive steps
beyond school
Improved
learning in the
classroom
Improved
student hauora
Improved
access to future
pathways
Access to pathways
means understanding
and opportunity
Includes improved
academic
achievement,
increased merit,
excellence and UE
Improved
quality of
student
performance
Improved
classroom
teaching
Improved
learning
environment
Improved
cultural identity
Key for maps/shapes:
Action
Outcomes
Focus Outcome
Final Outcomes
Global Assumptions
Action Reference *
Manurewa High School Charter 2018 4
Improve quality of student performance
Glo
ba
l A
ssu
mption
s
Strategic Change Focus Outcomes
Improve akoranga tracking
and implementation of support strategies
*(a2)
Further develop the role of Kaitiaki in guiding students
towards employment
pathways
*(a2)
Improved
understanding of
pathways and
requirements
Improved
matching of
students to
courses for
pathways
Improved
course
selection and
construction
Increased
ability to succeed
in selected
courses
Improved quality
of student
performance
Improved
learning in the
classroom
Improved ability
to engage in
akoranga
Aakonga taking
positive steps
beyond school
Improved
cultural identity
Manurewa High School Charter 2018 5
Improve quality of student performance
2018 2019 2020-2022
Improve akoranga tracking and implementation of support strategies
Further develop the role of Kaitiaki in guiding students towards employment pathways
Improved understanding of pathways and requirements
Improved matching of students to courses for pathways
Improved course selection and construction
Increased ability to succeed in selected courses
Improved quality of student performance
Improved learning in the classroom
Manurewa High School Charter 2018 6
Improve classroom teaching
Glo
ba
l A
ssu
mption
s
Strategic Change Focus Outcomes
Build on existing
Hauora initiatives to
strengthen
pedagogy and
curriculum design
*(a7)
Improved
staff hauora
Continue to
use Kia Eke
Panuku, inquiry and
data tools to inform
pedagogy and
curriculum design
*(a2) Improved
classroom
teaching
capability
Improved
classroom
teaching
Improved
learning in the
classroom
Improved
literacy
teaching
Continue to support
and develop teacher
and learner literacy
capabilities across
all learning area
*(a9)
Improved
literacy of
students
Improved ability
to engage in
akoranga
Improved
cultural identity
Includes culturally
responsive
pedagogy and
teacher student
relationship
Continue to
incorporate kite
conversational tool
(Toku Ara Tipu) into
teacher observation
feedback *(a5)
Develop a MHS
graduate learner
profile which reflects
our holistic
approach to our
learners *(a1)
Develop staff
capability to use
teaching as inquiry
*(a3)
Manurewa High School Charter 2018 7
Improve classroom teaching
2018 2019 2020-2022
Improved classroom teaching
Improved classroom teaching capability
Improved staff hauora
Develop staff capability to use teaching as inquiry
Continue to use Kia Eke Panuku, inquiry and data tools to inform pedagogy and curriculum design
Build on existing Hauora initiatives to strengthen pedagogy and curriculum design
Continue to support and develop teacher and learner literacy capabilities across all learning areas
Improved learning in the classroom
Improved literacy teaching
Improved literacy of students
Develop a MHS graduate learner profile which reflects our holistic approach to our learners
Continue to incorporate kite conversational tool (Toku Ara Tipu) into teacher observation feedback
Manurewa High School Charter 2018 8
Improve student hauora
Glo
ba
l A
ssu
mption
s
Strategic Change Focus Outcomes
Increased
student hauora
Increased
opportunities for
students to develop
leadership skills
Increased living
of the school
values
Further develop
student council and
whaanau leadership
roles
*(a6)
Introduce focused
teaching of expected
behaviours (PB4L) Be the ManuREWA Way
*(a5)
Implementation of
sustainable restorative
practice processes
*(a5)
Increased
understanding of
expected
behaviours
Improved ability
to engage in
akoranga
Aakonga taking
positive steps
beyond school
Improved
cultural identity
Manurewa High School Charter 2018 9
Improve student hauora
2018 2019 2020-2022
Increased student hauora
Increased opportunities for students to develop leadership skills
Increased living of the school values
Further develop student council and whaanau leadership roles
Introduce focused teaching of expected behaviours (PB4L) Be the ManuREWA Way
Implementation of sustainable restorative practice processes
Increased understanding of expected behaviours
Manurewa High School Charter 2018 10
Improve access to future pathways
