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Analysis of Variance 2018

Priority: To improve and enhance engagement through inclusive, equitable and relevant learning opportunities with a strong focus on students who are ‘at risk’ of not achieving to their potential.

Focus: The strategic priority is specifically targeting

1) The engagement, achievement and retention of Māori Students to Year 13

2) Year 9 and 10 students who need to have their learning accelerated

3) Improving NCEA results (roll based) particularly boys

a) Levels 1, 2 and 3 and UE comparable to other decile 9 schools’ national averages

b) Endorsements comparable to other deciles 9 schools’ national averages

4) The transitions of students from Year 12 to Year 13 and the retention of students throughout Year 13

The outcomes of this focus will identify improvements in student retention, achievement and transitions.

Strategic Aim: To address and improve student progress, achievement, retention and transitions of targeted priority learners by improving their engagement in learning.

Annual Aim: To ‘raise the bar’ in overall achievement (excellence) and ‘lift the levels’ of underachievement to close the gap (equity) through a focus on coherency in planning, goal / target setting and

resourcing.

Targets:

● The Annual plan outlines RHS commitment to equity through targeted actions to accelerate progress for identified priority groups of students. The 2018 Annual plan outlines RHS commitment to

equity through both the targets set for progress of priority groups of students and the action steps outlined under each of the portfolios.

● The Annual plan outlines RHS commitment to excellence through deliberate actions to improve the quality of teaching across the school, and by strengthening learning opportunities for all students.

The 2018 Annual plan outlines RHS commitment to excellence through both the achievement targets set for groups of students and through the action steps outlined in the teaching and learning;

and dynamic curriculum strategic goals.

● The Annual Plan provides the work plan for each of the strategic lead team portfolios and informs their goals for the year. The 2018 Annual Plan has been written as a work plan for each of the

strategic lead team portfolios and informed their goals for the year.

● Termly review of each section of the Annual plan ensures a focus on raising the bar and lifting levels of achievement. Each of the SLT reported on a termly basis to Board of Trustees on progress

against targets (portfolio reports).

Actions

What did we do?

Outcomes

What happened?

Reasons for the variance

Why did it happen?

Evaluation

Where to next?

The identification and approval of significant

strategic priorities to improve the success and

achievement of students.

Written into annual plan approved by the Commissioner.

Community consultation 2019 re graduate profiles 2019 PLD focus for SLT and HoFs the leadership

capability ‘evaluating practice in relation to outcomes’

Further development of Tracking system – focusing on developing staff and student capabilities

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Develop a model for annual planning linked directly

to the schools’ strategic plan and goals

2018 focus on linking documentation / reporting to strategic goals

Annual plan Reporting (SLT portfolio reports) Teachers’ Spirals of Inquiry

MoE SAF Facilitator worked with

the Deputy Principals on a weekly basis focusing on developing evaluative practice in relation to outcomes.

Business Studies and Landbased Studies Faculties focusing on developing evaluative practice in relation to outcomes (terms 1-3)

Introduced SAF rubric to next two Faculties (Science and Social Studies) Term 4

Review of strategic plan and goals based on community consultation

Developing performance plans for each of the portfolios and key areas of school operation based on strategic plans and goals

Faculty, Curriculum, House, Leaders and Teachers goals for 2019 informed by / linked to Strategic plan and goals. Focus on developing leadership capabilities, particularly evaluative capability and culturally responsive practices to accelerate outcomes

Developing organizational capability 2019 Annual Plan Focus on

o Leadership o Evaluation o Learning Opportunities o Connected Curriculum

Completed Charter to the Ministry of Education

that includes the strategic plan, annual plan(s) for

2018.

Charter including Strategic Plan uploaded on 1 March 2018

Annual Plan uploaded on 18 April with approval of MoE

Development of Faculty and Curriculum Area goals

linked to the RHS Annual Plan aims and targets

Analysis included in the BoT Curriculum Term 2 Report to the BoT

Reported against in 2018 Faculty Reports

Identification of the need to provide PLD for Leaders focusing on developing evaluative and organizational capabilities.

Development of House pastoral programmes

linked to the RHS Annual Plan aims and targets and

annual calendar

2019 Pastoral Curriculum completed 06 12 2018 School Assemblies based on pastoral curriculum

Identification of need to embed through

form times student leadership programmes Student ownership

The development of 120+ individual PLD ‘spirals of

inquiry’ projects

Tuesday PLD dedicated to Spirals of Inquiry Spirals of Inquiries sharing of ‘best practice’ term 4

week 5 and 6 Term 4

Review (including staff voice and

agency) to inform development of

2019 Tuesday PLD programme

Implementation of strategies throughout

the school

Staff PLD i.e. ‘teaching as inquiry’ Development of engagement and achievement

tracking system ART programme in collaboration with MoE Triennial review of Faculties

Identification of the need to relaunch

PB4L leading to Staff PLD / workshops

(November 2019) with focus on

collaboration, PB4l and the vision, values

and key competencies of the New

Zealand Curriculum

Evaluation of progress on the targeted

strategies.

Faculties analysis of student achievement – used to inform next steps for individuals, classes and curriculum development

Individual Student engagement and achievement tracked to enable learning conversations with students and their families / whānau by form teachers, inform House/ pastoral team meetings

Informed reporting to BoT (ARTE reports and Portfolio reports)

Qualitative and quantitative data informing shared with staff in planning programmes e.g. PB4L, Kia Eke Panuku as well as Teacher only days

Development of KAMAR markbooks to better enable tracking in junior school

HoF Social Sciences & Faculty working with SAF Facilitator - to develop using key competencies criteria to assess against Curriculum Levels beyond level 4.

PLD focus for Senior and Middle leaders to develop

skills in evaluation with a particular focus on

developing next steps

Number of staff meetings increased to 3–4 per

term in 2019 to build organizational capability

Results for all targets collated and analysed and

discussed

BoT ARTE reports shared with

HOFs

Analysis of impact of all strategies on the strategic

priority. Results circulated to all staff

Staff meetings and Teacher only

days used to feedback analysis of

strategies and gain feedback to

inform next steps

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Analysis of variance at all levels (teaching staff to

SLT)to review impact of strategy on the priority and

identify next steps

New annual plan as part of the revised

charter

BoT took over from Commissioner in

April. Focus initially on understanding

their role and school, time dedicated to

PLD. Decision to delay revising Charter

until after 2019 BoT Elections.

