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Teaching & Learning Practice Across Communities Annual Performance Report 2014-2015

Annual Reporting 2015 : Teaching & learning practice across communities

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Teaching & Learning Practice Across Communities

Annual Performance Report 2014-2015

Contents

Learning Futures 01

Learning Communities 19

Adult Literacy 31

Learning Transitions 45

Learning Futures 01page

Learning  Futures  –  Hagley  Community  College  Performance  Report  2015   Page  2  

 

TABLE  OF  CONTENTS  

INTRODUCTION  ....................................................................................................................................................................................................................................................................................  3  

PRIMARY  GOAL  ....................................................................................................................................................................................................................................................................................  3  

KEY  OUTCOMES  ...................................................................................................................................................................................................................................................................................  3  

1.  DEVELOP  PRINCIPLES  ABOUT  QUALITY  TEACHING,  LEARNING  AND  ASSESSMENT  ...........................................................................................................................................................  3  Teaching  As  Inquiry  ........................................................................................................................................................................................................................................................................  3  Where  has  Hagley’s  ‘inquiry  gaze’  fallen?  ......................................................................................................................................................................................................................................  4  Research  informed  inquiry  .............................................................................................................................................................................................................................................................  5  Target  group  identification  .............................................................................................................................................................................................................................................................  5  Teacher  interventions  that  were  not  business  as  usual  .................................................................................................................................................................................................................  6  Evidence  trends  –  what  is  inquiry  revealing?  .................................................................................................................................................................................................................................  6  

2.  EVIDENCE-­‐BASED  APPROACHES  THAT  IMPROVE  STUDENT  ACHIEVEMENT  .......................................................................................................................................................................  7  Achievement  data  informing  practice  ............................................................................................................................................................................................................................................  7  Changes  to  assessment  programme  responses  were  characterised  by  increasing  flexibility  of  delivery,  altering  timing,  as  well  as  increasing  opportunities  and  accessibility  .........................  7  

3.  FOSTER  INNOVATION  &  BEST  PRACTICE  IN  CURRICULUM  AND  ASSESSMENT  ...................................................................................................................................................................  9  Developing  innovative  teacher  appraisal  processes  that  focus  on  improving  learning  .................................................................................................................................................................  9  Development  of  the  ‘Window  into  Practice’  model  .......................................................................................................................................................................................................................  9  What  ‘good’  and  ‘great’  look  like  at  Hagley  ..................................................................................................................................................................................................................................  10  

4.  COORDINATE  ALL  ASPECTS  OF  QUALIFICATIONS  OFFERED  AT  HAGLEY  ............................................................................................................................................................................  11  Review  of  assessment  practice  .....................................................................................................................................................................................................................................................  11  

5.  RESPONSE  TO  REVIEWS  AND  FEEDBACK  FROM  EXTERNAL  AGENCIES  ...............................................................................................................................................................................  13  NZQA  Managing  National  Assessment  [MNA]  review  ..................................................................................................................................................................................................................  13  Responses  to  ERO  recommendations  ...........................................................................................................................................................................................................................................  14  Conclusions  drawn  from  NZQA  moderation  .................................................................................................................................................................................................................................  14  (i)  Findings  from  annual  subject  reviews  ......................................................................................................................................................................................................................................  14  (ii).  Findings  from  NZQA  moderation  results  ................................................................................................................................................................................................................................  14  

6.  INTEGRATE  ‘BEST  PRACTICE’  AND  ‘NEXT  PRACTICE’  INITIATIVES  .......................................................................................................................................................................................  15  Next  practice  in  learning  transitions:  developing  Hagley’s  role  as  a  pathway  into  tertiary  study  ...............................................................................................................................................  15  Catch  Up  College  ..........................................................................................................................................................................................................................................................................  15  UC@Hagley  ...................................................................................................................................................................................................................................................................................  15  Next  practice  in  teaching  as  inquiry  .............................................................................................................................................................................................................................................  15  Next  practice  in  developing  the  special  character  of  learning  at  Hagley  .....................................................................................................................................................................................  16  

Learning  Futures  –  Hagley  Community  College  Performance  Report  2015   Page  3  

 