Glo
ba
l A
ssu
mption
s
Strategic Change Focus Outcomes
Improved
access to
future
pathways
Increased
connections to real
employment
opportunities
Increased
student exposure
to range of
employment
possibilities
Improved match
of course
construction to real
opportunities
Improved
coordination of
external speakers
engaging with
students
Establish and develop
pop up Business
Academy and
Makerspace as an
innovation hub to align
learning areas and
careers with employment
focus of businesses
*(a8)
Nurture existing and
develop new
partnerships, business
and friends of the school
connections
*(a8)
Aakonga taking
positive steps
beyond school
Manurewa High School Charter 2018 11
Improve access to future pathways
2018 2019 2020-2022
Improved access to future pathways
Increased student exposure to range of employment possibilities
Improved match of course construction to real opportunities
Improved coordination of external speakers engaging with students
Establish and develop pop up Business Academy and Makerspace as an innovation hub to align learning areas and careers with employment focus of businesses
Nurture existing and develop new partnerships, business and friends of the school connections
Increased connections to real employment opportunities
Manurewa High School Charter 2018 12
Improve learning environment
Glo
ba
l A
ssu
mption
s
Strategic Change Focus Outcomes
Continue to develop
teachers e-learning
capabilities and
pedagogy
*(a4)
Continue to expand
infrastructure and
support for BYOD
*(a4)
Integrate collaborative
technologies with
appropriate pedagogy
to challenge, support
and inspire akoranga
*(a4)
Increased
ability to use
technology in
school
Increased use of
technology to
support
learning
Improved
learning
environment
Improved
quality of built
environment
Implementation of
phase 2 5YA
funding
*(a8)
Including Business
Academy building
if sufficient funding
can be secured
Improved
learning in the
classroom
Including
culturally
responsive
aspects
Improved ability
to engage in
akoranga
Improved
cultural identity
Manurewa High School Charter 2018 13
Improve learning environment
2018 2019 2020-2022
Continue to develop teachers e-Learning capabilities and pedagogy
Continue to expand infrastructure and support
for BYOD
Integrate collaborative technologies with appropriate pedagogy to challenge, support and inspire akoranga
Increased ability to use technology in school
Increased use of technology to support learning
Improved learning environment
Improved quality of built environment
Implementation of phase 2 5YA funding
Improved learning in the classroom
Manurewa High School Charter 2018 15
2018 Goals Aakonga are able to explore and engage in new and innovative spaces and programmes to allow for akoranga to occur. Pedagogy and curriculum design will extend beyond the traditional classroom and current school timetable.
Pedagogy: Further develop strategies and approaches that support akoranga anytime, any space, any place
Curriculum Design: Further develop programmes of akoranga that occur anytime, any space, any place
Priority Learners: Improvement in underperforming groups across all levels (data sharing and tracking / akoranga and ara (pathway)
conversations and interventions / differentiated teaching strategies) Cultural Identity: Continued development of cultural identity and culturally responsive pedagogy (Kia Eke Panuku observation and
appraisal system) eLearning: Continued development of eLearning pedagogy (introduction of Schoology) Hauora: Improve student & staff Hauora (Be the ManuREWA way and Restorative Practice) Curriculum Design: Continued development of an effective and engaging 21st Century Ako based curriculum (course and business
academy programme design and development)
Term 1
Action
Key Activities
Key Staff Measurable Outcomes Links to 2017–2018 Goals
a1 Develop a MHS graduate learner profile which reflects our holistic approach to our learners
Collect staff, student and whaanau voice
SP, NG
Staff voice gathered through
professional learning workshop
on Monday 5th February and
through a face to face group
panel then collated.
Student voice to be collected
throughout the term through
Kaitiaki time and a range of
student panels and then collated.
Whaanau voice to be collected
throughout the term through a
range of school events, online
surveys and face to face group
meetings and then collated.
Priority Learners Cultural Identity eLearning Hauora Curriculum Design
Manurewa High School Charter 2018 16
a2
Use Kia Eke Panuku (KEP) inquiry & data tools to inform pedagogy & curriculum design.