K: PORTFOLIO STRATEGIC PRIORITY PLAN & TARGETS

1. PORTFOLIO: LEARNING OPPORTUNITIES - ANNUAL PLANS & TARGETS 2018

Strategic Focus: The development of different programmes of study

Strategic Aim: To develop new models of learning delivery based on the key characteristics of effective programme design to improve the engagement of students in Year 12 and Year 13.

Annual Aim:

To develop multi-disciplinary vocational courses that support student transition into the workplace, further training or tertiary education

Targets:

1) To complete at least one feasibility study to determine the viability of the Connected Curriculum model in the senior school. Level 3 Agribusiness will run in 2019

2) To extend the provision of vocational courses in Years 12 -13 Gateway numbers increased from 22 places in February 2018 to 27 places in July to 47 places in 2019. Primary ITO places increased from 20

places in 2018 to 40 places in 2019. Three students enrolled in Trade Academies through ARA and three in 3+2 programmes through MITO in 2019.

3) To review the Faculty structure and Budget provision with a view to informing and enabling the development of the Connected Curriculum Work has begun but not completed

Actions

What did we do?

Outcomes

What happened?

Reasons for the variance

Why did it happen?

Evaluation

Where to next?

Connected Curriculum in Years 12 and 13

Feasibility study undertaken to determine

viability of a connected curriculum

agricultural business school in Years 12 and

13. Creation of the model for the agricultural

business school based on the characteristics

of effective programme design.

Principal, DP Dynamic Curriculum and HOFs Landbased Studies and Business met with Agribusiness Advisor Melanie Simmons (12 03 2018).

Agribusiness offered in 2019 Subject Selection Book

16 Year 13 students selected NCEA 3 Agribusiness.

Decision made to start with Level 3 Agribusiness made after review of student interest

Through collaboration – Business Studies, Landbased Studies and Science decision to use worm farming as case study

Resourcing identified and applications made November 2018

Worm farm used by o Blue Planet extracurricular club

(sustainability)

o Environmental Studies (recycling

focus)

o Agribusiness (business focus)

Agribusiness Level 2 to be offered for 2020

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Vocational Courses

Apply to the Tertiary Education Commission

to expand the Gateway programme to 55

places

Application for 55 places in 2018 turned

down by TEC.

TEC offered 5 extra places allocated for 2018

(July)

Gateway entry requirements and

selection process reviewed with a view

to 2019 enrolment

TEC confirmed 47 Gateway places for 2019

Development of programme to include

independent programme for Year 13 students as

6th subject with completion date end of term 2

Secondary Tertiary Partnerships

Explore how to further develop secondary

tertiary partnership with local tertiary

providers to extend the provision of

vocational courses in Years 12 -13

Feasibility of introducing / developing Trades

Academy, Dual Enrolments, Dual Pathway

Pilot (DPP) Funded Student, Tertiary EFTS

Funded Student explored

Signed MU with Community College to run

equestrian course (NCEA Level 2) in 2018

Principal met with CEO ARA (13 -3 2018, -6 -4

2018 & 5 12 2018) agreed in principle to

work together on a variety of provision

o at ARA and at RHS

o Youth Guarantees programmes and

collaborative programmes

Regular meetings with the Engagement

Manager to explore opportunities.

Through discussion with Ministry of Social

Development, Retail identified as area of

need. Retail Trades Academy Places offered

in 2020

Two students enrolled in 3+2

programme through the MITO during

2018

Only Two students enrolled in Retail

Trades Academy

Meeting with Mayor of Waimakariri

District to explore the concept of a

North Canterbury Youth Futures

Working group to establish an MoU

with a view to growing the partnership

between Secondary – Tertiary – the

Waimakariri District Council and

Enterprise North Canterbury. MoU

developed

Primary ITO numbers doubled to 40 places in 2019

Meeting held January 2019 re North Canterbury

Youth Futures – agreement to work collaboratively.

MoU presented. Funding proposal to be developed.

Selling and marketing the new courses

internally to students, staff, parents and

whānau.

2019 course selection process completed. Met with representatives of Ministry of

Social Development and Community

Colleges with a view to working

collaboratively to support students and

their families / whānau as they explored

their educational / careers pathways.

Meeting with representatives of Ministry of Social

Development and Community Colleges to plan Careers

Expo to be held at RHS end of term two.

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2. PORTFOLIO: INNOVATIVE TEACHING & LEARNING - ANNUAL PLANS & TARGETS 2018

Strategic Focus: Priority Learners

Strategic Aim: Teachers making a difference to student learning through effective and innovative teaching practice to:

● Improve student engagement, achievement and retention.

● To ‘lift the levels’ of underachievement to close the gap (equity)

Annual Aim: To target students who are

● Year 9 and 10 students, with a focus on Māori Students to accelerate their progress

● Year 11 Māori students who are at risk of not achieving enough credits to be awarded NCEA Level 1

Year 11 boys who are at risk of not achieving enough credits to be awarded NCEA Level 1

Targets:

● Year 9 students feel positive about Rangiora High School and feel engaged with their learning – NZCER ‘Me and My School’ data’ – mean of 51.6 compared with 54.9 nationally ● Year 10 students feel positive about Rangiora High School and feel engaged with their learning – NZCER ‘Me and My School’ data’ – mean of 50.9 compared with 53.1 nationally ● 85% of Year 10 Māori students working at Level 5 of the Curriculum Not achieved asTTle Reading- 61.1% working at Level 5 or above asTTle Math- 65% at Level 5 or above ● 85% of Year 9 boys’ students working at Level 4 of the Curriculum Not achieved asTTle Reading- 78% working at Level 4 or above asTTle Math- 68.7% at Level 4 or above ● 85% of Year 10 boys’ students working at Level 5 of the Curriculum Not achieved asTTle Reading- 69.5% working at Level 5 or above asTTle Math- 64.5% at Level 5 or above ● 90% of Year 11 achieve NCEA Level 1 - Not achieved 80.2% of Year 11 achieved NCEA Level 1 ● 90% of Māori Year 11 learners achieve NCEA Level 1 Not achieved 71.8% of Māori Year 11 Learners achieved NCEA Level 1

Actions

What did we do?

Outcomes

What happened?

Reasons for the variance

Why did it happen?

Evaluation

Where to next?