INTRODUCTION    

The  Learning  Futures  portfolio  was  introduced  in  2009.  In  collaboration  with  several  portfolios,  Learning  Futures  contributes  actively  towards  realising  the  College’s  mission  statement,  “lifelong  learning  that  is  accessible  to  all”,  as  well  as  building  its  profile  as  a  national  leader  in  education  known  for  its  innovative  approaches  to  teaching,  learning  and  assessment.  Learning  Futures  helps  enact  the  College’s  philosophy  of  being  a  dynamic  place  of  learning.      The  Learning  Networks  portfolio  team  is  made  up  of  the  Learning  Futures,  Learning  Communities  and  Learning  Transitions  portfolios.  Learning  Futures  is  closely  aligned  with  both  portfolios,  in  particular  in  developing  Catch  Up  College,  UC@Hagley  and  After  3  programmes.  Learning  Communities  and  Learning  Transitions  are  reported  in  separate  annual  documents.  Research  into  effective  teaching  and  learning  is  integral  to  the  work  of  all  three  portfolios  within  the  Learning  Networks  portfolio  team,  as  is  ensuring  that  research  data  is  shared  effectively  with  staff  in  order  to  inform  practice,  improve  effectiveness  and  most  importantly,  improve  outcomes  for  students.    Much  of  the  work  of  the  portfolio  is  aimed  at  building  appropriate  structures  and  processes  to  sustain  and  grow  self-­‐review.  In  order  to  build  teacher  capacity  and  work  towards  the  outcomes  below,  Learning  Futures  has  focused  on  three  critical  areas  of  self  review:  teaching  as  inquiry,  achievement  data  informing  practice  and  appraisal  focused  on  improving  outcomes  for  students.      

PRIMARY  GOAL  

The  primary  goal  of  the  Learning  Futures  portfolio  is  to  build  teacher  capacity  across  the  College  to  design  and  implement  curriculum  and  assessment  programmes  based  on  best  practice  and  the  initiatives  of  next  practice.  The  portfolio  is  closely  aligned  in  work  towards  achieving  two  of  the  College’s  strategic  priorities:  • Grow  a  strong  evidence  based  model  in  teaching  and  learning  • Develop  and  implement  new  models  of  educational  delivery  to  achieve  deep  and  sustained  student  engagement  and  achievement.    KEY  OUTCOMES  

The  portfolio  has  the  following  key  outcomes:    1. Foster  the  development  of  generic  principles  about  quality  teaching,  learning  and  assessment  that  are  responsive  to  diverse  learners  across  the  College  in  all  learning  areas.  2. Implement  evidence-­‐based  approaches  that  improve  student  achievement.  3. Foster  innovation  and  best  practice  in  approaches  to  curriculum  and  assessment  with  teachers  across  the  College.  4. Coordinate  all  aspects  of  qualifications  offered  at  Hagley.  5. Coordinate  and  implement  Hagley’s  actions  in  response  to  reviews  and  feedback  from  external  agencies,  including  the  Education  Review  Office  and  NZQA.  6. Integrate  ‘best  practice’  and  ‘next  practice’  initiatives  with  developments  within  other  portfolios  within  the  College.      1.  DEVELOP  PRINCIPLES  ABOUT  QUALITY  TEACHING,  LEARNING  AND  ASSESSMENT  

Teaching  As  Inquiry    

As  the  cornerstone  pedagogical  practice  in  The  New  Zealand  Curriculum,  teaching  as  inquiry  offers  a  valuable  way  of  looking  in  detail  at  what  is  happening  to  students  who  are  at  risk  of  not  achieving.  At  its  best,  inquiry  actively  encourages  teachers  to  adopt  a  curiosity  mindset  and  to  implement  innovative  practices  where  they  might  try  an  approach,  assess  the  results,  then  

Learning  Futures  –  Hagley  Community  College  Performance  Report  2015   Page  4  

 