Learn about the evaluation process and set up inquiry to undertake for Term 2. Introduce tools that will assist along the way – Pedagogy: Stem & Leaf, Self-Reviews, Schoology Curriculum Design: Solo & Backward Mapping, Schoology
MN, NG, KEP Facilitators
Deliver PL on Effective School Evaluation Research and select an inquiry model to use with staff school wide Learning Area’s to set targets for Maori and Boys
Priority Learners Cultural Identity Curriculum Design
a3 Develop staff capability to use teaching as inquiry
Provide relevant professional development and promote sharing of good practice
Staff to use WEAP to set their inquiry goal Staff to complete 1 KEP observation focussing explicitly on teaching at least 1 school value
a4
Integrating collaborative technologies with appropriate pedagogy to challenge, support and inspire akoranga
Deliberate leadership aligns the use of technology with curriculum needs
SLT, Middle Leaders, SK, Accredited PLD providers
Consult with Core Ed., Team Solutions, Cyclone & Schoology Delivery plan for PLD produced Establish an eLearning Lead group Survey teachers to ascertain skill level with eLearning
eLearning Curriculum Design Priority Learners
Professional learning explores ways to enhance evidence informed learning using appropriate technologies
NR, SK, Accredited
PLD providers
Research & investigate delivery methods that will make differentiated PL available to teachers Survey teachers for methods that will best meet their needs File structure for Schoology discussed at LA meetings
Learning activities integrate technologies
NR, SK, eLearning Lead Team
Teachers are supported to log into Schoology, explore the
Manurewa High School Charter 2018 17
appropriately to support authentic, higher order collaborative learning
platform, add materials to their courses (folders, documents, links, video) Teachers identify at least one class they will implement Schoology
a5
Use 'Be the ManuREWA Way' to enhance pedagogy and curriculum design
PB4L Eyes Programme - teachers working with others to highlight their strengths and areas for further development; using the Toku Ara Tipu Tool
All staff through peer appraisal observations
Staff to have used the Toku Ara Tipu tool (the kite tool) to collect data to inform inquiry
Hauora Priority Learners Cultural Identity
PB4L PD Bites – development and delivery
LU, PB4L Team
4x Be The Manurewa Way Bites delivered to staff
Develop and deliver a sustainable approach to celebrating success
LU, MN, PB4L Team
Gather student voice to inform research on a sustainable approach to celebrating success
Implementation of sustainable RP processes
MN
RP PL delivered to PRT 1 2 and new staff
a6
Practice Hauora to influence pedagogy and curriculum design
Develop a Hauora strategic plan for staff and students to be implemented in 2019
SA, NG, Wellbeing Council
Agree on the problem to be solved. Research into existing models (education & business)
Hauora Priority Learners Curriculum Design
a7 Build on existing Hauora initiatives to strengthen pedagogy and curriculum design
Develop and implement 2018 Hauora programme for both staff and students
WOF
WOOF
Mission Impossible
Social Club events
Wellbeing Council
SA, NG, Wellbeing Council
Staff and student voice / survey reveals Hauora improvement (measured term by term)
SLT strategically plan and monitor the school calendar to reduce staff workload 'pressure points'
SLT Staff and student voice / survey reveals Hauora improvement (measured term by term)
Manurewa High School Charter 2018 18
a8
Explore and establish new and innovative spaces and programmes to enhance pedagogy and curriculum design
Integrate Polyfest as an opportunity for learning
NG, All Staff
Assessment data (NCEA)
Curriculum Design Priority Learners Cultural Identity eLearning Hauora
Analyse learning area course data to inform future course construction
SLT, HOLAs
Assessment data (NCEA)
Establish ‘pop-up’ business academy and MakerSpace
GBN, OR, PK, TSI
Container 2/3 fit out in progress MakerSpace equipment installed Staff & student training started “ Walk through” Mon 5th March
All staff PL : Co design curriculum project
SP SK BR, All staff
The Curriculum Design team establish 2018 foci / action plan in support of ubiquitous learning
NG, SK, MP, BR 2018 key foci and action plan developed and share with SLT
a9
Continue to support and develop teacher and learner literacy capabilities across all learning areas
WTE partnership re-committed to for 2018. PL plan created and implemented.
NG
Asttle data
Curriculum Design Priority Learners eLearning
Buddy reading programme – Homai Primary
NG
Asttle data
Y9 pen pal pilot
NG
Asttle data
RT3T proposal submitted to the Ministry (if accepted PL plan for staff will be implemented)
NG MW Asttle data
Manurewa High School Charter 2018 19
Term 2
Action
Key Activities
Key Staff Measurable Outcomes Link to 2017–2018 Goals
a1 Develop a MHS graduate learner profile which reflects our holistic approach to our learners
Collect staff, student and whaanau voice
SP, NG Staff voice gathered through face
to face group panels then
collated.
Student voice to be collected
throughout the term through
Kaitiaki time and a range of
student panels and then collated.
Whaanau voice to be collected throughout the term through a range of school events, online surveys and face to face group meetings and then collated
Priority Learners Cultural Identity eLearning Hauora Curriculum Design
a2
Use Kia Eke Panuku (KEP) inquiry & data tools to inform pedagogy & curriculum design.
Undertake and collect evidence for a collective inquiry focussing on Excellence and Equity for Maori and/or boys
MN, NG, KEP Facilitators
Staff to have completed 2 KEP Observations – 1 in a classroom setting and 1 in another focussing explicitly on teaching at least 1 school value
Priority Learners Cultural Identity Curriculum Design
a3 Develop staff capability to use teaching as inquiry
Provide relevant professional development and promote sharing of good practice
LU, BR Year 10 Inquiry teachers have received PL on cultural Indicators
a4
Integrating collaborative technologies with appropriate pedagogy to challenge, support and inspire akoranga
NR, SK, Accredited
PLD providers,
DAV
Implement PLD Delivery plan Role of eLearning Lead defined more clearly Discuss with curriculum leaders top down approach to the skills part of the eLearning journey Discuss with curriculum leaders bottom up approach to consider
eLearning Curriculum Design Priority Learners
Manurewa High School Charter 2018 20
role of eLearning in influencing Curriculum Design. Investigate how best to use Schoology to enhance communication within MHS. Differentiated eLearning PL made available to all staff Teachers join at least one virtual learning community Teachers are using Schoology with at least half their classes.