Developing a shared understanding of

collaborative ‘Spirals of Inquiry’ informing

learning and teaching

WSL sharing their 2017 inquiries and learnings to model the process for teachers

Spiral of Inquiries informed by and developed to support RHS vision and strategic objectives; and address targets identified in the annual plan

Staff teams (Year 9 and 10 Learning hubs) working to reach agreement about what one year’s progress looks like in key areas of learning

Teachers setting goals and targets to accelerate the rate of learning for identified learners (4 or 5) who are at risk of failing to achieve a year’s progress

Teachers designing interventions, monitoring progress of their identified students and modifying actions where required

Appraisal documentation reviewed using

Education Council exemplars. Spirals of

Inquiry integral. ERO have noted this

strengthened Appraisal process.

WSL teachers involved in planning / leading

PLD and leading Spirals of Inquiry PLG groups

Teachers inquiries based on RHS vision and

Annual Plan targets enabling Learning Hubs

to work collaboratively to better understand

their practice and how they could accelerate

progress

Six staff presented their Spirals of Inquiries to

whole staff term 4

Staff feedback re the inquiry process and

documentation asked for (to inform 2019

planning)

Spirals of Inquiry used to inform appraisal

conversations and registration evidence.

Random audit undertaken of 2017

Appraisals to identify next steps

Documentation developed to ensure

checks in place and processes initiated

to ensure staff who have not been

signed off by their appraiser rectify this

Issues such as unwieldy and time

consuming data analysis rectified. New

electronic Class Profile system will

mean staff spend their time analysing

the data, rather than searching for it.

Adapt and adjust the documentation (Spiral of

Inquiry and Appraisal) to reflect staff voice, as well

as review by SLT and WSL teachers

Introduction of Leadership Inquiries for SLT and

HoFs

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Every teacher sharing progress on their individual spiral of inquiry within their PLG groups / Learning Hubs

Spirals of Inquiry used to inform appraisal conversations and provide registration evidence

Meetings with Caryn Wilson, (MOE PLD), re

2019 foci and application for funding

Wellbeing

Working with schools in the greater Christchurch

area developing and implementing a wellbeing

strategy through…

Learning about wellbeing literacy and research Collecting data and understanding the school’s

context Collaboration within and between schools Adopting a range of leadership tools and

frameworks

Employment Assistance programme supports and programmes presented to staff 20 February

Members of Well-Being committee attended the Grow Waitahi Wellbeing Huis

Strategies initiated to support wellbeing of staff o Reduction of number of staff briefings

o Work free conversation area in staffroom

o Drop box for suggestions

o Social groups – staff band, craft group...

o Simplification of / clarification of /

electronisation of systems to reduce staff

workload

A document / mission statement for discussion to take wellbeing to the next level, including of development of strategies to actively improve staff and student well-being partially prepared

Meeting free weeks (after school) on SAID weeks

and when Puketeraki Kāhui Hui meetings held for

all teachers

Further development of simplifying systems e.g.

one data set pulled electronically to be used by

classroom teachers for class learner profiles and for

the scanning stage of Spirals of Inquiry

Lucy Hone, Director of the Wellbeing Institute, has

been booked to present to staff during the Term 2

TOD 2019.

Cultural and Relationally Responsive

Pedagogies

Strengthening use of Te Reo and understanding of Tikanga

Developing a shared understanding of cultural and relational pedagogy

Teaching staff use shadow coaching to inform development of cultural and relationally responsible practice and teaching and spirals of inquiry

Kia Eke Panuku Team meet weekly supporting the work to strengthen use of Te Reo and understanding of Tikanga

Staff enrolled in o 31 in Te Wānganga O Aotearoa Level 3

Tikanga Course

o 3 in CORE Education courses

PLD facilitated by Margaret Egan and Mere Berryman (Poutama Pounamu) on Shadow Coaching for Senior Leaders, Heads of Faculty and Curriculum Leaders.

Rongohia Te Hau Week 8 of Term 3

showed a shift towards more relational

practice, but with more improvements

needed around responsive practice. A

key finding was the idea that what we

as staff felt we are being culturally

responsive, was not viewed that way by

students and whānau.

Application for five new staff to complete the Te

Reo Māori course through Core Education

20 Te Wānanga o Aotearoa Courses

PLD application to MoE to continue work with

Poutama Pounamu 2019 with a focus on

development of SLT, HoFs and HoH leadership of

cultural and relationally responsive pedagogies

3. PORTFOLIO: ENRICHED ENVIRONMENT - ANNUAL PLANS & TARGETS 2018

Strategic Focus: Passive space for students to create a sense of belonging and connectedness.

Strategic Aim: Develop a master property plan to align with the school’s vision based around the enhancement of the outdoors/indoors facilities for students.

Annual Aims:

● Increase the student engagement in and develop the ownership of a plan and the facilities with students in the school.

● To develop a staged/staggered plan/model to enhance the outdoor/indoor student environment in consultation with the Enriched Environment Action Group.

● To complete the 5YA projects identified for 2018

● To develop a cultural narrative for the redevelopment of Gymnasiums

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Targets:

● 20 % of the students engaged in the feedback process to inform planning. (full consultation re whole school enrichment not carried out. Approximately 12-13% of school responded to

Sports facility consultation by student. On hold as 5YA reviewed.)

● 5YA projects identified for completion in 2018, completed on time, within budget and meeting student needs (Smaller projects completed, considerably under budget. One project for later

in 2018 on hold to allow Art Building roof to be repaired and weather-tight. Library project reviewed (roof to be repaired rather than redevelopment) and Gym on hold – in discussion with

Ministry of Education as to next steps)

● Annual systems for reviewing Health and Safety on an annual basis developed and implemented (Committee and Health and Safety Reps in place. Annual H and S plan and call-up tasks

complete, Procedures refined on-going).

● To increase the use of Te Reo in signage by 200% As gym and library redevelopments on hold not actioned.

Actions

What did we do?

Outcomes

What happened?

Reasons for the variance

Why did it happen?

Evaluation

Where to next?

Re-establish the Enriched Environment Action

Group (students)

The EEAT Group re-established Focus discussion re enriching the external

environment of the campus

Funding sources vital to be able to

enrich the environment and meet the

students’ needs and ideas. Funding

Grants applied for. Turned down

Next Funding application missed in

November --exams interfered with

group meetings and activities.

EEAT Group to be re-convened in 2019

Review of present facilities/state of the

environment for students

Suggestions from students re possible areas and /or extra resources required in 2019 gym redevelopment occurs

Students identified areas on the school campus to be enriched, add seating, paths, tree areas in conjunction with the Property Team.