modify  their  interventions  as  required.  Referring  to  research  to  inform  inquiries  develops  further  understandings.  A  characteristic  of  best  practice  in  Inquiry  is  that  it  strengthens  teachers’  abilities  to  use  evidence  effectively  in  order  to  show  improvement  in  student  outcomes.  Teaching  as  inquiry  also  strengthens  school’s  appraisal  processes.      It  should  be  ascertained  the  extent  to  which  Hagley  has  adopted  these  best  practices  as  the  College  moves  into  its  fourth  year  of  all  teachers  being  involved  in  inquiry.  A  measure  of  inquiry  effectiveness  can  be  gained  from  an  ERO  review  which  will  occur  during  2015.  One  of  the  central  criteria  ERO  use  for  a  four/five  year  review  assessment  assessed  whether  the  school  convincingly  demonstrates  that  a  school-­‐wide  culture  of  rigorous  critical  reflection  and  self  review  contributes  effectively  to  sustaining  positive  performance  and  continuous  improvement.  1      The  school’s  self  review  information  about  the  impact  its  curriculum  is  having  on  promoting  and  improving  student  learning  is  central  both  to  curriculum  review  and  to  ERO’s  review.  For  teachers,  inquiry  has  been  a  critical  component  in  the  self  review  process  at  Hagley.  Inquiry  is  a  key  aspect  of  our  self  review  process  which  in  realising  whole  school  improvement.  At  Hagley,  inquiry  is  a  central  construct  in  providing  evidence  towards  meeting  the  Registered  Teacher  Criteria  and  this  process  is  analysed  elsewhere  in  the  report.  Curating  inquiries  has  been  essential  so  that  they  are  available  for  all  teachers  to  benefit  from.  Over  the  last  three  years,  about  250  inquiries  have  been  loaded  to  our  intranet  site.  This  inquiry  archive  is  now  in  its  fourth  year  and  represents  an  increasingly  sizeable  body  of  evidence  into  teaching  and  learning  at  Hagley.  While  all  teachers  complete  inquiry  projects,  it  is  not  compulsory  to  place  their  inquiry  reports  onto  Sharepoint.  The  fact  that  most  teachers  take  this  step  is  indicative  of  a  collective  staff  wish  to  contribute  as  part  of  a  College  wide  learning  community.    Where  has  Hagley’s  ‘inquiry  gaze’  fallen?  

It  is  timely  to  consider  the  five  main  areas  for  inquiry  over  the  last  three  years.    Inquiries  have  fallen  under  three  College  strategic  priorities:  improving  engagement,  improving  achievement  ,  

and  improving  bicultural  approaches  in  the  classroom.  A  fourth  priority  has  been  linked  to  The  NZ  Curriculum  in  the  development  of  key  competencies;  and  the  fifth  has  been  on  improving  

literacy  and  numeracy.  

 Based  on  research  and  our  own  meta-­‐analysis  of  inquiry  at  Hagley,  teachers  have  been  encouraged  to  adopt  five  good  practices:  • To  acknowledge  one  or  more  of:  the  teacher’s  previous  inquiry  focus;  inquiry  trends  across  the  College;  strategic  priorities;  or  historical  trends  at  Hagley  • To  Identify  a  target  group,  looking  at  those  students  who  are  at  risk  of  not  achieving  at  their  curriculum  level  • To  be  informed  by  research  • To  try  new  teaching  interventions  to  address  the  issues  identified  • To  Include  evidence  analysis  to  measure  the  outcomes  of  the  inquiry    The  table  below  sets  out  the  extent  to  which  these  practices  were  observed  in  2014  in  the  56  inquiries  loaded  by  teachers  to  Sharepoint.  Comments  on  each  practice  follow.    Acknowledged  one  or  more  of:  the  teacher’s  previous  inquiry  focus;  inquiry  trends  across  the  College;  strategic  priorities,    or  historical  trends  at  Hagley  

 Was  informed  by  research   Identified  a  target  group  –  looking  at  those  who  are  at  risk  of  not  achieving  at  their  curriculum  level.  

Tried  new  teaching  interventions  to  address  the  issues  identified  

Included  evidence  analysis  to  measure  the  outcomes  of  inquiry.  