Professional learning explores ways to enhance evidence informed learning using appropriate technologies
NR, SK, eLearning Lead Team
Within LA teachers are using schoology to collaborate more effectively when sharing resources and practice.
Learning activities integrate technologies appropriately to support authentic, higher order collaborative learning
NR, SK, eLearning Lead Group
Support teachers understanding around Flipped/Blended learning & SAMR tool
a5
Use 'Be the ManuREWA Way' to enhance pedagogy and curriculum design
PB4L Eyes Programme - teachers working with others to highlight their strengths and areas for further development; using the Toku Ara Tipu Tool
All staff through peer appraisal observations
Staff to have completed 2 KEP Observations – 1 in a classroom setting and 1 in another focussing explicitly on teaching at least 1 school value
Hauora Priority Learners Cultural Identity
PB4L PD Bites – development and delivery
LU, PB4L Team
4x Be The Manurewa Way Bites delivered to staff
Develop and deliver a sustainable approach to celebrating success
LU, MN, PB4L Team
Be the Manurewa Way App goes live school wide
Manurewa High School Charter 2018 21
Implementation of sustainable RP processes
All staff RP cards and PL delivered to all staff
a6 Practice Hauora to influence pedagogy and curriculum design
Develop a Hauora strategic plan for staff and students to be implemented in 2019
SA, NG, Wellbeing Council
Staff and student survey informs the writing of 2019 strategic plan
Hauora Priority Learners Curriculum Design
a7 Build on existing Hauora initiatives to strengthen pedagogy and curriculum design
Implement 2018 Hauora programme for both staff and students
WOF
WOOF
Mission Impossible
Social Club events
Wellbeing Council
SA, NG, Wellbeing Council
Staff and student voice / survey suggests improved Hauora (term by term)
SLT strategically plan and monitor the school calendar to reduce staff workload 'pressure points'
SLT Staff and student voice / survey suggests improved Hauora (term by term
a8 Explore and establish new and innovative spaces and programmes to enhance pedagogy and curriculum design
Curriculum Design team implement action plan
NG, SK, MP, BR
Pre / post reflections, staff feedback and feedforward.
Curriculum Design Priority Learners Cultural Identity eLearning Hauora
Establish and start to integrate ‘pop-up’ business academy and MakerSpace into the curriculum
GBN, OR, PK, TSI Container 2/3 fit out completed Y10 MakerSpace programme delivered Carry out learner engagement surveys Staff & student training continues
a9 Continue to support and develop teacher and learner literacy capabilities across all learning areas
WTE PL plan implemented.
NG
Asttle data
Curriculum Design Priority Learners eLearning
Buddy reading programme – Homai Primary
NG
Asttle data
Y9 pen pal pilot
NG Asttle data
Manurewa High School Charter 2018 22
Term 3
Action
Key Activities
Key Staff Measurable Outcomes Link to 2017–2018 Goals
a1 Develop an MHS graduate learner profile which reflects our holistic approach to our learners
Collate, share and refine stakeholder feedback
SP, NG Collated data from all three groups is put together, refined and displayed in an appropriate and meaningful way Feedback shared with all groups through a range of platforms where further discussion and feedback can take place if necessary. Face to face opportunities are created for this to be shared
Priority Learners Cultural Identity eLearning Hauora Curriculum Design
a2 Use Kia Eke Panuku (KEP) inquiry & data tools to inform pedagogy & curriculum design.
Report to appraisal group and/or learning area. Undergo second inquiry or continue with first
MN, NG, KEP Facilitators
Staff to have completed at least one inquiry Staff to have completed 2 KEP Observations – 1 in a classroom setting and 1 in another focussing explicitly on teaching at least 1 school value
Priority Learners Cultural Identity eLearning Hauora Curriculum Design
a3 Develop staff capability to use teaching as inquiry
Provide relevant professional development and promote sharing of good practice
LU, BR Review of Cultural Indicators embedding in Year 10 Inquiry - analysis of learner voice
a4
Integrating collaborative technologies with appropriate pedagogy to challenge, support and inspire akoranga
Deliberate leadership aligns the use of technology with curriculum needs
NR, SK, Sports Co-ordinators
Collect and analyse data from teachers and students around using Schoology so far Support Sports Staff to effectively use Schoology to communicate with students and whanau.
eLearning Curriculum Design Priority Learners
Manurewa High School Charter 2018 23
Professional learning explores ways to enhance evidence informed learning using appropriate technologies
NR, SK, MN
Use data collected from T2 feedback to inform and shape PL delivery and support for teachers and students Teachers are using eLearning to support and/or frame their KEP inquiry. Continue to support teachers around flipped/blended learning, SAMR.