Identified the need to plan (in

alignment with strategic goals)

o 10YPP programmes and

budgets

o Fundraising applications

Student voice to be considered in development of

10YPP plans and budgets

Survey the student body re the priorities for

the “student” environment. Analyse feedback

and formulate priorities

Submission from student consultation forwarded to the Sports facility/Hauora Centre complex design group, and architects

Submission tabled at design

meetings

Gyms re-development on hold

School community agrees on priorities/staging of

development

Identified a number of projects

in meeting with the Ministry of

Education that are priority 1

(Health and Safety) not in the

current 5YA

Review of the 5YA underway. To be

submitted to the BoT February 2019

Source funding for future development Two funding applications declined. Applications in 2019

5YA Projects - developing quality learning spaces Improve ventilation in B, C and D blocks

B, C and D Blocks window tinting carried

out in the term 1 vacation

Year 10 Learning Hubs developed to

improve acoustics

5YA funds not spent to stay with

this project for the summer

2018/19--evaluation to show if

tinting sufficient or if Heat pump

option or other options required

Gyms/Sports facility/Hauora Centre Project Draft final design drawings in place. Quantity Surveyor final pricing went well over

budget

Met with MOE, BOT Chair, Logic

Group and school re final pricing

of all projects. Request to

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Recladding, re-roofing, weather tightness, asbestos removed, redevelopment of the facility. Addition of quality teaching spaces.

Ministry of Education to

consider Replacement Plus

funding for gyms. Awaiting reply

Library Re-Development Re-clad, weather tightness, re-roof, improved entrance, heating up-grade

Quantity Surveyor final pricing over budget -

placed on hold

Met with MOE, BOT Chair,

Principal and Project Managers

Library redevelopment on hold with a view to

applying for funding in the next 5YA round for new

library

Library roof to be repaired

Provision of outdoor learning space in in the G1-G4 area

5YA Projects on hold until urgent Health and Safety 5YA projects completed.

Health and Safety To review and develop Rangiora High School

Health and Safety system, procedures and practice to ensure legislative requirements are met and best practice in implemented

To review and develop Rangiora High School EOTC systems, procedures and practice to ensure legislative requirements are met and best practice in implemented

To grow staff capability and competence in ensuring Health and Safety practice and procedures are followed

Policies reviewed Health and Safety Committee in place and

meeting regularly Health and Safety Meeting schedule formulated Health and Safety reinforced in Faculty meetings-

-concerns minuted Health and Safety checks carried out in the

faculty Review process Hazardous Surveillance Inspections carried out

across the entire school, filed and completion of corrective action signed off

New Health and Safety Audit /Inspection form developed and used to audit teaching areas

Review of EOTC “closer, fewer, cheaper” emphasis and implications for school logistics and relief budget

New EOTC Guidelines produced re Fewer, Cheaper, Closer. Outlined to staff.

New EOTC guidelines produced and all HOFs and EOTC participant staff made aware of for future planning.

Ongoing emphasis on continual

training and up-skilling of

Health and Safety reps

Staff

Students

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4. PORTFOLIO: STUDENT ENGAGEMENT - ANNUAL PLANS & TARGETS 2018

Strategic Focus: Pastoral Care and Wellbeing

Strategic Aim: To improve and enhance the engagement and wellbeing of students

Annual Aims:

● To implement a range of engagement strategies to improve the retention and achievement of Māori students post compulsory (16+).

● To improve attendance rates of identified priority learners

Target:

90% retention of Māori students – February 2019 209 students Year 11-12 108%; Year 12-13 81.5% ● By the end of 2018 Year 9 and 10 Māori students achieving at or above the average Curriculum level of their cohort. Work progressed with two Faculties to develop assessment programmes that

enabled measurement of achievement against all curriculum levels. ● By the end of 2018 Senior Māori students achieving at or above the NCEA national averages for years 11, 12 and 13

● 90% attendance at each year level, Years 9 – 13

Actual: Year 9 = 89.5% Year 10 = 87.6% Year 11 = 89.2% Year 12 = 88.5% Year 13 = 81.5%

● 90% attendance for boys at each year level, Years 9-13 Actual: Year 9 = 89.2% Year 10 = 87.4% Year 11 = 89.4% Year 12 = 87.9% Year 13 = 81.5%

● 90% attendance for Māori students at each year level, Years 9-13 Actual: Year 9 = 84.8% Year 10 = 82.6% Year 11 = 85.0% Year 12 = 78.5% Year 13 = 68.7%

RHS National

Level 1 71.8 55.1

Level 2 59.0 66.4

Level 3 42.3 50.8

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Actions

What did we do?

Outcomes

What happened?

Reasons for the variance

Why did it happen?

Evaluation

Where to next?

Māori Students – Progress and Achievement

Māori students allocated academic mentor as part implementation of the Tracking System

Programme of academic mentoring developed and implemented

Evaluation of student progress and achievement; and effectiveness of mentoring programme

Review of Year 11 – 13 Māori student academic outcomes prior to NCEA external examinations to identify students ‘at risk’ of not achieving NCEA

Academic mentors/trackers allocated to ‘at risk’ Year 12 Māori Students. All other Māori students tracked through form teacher

Mentors incorporated into school-wide tracking system

Kāhui Ako providing training on how to analyse results 28.03.2018

Regular Learning conversations between academic mentors and Māori learners

RHS rejoined MoE ART programme

(focus raising achievement of year 12

Māori students worked with Year 12

Māori Pasifika students)

To participate in MoE ART project in 2019. To

explore ‘best practice’ through exploration of how

other schools have developed this programme

Tracking information used to identify to identify ‘at

risk students’ to be actioned by DP in charge. More

rigorous investigation of academic outcomes in

discussion with subject teachers to be explored

with a view to identifying next steps.

Māori Students - Retention

Incorporation of cultural and relationally responsive pedagogies into teaching and learning programmes

Year 10-12 Māori student option selections supported by academic mentor

Year 10-12 Māori students option selections analysed

Identified students interviewed around individual choices and final programmes

Hui at start of year for all staff introduced and developed concepts

Focus for Spirals of Inquiry Professional Learning Group. 31 staff have begun He Papa Tikanga and some engaging with students at lunchtime Fridays

Senior Leaders, Heads of Faculty and Curriculum Leaders attended Shadow Coaching workshops facilitated by Mere Berryman and Margaret Egan (Poutama Pounamu) with the aim of supporting teachers to further develop their cultural and relationally responsive practice.

Student choices monitored against progress and achievement as results including NCEA results become available

Rongohia Te Hau August 2018

included classroom observation,

student, teacher and whānau

feedback as to engagement.

Analysis showed that teacher

perception / practice is

perceived differently by ākonga

and whānau.