45%   50%   80%   63%   60%    

                                                                                                                                       1 ERO. (2014). Framework for school reviews. Wellington: Ministry of Education

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Research  informed  inquiry  

Research  of  some  form  was  major  feature  of    2014  inquiry  at  Hagley.    50%  of  teachers  used  research  to  inform  their  inquiry    with  several  citing  several  sources.  Research  took  diverse  forms.  Teachers  referenced  various  papers,  articles    and  readings,  including  Russell  Bishop’s    Effective  Teaching  Profile,  John  Hattie’s  Visible  Learning  for  Teachers,  Aaron  Wilson’s  effective  literacy  practices,  Dana  Ferris  on  self  editing,  Stephen  Grahams’  Comprehending  Text,  Joe  Cuseo’s  work  on    student  success,  as  well  as  a  Kim  Hill  interview  with  Stuart  McNaughton  on  parental  involvement  in  learning.    Hagley’s  own  professional  learning  programmes  were  referenced,  notably  the  professional  learning  on  improving  bicultural  approaches  within  the  College  and  Katherine  Savage’s  presentation  on  fixed  versus  growth  mindsets.  Several  teachers  acknowledged  external  courses  they  had  participated  in,  such  as  Geoff  Petty’s  Evidence  Based  Teaching;  Mason  Dury’s  Maori  in  the  21st  Century  workshop;  a  subject  association  workshop  on  developing  cultural  competencies;    as  well  as  learning  gained  from  one  teacher’s  participation  in  the  Hagley  Writers’  Institute.    One  teacher  attended  lectures  to  improve  his  understanding  of  a  subject  area  as  part  of  learning  to  support  his  inquiry.    Internal  research  sources  were  also  used.  20%  of  teachers  acknowledged  their  previous  inquiry  focus,  4%  referred  to  other  teachers’  inquiries,  27%  made  reference  to  College  strategic  priorities  or  historical  trends  or  patterns  at  Hagley  around  areas  such  as  attendance  or  retention.  Several  teachers  in  one  department  took  an  explicit  focus  on  a  College  strategic  priority,  improving  student  retention  in  response  to  NCEA  achievement  and  roll  data  across  the  year.    A  strength  of  practice  that  can  be  observed  is  that  the  timing  of  research  appeared  to  be  generally  appropriate  within  the  inquiry  cycle  and  thereby  informed  inquiry  at  an  early  stage.  Teachers  collected  information  to  help  enhance  their  accurate  understanding  of  learning  issues  their  students  were  facing,  rather  than  as  an  after  thought  to  belatedly  justify  or  support  a  course  of  action.      Target  group  identification  

There  are  strengths  evident  in  current  practice  where  teachers’  starting  points  were  what  they  were  noticing  in  their  classrooms.  Inquiry  begins  with  the  issues  teachers  are  noticing  for  students  in  front  of  them  who  are  not  achieving.  50%  of  teachers  identified  a  target  group,  which  is  a  vital  step  in  initiating  inquiry  and  often  distinguishes  good  inquiry  practice  from  simply  teaching  the  whole  class  differently,  irrespective  of  what  the  teacher  is  observing  happening  for  identified  students  who  are  not  achieving.    A  diverse  range  of  target  groups  were  identified  within  classes  in  2014  and  included:  • Some  senior  students  who  had  come  to  Hagley  later  in  their  educational  journey  and  were  struggling  to  sustain  attendance  and  achievement  • A  group  of  students  who  had  expressed  a  reticence  about  sitting  externals  • Seven  students  who  lacked  confidence  in  reading  • Group  of  students  whose  learning  style  was  not  suited  to  listening  in  class  • A  group  exhibiting  off  task  behaviours  • Students  struggling  to  meet  accuracy  demands  in  writing  • A  group  of  students  who  were  casually  racist  in  class  • Maori  students  needing  14  UE  credits  • A  group  of  disengaged  Maori  boys  • Late  comers  and  absentees  who  were  behind  in  the  programme  • Four  boys  with  good  attendance  but  were  not  achieving  due  to  low  levels  of  skills  and  motivation  and  a  confrontational  attitude  • Five  new  students  who  have  come  to  Hagley  without  their  group  of  friends  from  previous  schools.  

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 Where  teachers  are  looking  in  detail  at  what  is  happening  to  specific  groups  and  individuals  who  are  at  risk  of  not  achieving,  they  often  start  asking  questions  about  problems  or  issues  about  learning,  such  as  why  are  these  students  struggling,  what  are  the  challenges  they  are  facing  in  this  part  of  my  course,  what  are  they  not  succeeding  in  doing,  why  are  they  not  engaging  or  attending,  or  how  confident  are  they  about  this  part  of  the  course?    Teacher  interventions  that  were  not  business  as  usual  