Learning activities integrate technologies appropriately to support authentic, higher order collaborative learning
NR, SK, eLearning Lead Group
Teachers using Schoology with most of their classes. Schoology being used more effectively to give students feedback. Teachers are becoming more familiar with the gradebook, digital submission & marking.
a5
Use 'Be the ManuREWA Way' to enhance pedagogy and curriculum design
PB4L Eyes Programme - teachers working with others to highlight their strengths and areas for further development; using the Toku Ara Tipu Tool
All staff through peer appraisal observations
Staff to have completed 2 KEP Observations – 1 in a classroom setting and 1 in another focussing explicitly on teaching at least 1 school value
Hauora Priority Learners Cultural Identity
PB4L PD Bites – development and delivery
LU, PB4L Team
3x Be The Manurewa Way Bites delivered to staff
Develop and deliver a sustainable approach to celebrating success
LU, MN, PB4L Team
Review of Be The Manurewa Way App
Implementation of sustainable RP processes
All staff Review of Disciplinary process incorporating Be the ManuREWA Way
Manurewa High School Charter 2018 24
a6 Practice Hauora to influence pedagogy and curriculum design
Develop a Hauora strategic plan for staff and students to be implemented in 2019
SA, NG, Wellbeing Council
Draft 2019 strategic plan written
Hauora Priority Learners Curriculum Design
a7
Build on existing Hauora initiatives to strengthen pedagogy and curriculum design
Implement 2018 Hauora programme for both staff and students
WOF
WOOF
Mission Impossible
Social Club events
Wellbeing Council
SA, NG, Wellbeing Council
Staff and student voice / survey suggests improved Hauora (term by term)
SLT strategically plan and monitor the school calendar to reduce staff workload 'pressure points'
SLT Staff and student voice / survey suggests improved Hauora (term by term)
a8
Explore and establish new and innovative spaces and programmes to enhance pedagogy and curriculum design
Curriculum Design team implement action plan
NG, SK, MP, BR
Pre / post reflections, feedback and feedforward.
Curriculum Design Priority Learners Cultural Identity eLearning Hauora
Continue to integrate ‘pop-up’ business academy and MakerSpace into the curriculum
GBN, OR, TSI Carry out learner engagement surveys
a9
Continue to support and develop teacher and learner literacy capabilities across all learning areas
WTE PL plan implemented
NG
Asttle data
Curriculum Design Priority Learners eLearning
Buddy reading programme – Homai Primary
NG
Asttle data
Y9 pen pal pilot
NG Asttle data
Manurewa High School Charter 2018 25
Term 4
Action
Key Activities
Key Staff Measurable Outcomes Link to 2017–2018 Goals
a1 Develop an MHS graduate learner profile which reflects our holistic approach to our learners
Present and plan for 2019 SP, NG Graduate learner profile is
developed and put into action in
a range of spaces for 2019. It will
be evident in Learning Area,
Kaitiaki and extra-curricular
learning opportunities for all of
our learners.
Priority Learners Cultural Identity eLearning Hauora Curriculum Design
a2 Use Kia Eke Panuku (KEP) inquiry & data tools to inform pedagogy & curriculum design.
Report back findings on first or second inquiry
MN, NG, KEP Facilitators
Staff to have completed a reflection and shared their inquiry with others
Priority Learners Cultural Identity eLearning Hauora Curriculum Design
a3 Develop staff capability to use teaching as inquiry
Provide relevant professional development and promote sharing of good practice
LU, BR Use of data analysis to inform any updating of cultural indicators; prototype use of cultural indicators in reporting and assessment for Year 10 Inquiry
a4
Integrating collaborative technologies with appropriate pedagogy to challenge, support and inspire akoranga
Deliberate leadership aligns the use of technology with curriculum needs
NR, SK
Collect and analyse data on implementation of PLD delivery plan in 2018 Continue work with school leaders around influence of eLearning on CD.
eLearning Curriculum Design Priority Learners
Professional learning explores ways to enhance evidence informed learning using appropriate technologies
NR, SK
Survey teachers as to where they are at with eLearning. Same questions as in Term 1 to gauge value added.
Learning activities integrate technologies appropriately to support
NR, SK Teachers are effectively using Schoology to support students studying for the external NCEA exams.