Term one 2019 PLD application to MoE to focus on

growing leadership capability of SLT and HoFs to

coach teachers in developing their cultural and

relationally responsive pedagogies

Develop kaiarahi role to include reo tutoring with

staff

Building respectful and collaborative working

partnerships with ākonga and whānau

Development of Māori Student Leadership programme to support ākonga to achieve to their potential

To share and work with whānau and ākonga to inform development and review of the Māori Education Plan

To work with tangata whenua to inform the development of the local curriculum and cultural narrative informing property programme

Leaders Appointed. Leaders supported in developing a Tuākana Teina programme

Celebration of Ākonga Success at Whānau Hui Two student kaitataki co-opted to Kia Eke

Panuku SCLT. Māori Education Plan on agenda for discussion to

inform review beginning and end of year. RHS staff providing feedback on progress to date.

Investigate whānau hui in collaboration with Kāhui

Ako

Investigate long term plan for whare

Re-form ‘whānau tautoko’ group of parents, staff

to support kaiako and students

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Engagement and Retention Re-establish the PB4L team Using data and understanding the school’s

context to inform next steps Collaboration within learning hubs and between

learning areas Adopting consistently across learning hubs and

learning areas student management & engagement tools

PB4L team re – established. Ministry of Education Facilitator supported relaunch of PB4L planning and RTLB planning of 2019 Teacher only days.

Heads of House attended five days of PB4L training. Deans and Principal attended one-day refresher course.

New one stop tracking process available for any class/group via KAMAR. Data analysis used to inform House Pastoral team meetings.

Weekly workshop run by SLT for Ako teams exploring student management and engagement tools in term 4 after seniors leave on exam leave

Identification of need for more rigorous

entry of data into KAMAR, follow up and

analysis before consistency across

learning hubs and learning areas can be

achieved.

Identification of inconsistencies of staff

understanding of student management

system.

Programme of learning for all levels for start of

2019 year has been developed with representative

group of staff. Pastoral curriculum and

revitalisation of PB4L to address consistency,

understanding of expectations. Values and

competencies delivered by ALL teachers every day.

Develop connections between PB4L and Kia Eke

Panuku teams to enable / develop connections to

strengthen PLD programme for staff with a view to

improving engagement and achievement

Attendance

Using data and understanding the school’s context to inform next steps

Collaboration between Houses to identify and adopt identified ‘best practice’

Focused attention on improving attendance rates across the school

New Attendance officer working proactively with students and whānau

Weekly pastoral meetings report on at risk students. Data collected from pastoral minutes monthly to identify/ensure intervention

Regular detailed analysis of attendance

data (KAMAR and MoE Termly Report

‘Every Day Matters’) needed to identify

issues and inform effective next steps

Consistency across houses in dealing with absence

to be implemented

Further PLD for staff re improving attendance rate

and reducing lates

Focus for PB4L in 2019 raising reducing unjustified

absences and lates.

Pastoral curriculum

Learning goals established by each learner Students tracking own progress and

achievement Students and Academic mentors having learning

conversations

Pastoral Curriculum provides coherency of messages / themes through school assemblies, house assemblies and form times

Goal Setting process with identified Year 12 students working with academic mentors.

Identified that goal setting not widely

understood or implemented. Whole

school approach and regular workshops

needed for staff. More regular staff

meetings in 2019 will enable

differentiated workshops.

Goal setting template on KAMAR to be reviewed

and implemented.

PLD for form teachers and students in how to hold

effective Learning conversations

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5. PORTFOLIO: DYNAMIC CURRICULUM - ANNUAL PLANS & TARGETS 2018

Strategic Focus: Developing and implementing a dynamic, relevant and responsive curriculum to create an engaging school for all students.

Strategic Aims: Leaders and Teachers making a difference to student learning through the development and adoption of effective and innovative Curriculum design and models, with to improve student

retention, achievement and transitions.

▪ Improving NCEA results, in particular the number of merit and excellence endorsements

▪ Improving retention from year 12 to Year 13 and through Year 13

Annual Aims:

● To analyse programme of learning to evaluate their performance in providing effective and meaningful learning opportunities for students ● Developing and leading innovative NCEA assessment practices integrated with teaching and learning to meet the needs of learners with a view to improving engagement and achievement

● To develop and implement timetable structures to support the develop of a connected curriculum in the senior school

Target:

1) 85% of Year 13 students who are intending to enrol in University gain University Entrance. Not achieved. 75% of those who were intending to enroll in University at the beginning of 2018 achieved University

Entrance.

2) Endorsement rates at NCEA Level 1-3 are at those of Decile 8-10 schools

NCEA RHS Merit Endorsements Merit Endorsements

Decile 8-10 schools

RHS Excellence

Endorsements

Excellence Endorsements

Decile 8-10 schools

Level 1 35.4 40.3 22.1 29.6

Level 2 24.6 36.1 16.8 26.9

Level 3 30.5 40.9 13.2 29.6

3) 10% or less of those failing NCEA Level 1, 2 or 3 miss by 10 credits or less.

NCEA % failed by 10 credits or less

Level 1- 334 students 5.1%

Level 2 - 297 students 15.8%

Level 3 – 308 students 4.8%

4) Retention from Year 12 to 13 improves by at least 10%. Not achieved – there has been a 1.8% increase in retention.

5) Year 13 retention improves by 10%. Not achieved. 28% students enrolled in Year 13 at the beginning of 2018 left during the year into employment, tertiary education or another school.

Actions

What did we do?

Outcomes

What happened?

Reasons for the variance

Why did it happen?

Evaluation

Where to next?

Enhancement

Review of Year 9 and 10 model of project based learning to inform next steps

Sharing of best practice across Learning Areas re how teachers / schools are monitoring and supporting students who are identified as capable of achieving endorsements

Year 9 Connected Curriculum Review completed including feedback on review of Year 9 and 10 enhancement programme (students, staff and parents / whānau)

Students capable of achieving endorsements identified. Programme of Learning developed for potential excellence student. Academic Mentors provided support

Modification of enhancement programme Year

9/10 based on Term 4 feedback to include -

1. University liaison visit around areas of

investigation

2. Investigate peer and group projects

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Curriculum, Timetable Design, Models and

Implementation

To develop a flexible timetable model that provides opportunity for all learners

In year 9 and 10 to support the connected curriculum model across all learning areas

In years 11-13 to develop connected curriculum models across learning areas

In year 13 to provide a range of vocational pathway courses (and transition in the workplace or tertiary learning)

That enables a learning advisory model to support accelerating progress and raising achievement

Year 9 and 10 Elective subjects developed connected curriculum courses and offered for 2019. Junior electives to shift from 4 to 6 subjects to provide wider choice

Analysis of student, teacher and parent / whānau consultation as to what subjects should be compulsory at year 11

Year 11-13 offered a greater range of connected curriculum subjects in 2019. Level 1 courses to be semesterised

Consultation on flexible timetable

model did not take place and has

been deferred until full exploration

of the range of models that

provide all students with learning

pathways into the workplace or

tertiary learning has been

explored. And timetable

requirements / implications have

been established.