Manurewa High School Charter 2018 26
authentic, higher order collaborative learning
a5
Use 'Be the ManuREWA Way' to enhance pedagogy and curriculum design
PB4L Eyes Programme - teachers working with others to highlight their strengths and areas for further development; using the Toku Ara Tipu Tool
All staff through peer appraisal observations
Staff to have completed 3 KEP Observations - either inside the classroom or outside the classroom (physically or virtually) - within the observations
Hauora Priority Learners Cultural Identity
PB4L PD Bites – development and delivery
LU, PB4L Team
Use the tools of e-learning (Schoology); teaching the values explicitly; using Te Ao Maori as a framework
Develop and deliver a sustainable approach to celebrating success
LU, MN, PB4L Team
2x Be The Manurewa Way Bites delivered to staff
Implementation of sustainable RP processes
All staff Review 2018 and devise a plan for 2019 Be The Manurewa Way reward and disciplinary systems Feedback gathered for RP practices
a6
Practice Hauora to influence pedagogy and curriculum design
Develop a Hauora strategic plan for staff and students to be implemented in 2019
SA, NG, Wellbeing Council
Draft 2019 strategic plan shared with all staff for feedback / feedforward
Hauora Priority Learners Curriculum Design
a7 Build on existing Hauora initiatives to strengthen pedagogy and curriculum design
Implement 2018 Hauora programme for both staff and students
WOF
WOOF
Mission Impossible
Social Club events
Wellbeing Council
SLT strategically plan and monitor the school
SLT Staff and student voice / survey suggests improved Hauora (term by term)
Manurewa High School Charter 2018 27
calendar to reduce staff workload 'pressure points'
a8
Explore and establish new and innovative spaces and programmes to enhance pedagogy and curriculum design
Curriculum design team review 2018 action plan
NG, SK, MP, BR
Curriculum design team pre / post reflections, feedback and feedforward
Curriculum Design Priority Learners Cultural Identity eLearning Hauora
Measure impact of ‘pop-up’ business academy and MakerSpace integration into the curriculum and plan for 2019
GBN, OR, TSI No. of students, staff, courses & external partners utilising the facilities reported Analyse learner engagement surveys
a9
Continue to support and develop teacher and learner literacy capabilities across all learning areas
WTE PL plan reviewed
NG
Asttle data
Curriculum Design Priority Learners eLearning
Buddy reading programme – Homai Primary
NG
Asttle data
Y9 pen pal pilot Proposal prepared in support of the employment of a school wide Lead teacher / co-ordinator of literacy
NG Asttle data
Key Staff Reference:
JE Pete Jones Principal BR Penny Bradford Curriculum Design Team Member
DAV Sarah Davies Principal’s PA GBN Leanne Gibson Alumni/Business Academy
LU Manaia Laulu Deputy Principal MP Donella McPherson Curriculum Design Team Member
MN Nichola McCall Deputy Principal MW Kim Millwood SENCO
NG Barbara Ngawati-Salaivao Deputy Principal OR Emma O’Riordan Business Academy
NR Lawrence Naicker Deputy Principal PK Steve Perks HOLA Technology & Trades Academy
SP Katie Spraggon Deputy Principal SA Latika Sharma Staff & Student Hauora Coordinator
HOLA Head of Learning Area SK Ben Silk eLearning Co-ordinator
Manurewa High School Charter 2018 28
Measurable Outcomes Summary: Graduate learner profile is developed and put into action in a range of spaces for 2019. It will be evident in Learning Area, Kaitiaki and extra-curricular learning opportunities for all of our learners All staff have completed their KEP Observations and have been supported to gather on-going evidence to meet our professional standards All staff to have completed a reflection and shared their inquiry Set of cultural indicators prototyped and developed for use in 2019 Learning Areas have met their targets for Maori & Boys achievement Target progress made towards asTTle (Y9 70% at L4 and Y10 30% at L5) and NCEA courses (75% of students achieve at least 14 credits) Teacher and learner literacy capabilities have increased (comparison of end of year to start of year e-asTTle data Survey data supports effective eLearning professional learning and increased staff capability Data shows that teachers are effectively using Schoology to support learning Survey data supports implementation of ‘Be the ManuREWA Way’ and restorative practices 2019 Be the Manurewa Way reward and disciplinary systems plan completed Hauora strategic plan developed for 2019 Student engagement and staff surveys over the year show improved Hauora Curriculum design team Learner engagement surveys support the positive impact of ‘pop-up’ business academy and MakerSpace integration into the curriculum
Manurewa High School Charter 2018 29
How do we measure our commitment to Akoranga:
AREA Data Learner Engagement Surveys Destination Data
Charter Targets 2018
Attendance through student management system (KAMAR)
Item 2013 Actual
2014 Actual
2015 Actual
2016 Actual
2017 Target
2017 Actual
2018 Target
All % of student attendance in
class 87.1% 86% 87% 87%
90% 84.9%
90%
Maori % of student attendance in
class 82.8% 81.2% 83% 83%
90% 80.2%
90%
Pasifika % of student attendance in
class 87.2% 84.6% 87% 86%
90% 86%
90%
Retention whole school (1 July Return - 2018)
Year
2013 Actual
2014 Actual
2015 Actual
2016 Actual
2017 Actual
2018 Actual
9 470 437 452 431 482
10 400 (99%) 455 (98%) 435 (99%) 452 (100%) 419 (97%)
11 380 (93%) 375 (94%) 461 (101%) 433 (100%) 457 (101%)
12 349 (90%) 323 (85%) 316 (84%) 415 (90%) 369 (85%)
13 300 (86%) 306 (88%) 274 (85%) 268 (85%) 332 (80%)
Total 1899 (68%) 1896 (71%) 1938 (69%) 1999 (66%) 2059 (70%)
Manurewa High School Charter 2018 30
Male Maori
Year 2013 Actual
2014 Actual
2015 Actual
2016 Actual
2017 Actual
2018 Actual
9 70 61 61 58 72
10 35(78%) 65(93%) 55 (90%) 56(92%) 53 (91%)
11 41(74%) 36(103%) 63(97%) 53(96%) 61 (108%)
12 29(81%) 31(76%) 28 (78%) 53(84%) 43 (81%)
13 26(66%) 28(97%) 27 (87%) 15(54%) 35 (66%)
Total 201 (38%) 221(44%) 234 (53%) 235(33%) 264 (50%)
Female Maori
Year 2013 Actual
2014 Actual
2015 Actual
2016 Actual
2017 Actual
2018 Actual
9 58 71 61 63 63
10 44(88%) 58(100%) 67 (94%) 58(97%) 58 (92%)
11 58(92%) 41(93%) 55 (95%) 65(97%) 57 (98%)
12 38(69%) 46(80%) 24 (59%) 48(87%) 43 (66%)
13 31(82%) 35(92%) 23(50%) 19(79%) 39 (81%)
Total 229 (44%) 251 (52%) 230 (36%) 253(38%) 260 (67%)
Manurewa High School Charter 2018 31
Stand Downs through student management system (KAMAR)
Item 2013 Actual
2014 Actual
2015 Actual
2016 Actual
2017 Actual
2018 Target
All Number of students per 100 students who were stood down
9 6 5 6 8 6
Maori Number of Maori students per 100 students who were stood down
12 12 7 12 14 6
Pasifika Number of Pasifika students per 100 students who were stood down
6 6 4 4 7
6
Manurewa High School Charter 2018 32
Engagement (own school data) 2014 Agreed 2015 Agreed 2016 Agreed 2017 Agreed
At school learning is relevant and links to the real world 82% 72% 77% 68%
At school learning is personalised to my needs 79% 72% 72% 67%
At school, I can explore new ideas 83% 75% 80% 75%
Teachers make learning interesting 70% 69% 71% 58%
Teachers and parents work together 72% 64% 49% 46%
Teachers care about how I feel 69% 67% 62% 61%
Teachers are interested in my culture or family background 66% 60% 53% 54%
Students have a say in what happens at school 74% 78% 64% 63%
At school, people accept me for who I am 81% 77% 78% 71%
I work at home to extend my learning 59% 58% 61% 54%
Teachers challenge me to think more deeply 84% 81% 75% 73%
Teachers encourage a positive attitude towards learning 86% 81% 82% 75%
Teachers think that all students can do well 83% 75% 81% 71%
m proud of my school 80% 81% 82% 73%
I am proud of who I am and where I come from 90% 89% 90% 82%
The school shows pride in Maori culture 77% 80% 84% 78%
Students treat each other with respect 57% 54% 61% 57%
Teachers always take action if someone is being hit or bullied 74% 69% 72% 67%
Teachers treat students fairly 69% 65% 65% 61%
I feel safe at school 80% 80% 77% 72%
2014 - Based on survey of Year 9 and Year 10 students (approx. 200 students) 2015 - Based on survey of all year levels (over 600 students) 2016 - Based on Year 9 and Year 12 students (approx. 300 students) 2017 - Based on Year 9, Year 10 and some senior students (over 800 students)
Manurewa High School Charter 2018 33
Achievement through NCEA (NZQA data) - (roll based)
Item 2013 Actual
2014 Actual
2015 Actual
2016 Actual