Community consultation re Level 1 2019 (early

Term 2)-

o compulsory subjects

o connected subjects

o semesterisation

Learning Opportunities focus in 2019 reflects the

identified need to develop a wider range of

models (e.g. 3+2, Schools within Schools, project

based learning) in the senior school. Associate

Principal has been appointed to lead this work.

Assessment

Finalise review of assessment In years 9 and 10 Curriculum Levels are

interpreted and used consistently across learning areas to inform feedback and feedforward to students and their parents / whānau

Review of number of credits offered in each course to support school wide focus on learning

Community consultation on whether RHS should continue to offer NCEA Level 1

Assessment enables the curriculum level all year 9 and 10 students are working at

The connected subjects involved in Junior AKO continue to streamline the assessment programme they are using in order to better able track student progress. alignment of Faculty assessments for 2019 decided

Agreed range of credits offered across learning areas and year levels

Community consulted on whether RHS should continue to offer Level 1

Identified that not all learning areas are

assessing across a range of curriculum

levels. SAF Facilitator worked with Social

Sciences Faculty. Identified only in term 4

that Physical Education and Health also

not assessing against all curriculum levels.

Consultation on NCEA Level 1 deferred

until national consultation completed and

outcomes determined.

Term 1, 2019

Focus on development of key competencies in

2019

Social Science to assess across curriculum levels

following on from work with SAF facilitator in

2018

The setup of junior markbooks will be

standardised in 2019 to ensure we can pull linear

data from KAMAR.

Implementation of predictive grades in faculties

using portfolio assessments in 2019

Reporting

Further develop the new reporting system implemented in 2017 to provide students and their whānau/family with up to date information on achievement and effective feedforward to support learning progress.

An analysis of surveys, 2017 KAMAR records and ‘best practice’ to inform next steps

Review and redevelopment of SAID day

New reporting templates in plain English enable parents / whānau to identify which curriculum level their child is working at

Model of Engagement reports and SAID day model Term 1 changed in response to feedback

Reporting includes feedback and feedforward on engagement and achievement

Analysis of parent / whānau voice on new SAID day format term 1 and 2

Identified that

Way that reports does not use KAMAR

functionality and does not enable staff /

parents to easily check back on previous

year’s reports (KAMAR portal).

system for checking staff completion of

reports is not working.

Review of reporting systems – including setup in

KAMAR, staff completion, parent feedback on

usefulness in informing their understanding and

conversations with their child.

Faculty Self-Review

The common faculty reporting template embedded across the school for use in 2018

Review to ascertain whether agreed report provides analysis needed in terms of student engagement; qualifications offered and achieved; the suitability of the programmes offered; and pathways and transitions within school and beyond

Faculty Goals linked to the Annual Plan. The outcomes identifying improvements in student retention, achievement and transitions.

Feedback from HoFs re time management of this lead to the reactivation of the Faculty Reporting Action Group. Data analysis template finalised for 2019

SAF Facilitator worked with two Faculties

(Business Studies and Landbased Studies)

to develop their systems to capture and

use evidence to make sound decisions

that accelerate progress and ensure

valuable outcomes for all learners. Work

begun with Science and Social Sciences

Faculties.

Develop electronic template to pull data for HoFs

report

Systems to identify and share information on

learner pathways after Rangiora High School

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Data analysis not provided by SLT to

enable Faculties and Curriculum Leaders

to identify pathways

Middle Leadership

Development and implementation of a leadership

programme that strengthens and supports HOFs

to

Improve outcomes for all students – outcomes that embrace their education, welfare, and development.

Shape innovation and lead change at RHS, particularly change directed at raising student achievement

Further develop the knowledge, skills, and qualities that are at the heart of effective school leadership: manaakitanga (leading with moral purpose), pono (having self-belief), ako (being a learner) and āwhinatanga (guiding and supporting).

Focus in terms 2 and 3 on developing HoFs understanding of their role in developing ensuring that all educators connect with and engage Māori Learners through Shadow Coaching their staff (supported by team from Poutama Pounamu)

In term 4 Leadership PLD programme introduced by Principal and Associate Principal. Feedback on identified needs and next steps collated

Principal working with the SAF

Facilitator to support Leaders to

grow their shared of

understanding of what ‘best

practice’ leadership in different

spheres of influence should look

like.

PLD programme to build the collective educational

leadership capability and capacity of senior and

middle leaders focusing on

on organizational and evaluative capabilities

leadership of cultural and relationally responsive

pedagogies

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6. PORTFOLIO: STUDENT SUCCESS AND ACHIEVEMENT - ANNUAL PLANS & TARGETS 2018

Strategic Focus: Improve achievement

Strategic Aim:

▪ Accelerating the progress of identified Year 9 and 10 ‘at risk’ students

▪ Improving NCEA results

Annual Aim: Leaders and Teachers making a difference to achievement, retention and transition through the refinement of the tracking system introduced in 2017

Targets:

▪ Tracking system in place for Years 9 and 10. Achieved - snapshots of junior achievement are provided in the termly ARTE report ▪ 85% of Year 11 students achieve NCEA Level 1. Not achieved - 80.2% of students achieved NCEA Level 1. ▪ 85% of Year 12 students achieve NCEA Level 2. Not achieved - 79.7% of students achieved NCEA Level 2. ▪ 85% of Year 12 males achieve NCEA Level 2. Not achieved - 73.8% of students achieved NCEA Level 2. ▪ 75% of Year 13 students achieve NCEA Level 3. Not achieved 60.5% of students achieved NCEA Level 3. ▪ 75% of Year 13 males achieve NCEA Level 3. Not achieved 52.7% of students achieved NCEA Level 3. ▪ 80% of Year 13 females achieve NCEA Level 3. Not achieved 67.9% of students achieved NCEA Level 3.

Actions

What did we do?

Outcomes

What happened?

Reasons for the variance

Why did it happen?

Evaluation

Where to next?

Refine tracking systems that monitor and

support student progress and achievement

Developing systems to monitor the engagement and learning progress of Year 9 and Year 10 students, identify those junior students who most need to have their learning accelerated, progress across the junior school, and inform the transition into Year 11.

Identification of all senior students ‘at risk of not achieving’.

Develop programmes of ongoing intervention and monitoring of ‘at risk students’ by teachers, CLs, HoFs, Deans and HOHs.

Timely achievement tracking cycles to support effective reporting to students, whānau / families, HOFs, HoH, SLT and the BOT.

Comprehensive Learning profiles

linking CEM e-AsTTLe English,

Mathematics, Social Studies, Science

for individuals, classes and year group

to inform planning completed by

subject teachers manually.

Tracking Spreadsheet of internal /

external assessments / credits created

and updated week 6 terms 1 and 2,

replaced by a new range of Custom

Lists was created on KAMAR to allow

staff access to live and up-to-date data

on a single page (26 August 2018).

Staff provided with a guide on

initiating Learning conversations.

At risk students identified by their

HOH, Dean, and DP in pastoral team

meetings.

Tracking of junior students in “short

course” elective subjects has not yet been

developed.

Identified need for PLD for both Senior

Leaders and Middle leaders

how to track data over the year to know

what is working, how well for whom and

why, and to make timely responses

to interrogate the evidence and lead

school wide dialogue

to build the right evaluative capabilities

amongst staff

to challenge practice

Focus on developing organizational

capability – developing a shared strong

vision of accelerated learner progress and

achievement

Continuing focus on developing / reviewing

systems to support this vision e.g. enabling

ease of access to data and focusing on PLD

building data analysis skills to inform

collective sense making and decision making

re change levers.

PLD for form teachers and students in how

to hold effective Learning conversations

DPs in charge to work with Faculties which

run portfolio-type assessments to implement

that use of predictive grades (as opposed to

formative grades).

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Qualification Achievement

▪ External standard rationalization for all Year

11, year 12 and Year 13 students to avoid

entry into standards that are not working

towards.

▪ A range of performance standards and

benchmark data used to compare how

students are performing internally,

regionally, nationally.

▪ The tracking spreadsheet and new

custom list provide data for BOT, SLT

and Middle Leaders each term to

analysis and to determine next steps

▪ Systems review to provide clarity and

templates when students are changing

courses or wanting not to enter an

external

Informing whānau, parents and caregivers

About their children’s engagement,

achievement and learning pathways, the

learning opportunities the school provides

and the new opportunities it is creating.

Disseminate information performance data

for all Year Levels to accurately present how

students are achieving and how the school is

responding to areas of development.

▪ A Communication Plan developed in

Term 4 for BoT report.

Development and refinement of yearly

Communication Plan, including special focus

newsletters - such as Careers Bulletin in

Term 2, and Study Skills in Term 3.

Data informing retention

▪ Student Leaver form updated

▪ All school leavers next steps (transitions) are

identified including any qualification are they

undertaking to achieve this

▪ Information is shared with / by Teachers and

Careers staff

▪ Information is used to inform Learning

Conversations

▪ Data collected including exit data is collated and

used to inform curriculum development

Student Learner Profiles (KAMAR) include

information on learners’ next steps, as

discussed with careers staff

Student Leaver form updated to include

destinations

KAMAR generated Leaver Profiles explicitly

identify:

o Students’ employability skills

o student success and achievement

▪ The Careers staff will undertake student exit

surveys.

▪ Student exit surveys are used to inform

development of curriculum design and

models

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7. PORTFOLIO: SELF-REVIEW & EVALUATION - ANNUAL PLANS & TARGETS 2018

Strategic Focus: Self-Review Model – Building a culture of organizational renewal and transformation through rigorous reflection and self-review.

Strategic Aim: To establish and implement a model of self-review based on ERO ‘best practice’ and to align the model to the evaluation and review of the school’s strategic priorities to inform ‘next practice’.

Annual Aim: The establishment and use of a self-review model to improve and enhance engagement for every student with a strong focus on students who are ‘at risk’ of not achieving.

Targets:

● An approved documented self-review model that is being extensively applied to improving school performance and student achievement. Evidence shows improvement in targets established for

retention, engagement and achievement. Self-Review Strategic, Annual and Emergent approved by the Commissioner term 1.

● Data informing responsiveness and best practice. BoT ARTE report developed (termly report to BoT). PB4L priorities determined by analysis of KAMAR data. Principal and SAF Facilitator

worked with Leaders and staff to grow evaluative capability.

● Ongoing monitoring and self-review of compliance embedded. Identified as an area of focus to ERO to grow capability and capacity.

Actions

What did we do?

Outcomes

What happened?

Reasons for the variance

Why did it happen?

Evaluation

Where to next?

Annual Performance Plans

Every strategic goal (portfolio) in the Charter has

an annual performance plan that sets targets, key

activities, and targets for the year.

Annual plan details the targets, key activities,

and targets for the year for each portfolio

Portfolio report to the BoT (termly week 9)

based on Annual plan and inform the

development of the Analysis of Variance

Faculty, Department and Staff Inquiry foci are

aligned to the Annual Plan goals and targets.

Identified need to grow organisational and

evaluative capabilities before we can move

to developing annual performance plans

collaboratively.

Review of

Reporting templates – move to annual

performance plan for each portfolio

Senior leaders’ job descriptions

Self-Review Framework

▪ A framework for self-review and evaluation is

established based on ERO best practice

▪ The Framework is reviewed

Documented self-review model presented,

discussed and approved by the Commissioner

27 02 2018. Informed by 2017 findings and

recommendations

Self-Review committee met terms 3 and 4.

A recommendation in the 2018 ERO report as

a result of discussion with the Principal and

Board.

Growing organizational capability with a

focus on self-review i.e. Senior and Middle

Leaders initiating and leading self-review.

SAF facilitator to continue to work in school

on a weekly basis with senior and middle

leaders to grow their evaluative capabilities

and capacity.

Triennial Review of Faculties / Departments is

established based on ERO best practice

Triennial review programme established for

the period 2018-2022

Faculty Review objectives developed in

collaboration with Middle Leaders

Comprehensive reports written and

presented to Faculties and Board of Trustees

Arts Faculty

Careers Department

Interviews completed for Pastoral Review

Template for PowerPoint presentation to BoT

finalised in consultation with HoFs

Templates developed to inform triennial

review – report template, classroom

observation, questions for HoFs, teachers,

support staff members

Training for SLT and HoFs

Agreed that reports would be shared

Growing student agency and introduction of parent /

whānau voice to inform outcomes and

recommendations.