2017 Actual
2018 Target
All
Level 1 passes Y11
Level 2 passes Y12
Level 3 passes Y13
University Entrance
72.0%
66.0%
53.2%
30.6%
71%
75%
54%
24%
71%
76%
66%
26%
63%
72%
60%
33%
64.6%
74.7%
66.9%
32.2%
75%
75%
75%
35%
Maori Level 1 passes Y11
Level 2 passes Y12
Level 3 passes Y13
University Entrance
53.5%
61.2%
43.9%
12.3%
53%
60%
46%
16%
61%
60%
62%
8%
50%
57%
47%
18%
50.0%
79.1%
54.1%
25.7%
75%
75%
75%
35%
Pasifika Level 1 passes Y11
Level 2 passes Y12
Level 3 passes Y13
University Entrance
72.5%
61.0%
48.5%
25.6%
72%
76%
47%
15%
71%
74%
57%
17%
63%
71%
54%
27%
65.9%
69.7%
63.7%
22.3%
75%
75%
75%
35%
Merit endorsements
2013 Actual
2014 Actual
2015 Actual
2016 Actual
2017 Actual
2018 Target
Year 11 Level 1
All
Maori
Pasifika
21.9%
11.1%
18.5%
15.8% 15.0% 12.6%
20.1%
22.5%
17.5%
27.7% 27.6% 26.2%
23.2%
25%
Year 12 Level 2
All
Maori
Pasifika
12.7%
9.1%
5.8%
12.9% 4.4% 11.7%
14.3%
13%
12%
15.5% 21.1% 8.5%
14.7%
25%
Year 13 Level 3
All
Maori
Pasifika
7.8%
0%
7.6%
7.8% 10.7% 1.5%
14.8%
3.3%
7%
18.2%
12.5%
18.3%
18.0%
25%
Manurewa High School Charter 2018 34
Excellence endorsements
2013 Actual
2014 Actual
2015 Actual
2016 Actual
2017 Actual
2018 Target
Year 11 Level 1
All
Maori
Pasifika
2.2%
1.9%
2.3%
6.4%
0%
4.9%
5.2%
1.4%
1.9%
6.0% 3.4% 7.8%
6.0%
10%
Year 12 Level 2
All
Maori
Pasifika
2.5%
6.8%
0%
2.5% 2.2% 1.7%
3.8%
0%
0%
6.8% 3.5% 1.4%
5.4%
10%
Year 13 Level 3
All
Maori
Pasifika
3.8%
0%
1.5%
3.6% 7.1% 0%
1%
0%
1.2%
7.5% 0%
2.4%
5.9%
10%
asTTle
End of year or better
2013 Actual
2014 Actual
2015 Actual
2016 Actual
2017 Actual
2018 Target
All Y9 – Level 4 Y10 – Level 5
60.3% 23.1%
59.3% 23.9%
62.1%
27.5%
63.4% 24.4%
59.5%
19.1%
70% 30%
Maori Y9 – Level 4 Y10 – Level 5
61.5% 24.4%
57.4% 22.2%
72.3%
24.5%
59.4% 24.2%
61.0%
16.5%
70% 30%
Pasifika Y9 – Level 4 Y10 – Level 5
55.2% 16.2%
56.1% 17.8%
54.2%
22.9%
58.9% 17.6%
52.1%
13.0%
70% 30%
Manurewa High School Charter 2018 35
Leavers Data Achievement from Education Counts (2017 data not available until term 2, 2018)
Item 2013 2014 2015
2016 Actual
2017 Actual
All Level 1 or better
Level 2 or better
Level 3 or better
81.8%
68.5%
38.7%
85.6%
74.2%
42.2%
85.8%
73.0%
44.0%
83.6%
72.4%
39.4%
Maori Level 1 or better
Level 2 or better
Level 3 or better
71.3%
58.4%
28.7%
80.9%
68.1%
30.9%
77.6%
53.3%
29.0%
73.6%
53.8%
19.5%
Pasifika Level 1 or better
Level 2 or better
Level 3 or better
81.6%
65.9%
32.3%
84.1%
71.6%
36.5%
87.2%
75.8%
41.9%
83.1%
73.4%
36.7%
Retention data from Education Counts Percentage staying until at least 17 years of age (2017 data not available until term 2, 2018)
2013 2014 2015 Actual
2016 Actual
2017 Actual
All 76.9% 81.1% 77.8% 74.6%
Maori 61.4% 72.3% 63.6% 60.9%
Pasifika 78.3% 81.9% 80.2% 79.0%
Manurewa High School Charter 2018 36
Board Summary The Board of Trustees has worked with the Senior Leadership Team to develop this Charter for the next 5 years at Manurewa High School. The Board will continue to monitor the programmes at the school by:
tracking the roll
monitoring the buildings projects which are urgently needed
development of the Charter with the Senior Leadership Team
being kept informed on curriculum development through the learning area annual reports to the Board and ongoing learning area reviews held throughout the year
tracking the allocation of finances and recourses through monthly Board and finance subcommittee meetings While working through this process, the Board is determined to ensure that:
aakonga improve their ability to engage in akoranga, cultural identity and ability to take positive steps beyond school policies are updated
finances and resources are being used to the best advantage for the students at the school
a suitable level of financial reserves is maintained
The Board is committed to monitor the finances and resources, checking on a monthly basis how spending is tracking to ensure a positive outcome.
Year Working capital ($) Operating Surplus ($) % Income spent on learning resources
2012 316,258 100,316 73.0
2013 86,928 513,415 74.0
2014 1,239,792 765,922 66.0
2015 1,387,343 517,281 65.2
2016 2,125,853 828,581 64.4
The Board, Senior Leadership Team and school community will continue to work collaboratively throughout the year to achieve our Charter goals and targets for 2018