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Monitoring and Reporting

▪ Further development of reporting on school

performance and improvement for the benefit

of students and the impact on their retention,

engagement achievement and transitions.

▪ Progress and Achievement

▪ Engagement (PB4L)

ARTE report template developed further to

include

o Analysis of achievement of priority

learners and fee payers

o analysis of engagement

PB4L team reviewed KAMAR criteria with a

view to better understanding and tracking

issues

Review of reporting to parents and whānau

Comprehensive reporting to parents and

whānau on achievement, and results of

engagement surveys.

Review against the Annual Plan

▪ A comprehensive analysis of variance is

undertaken on the school’s annual strategic

priorities and strategic goals.

Analysis of Variance developed through

termly portfolio reports to BoT

Using collective sense making (SLT working with

Middle Leaders and teachers) to track progress

against goals and targets on a termly basis informing

portfolio reports by SLT and Principal

BoT Commitment to Self-Review

▪ The BOT regularly reviews and evaluates its

governance roles and responsibilities and its

effectiveness in realizing the vision for the

school.

NZSTA model ‘BoardSure’. Second school in

NZ to trial, first school to pass

ERO review 2018 (back on three year review

cycle

BoT PLD Programme to be developed after BoT

Elections (informed by PLD)

Faculty Review - next steps

▪ Revised Faculty Structure aligned to school’s

strategic direction

▪ Per funding formulae adopted as the basis of

faculty budget

▪ Reviewed and revised procedural policies

relating to class sizes, performance targets…

Timetabling Guidelines reviewed through self-

review processes and consultation

Review of budget with a view to

o Reducing deficit budget

o appointing a Business Manager with a

focus on strategic planning and review

Advice sought from NZSTA Advisor 2017.

Background paper prepared and sent

2018. No solution to issues of high

allocation of non-contact and high

permanent unit allocation other than

attrition.

Triennial review of Faculties informing

process – a 2-3 project to inform funding

formulae.

Work with SLT and staff to grow

understanding of separate funding

sources and how best allocated prior to

looking at curriculum budgets.

Areas of Focus 2018

Focus Area Outcomes – what happened? Evaluation (Where to next?)

Finances Review of

Budget and spending

Financial systems

Financial Administration Policies and Procedures Manual

SIPO presented to National Office, Ministry of Education

2019 Budget – a zero balance including depreciation

Next steps re SIPO determined when response to SIPO received from the

Ministry of Education

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Funding for 11+ students with learning and

behaviour needs

Used to fund learning assistants and Special Assessment

Conditions support

81 of students with Special Assessment Conditions passed

NCEA Level 2; 93% of students with Special Assessment

Conditions passed NCEA Level 1

Governance Board of Trustees elected 6 April 2018

New Zealand School Trustees facilitated PLD for Board

Policies, Code of Conduct and Delegations in place

Community consultation re staggered elections. Decision made. MoE notified

prior to national elections in May

Community consultation re Charter focused on graduate profile

Health and Safety Health and Safety committee established

Review of Health and Safety procedures and systems

Termly Health and Safety report to Board of Trustees Staff

informed through staff meetings / briefings and the weekly

staff newsletter The Bulletin

Emergency evacuation practices held at least once a term

Annual hazard review and Laboratory Code of Practice in

place

Electrical testing ongoing throughout the year

Ongoing review of systems and practice with a particular focus on EOTC

Personnel Associate Principal appointed. Employed from 5 November

2018.

EAP presentation to staff about services term 1 2018

Wellbeing Committee (Grow Waitaha PLD Programme)

began process of developing strategic plan

Business Manager appointed

Wellbeing plan for RHS staff

Property 5YA projects completed in 2018

Prototype hubs for Year 10 use renovated

Art roof repaired to stop leaks

Film added to windows in B, C and D blocks to reduce

overheating

Courts resurfaced

Sports field redevelopment began

Asbestos in Gym roof encapsulated

Review of 5YA investigation process begun

Revision of 5YA Plan completed and signed off by the BoT and MoE.

Reviewed 5YA determines property priorities and work

Resources Significant purchases in 2018 included:

Replacement screen for the hall

Classroom tables

Shredder

Asset replacement budgets aligned with the Asset Register

Asset purchases determined by Strategic and Annual Planning processes

Stocktake of Assets to be completed by September, 2019

Targeted Funding Tertiary Education Commission funded 25 Gateway places in

2018

The Primary Industries Trade Organisation funded 20 places

One student enrolled in the 3+2 programme through the

Motor Trade organisation in term 3

Tertiary Education Commission has funded 47 Gateway places for 2019

The Primary Industries Trade Organisation funded 40 places

Three students enrolled in the 3+2 programme through the Motor Trade

organisation in term 3

Three students are enrolled in Trades Academies programmes through ARA

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Sportsfit

In 2018 the school received $ 40 921 KiwiSport funding

which contributed to the employment of two Sports

Coordinators

42% of students are involved in sport

8 students were selected in NZ representative age group

sports teams

741 students represented Rangiora High School in 29 codes

Coaches - 19 staff coaches, 4 Support Staff coaches and 28

volunteer coaches from the community

Other – 21 volunteer managers from the community and 17

student volunteer coaches/umpires and and 54 staff involved

in sport in some way with an estimate of 35 managers

/drivers/co-ordinators (a lot of these were for one-off

events)

Additional uniforms were purchased for rugby, basketball,

netball, hockey, and cricket in 2018

House competitions continue to play an integral part in

developing the school’s culture. Year 9 -13 students are

actively involved in these events.

RHS students continue to be actively involved in sports and leisure programmes.

They are involved at all levels – beginner to elite.

Glossary

5YA 5 Year Property Planning NCEA National Certificate of Educational Achievement

ARTE Achievement, Retention, Transition and Engagement PB4L Positive Behaviour for Learning

BOT Board of Trustees PLD Professional Learning and Development

DP Deputy Principal PLG Professional Learning Group

EEAT Enriched Environment Action Team RTLB Resource Teacher of Learning and Behaviour

EOTC Education Outside the Classroom SAF Student Achievement Function

ERO Education Review Office SAID Student Achievement Interview Day

HOF Head of Faculty SCLT Strategic Change Lead Team

HOH Head of House SLT Strategic Leadership Team

KAMAR Student Management Software TEC Tertiary Education Commission

MOE Ministry of Education TOD Teacher Only Day

MOU Memorandum of Understanding WSL Within School Lead Teacher