Inquiry  can  offer  a  means  to  look  outwards,  engaging  with  ideas  and  innovations,  to  trying  teaching  strategies  that  the  teacher  might  not  have  used  before.  However,  a  delineation  needs  to  be  made  between  ‘new’  approaches  where  the  teacher  has  decided  to  adopt  a  different  teaching  strategy  irrespective  of  the  students  they  are  teaching,  and  one  which  is  in  response  to  the  teacher  observing  student  learning  issues  and  determining  an  area  where  there  is  a  need  to  improve  outcomes:  in  other  words,  teaching  interventions  that  are  in  response  to  an  “I  noticed  that…”  statement  about  a  group  of  students  the  teacher  is  working  with.      In  reviewing  the  interventions  used  in  2014,  teachers  had  introduced  one  or  more  new  interventions  in  response  to  learning  issues  identified  in  students  they  were  teaching  in  about  60%  of  the  inquries  published  on  Sharepoint.    These  innovative  approaches  were  often  recursive  rather  than  a  linear  in  nature  where  the  teacher  would  try  one  new  approach,  assess  the  results,  then  modify  their  interventions  as  required.      Examples  of  interventions  in  response  to  student  learning  issues  included:  • in  reponse  to  low  interest  and  completion  of  homework  tasks,  homework  sheets  that  included  parental  involvement  • in  response  to  lack  of  confidence  and  engagement  in  exam  preparation,  collaborative  sessions  sitting  as  a  group  and  with  the  teacher  encouraging  dialogue,  not  monologue  to  harness  

the  power  of  peers    • in  response  to  students  having  difficulty  processing  course  content  as  well  as  passive  approaches,  developing  a  website  in  order  to  present  material  in  a  visually  inviting  way    • acknowledging  the  importance  of  culturally  locating  student  learning  by  shifting  the  delivery  of  aspects  of  the  course  to  Facebook  in  response  to  strong  student  engagement  with  social  

networking.    • in  response  to  students  with  7  to  8.5  year  reading  levels,  introducing  Ipads  and  trialling  the  ‘Speak’  function  allowing  the  user  to  highlight  passages  of  text  which  can  then  be  read  to  them  • in  response  to  students  struggling  with  technical  accuracy  in  writing,  introducing  a  metacognitive  focus  identifying  error  patterns  to  build  their  abilities  to  articulate  the  nature  of  their  

problems      • to  address  challenges  in  remembering  new  words,  introducing  an  emphasis  on  vocabulary  learning  through  visual  images    • to  address  the  learning  needs  of  latecomers  and  absentees,  developing  digital  tasks  with  tasks  blocked  to  assist  access  and  completion  • investing  time  in  building  a  relationship  with  students  and  their  whaanau  in  order  to  become  aware  of  the  cultural  identities  disengaging  students  who  had  just  joined  Hagley  brought  into  

the  classroom  • In  response  to  a  group  who  were  casually  racist  in  class,  permitting  students  to  express  their  views  without  initial  condemnation  or  intervention,  then  asking  them  to  explain  and  justify  

these  viewpoints  [and  the  students  discovering  that  they  could  not  do  this]  • taking  a  special  focus  on  achievement  of  Maori  students  through  regular  one-­‐on-­‐one  conferencing  and  the  use  of  Maori  context  in  a  comparative  analysis.    Evidence  trends  –  what  is  inquiry  revealing?  

While  overall  about  60%  of  teachers  mentioned  evidence  to  illustrate  the  outcomes  of  their  inquiries,  the  use  of  evidence  to  measure  the  impact  of  their  inquiries  is  varied.    Of  the  inquiries  published  on  Sharepoint,  nearly  30%  or  inquiries  made  reference  to  NCEA  based  evidence  often  citing  improved  results  in  one  or  more  standards.  7%  incorporated  reference  to  attendance  

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data.  25%  of  inquiries  used  other  wide  ranging  evidence  sources  that  were  in  some  way  quantified  or  included  qualitative  data  often  detailing  student  responses  or  reactions.  Evidence  was  provided  based  on  levels  of  parental  involvement  in  homework,  levels  of  risk  taking,  teacher  observations  in  changes  to  key  competencies  in  particular  around  managing  self,  survey  data  on  student  responses  to  using  OneNote,  levels  of  Facebook  engagement  and  focus  group  interviews.    The  remaining  approximately  40%  of  inquiries  either  made  no  reference  to  data,  or  made  generalised  remarks.  They  were  usually  based  on  the  teacher’s  impressions  of  student  changes  and  were  characterised  by  comments  like  “students’  attitudes  to  assessment  changed”,  or  “the  student  response  was  positive”.  There  is  a  case  for  teachers  to  build  in  more  robust  evidence  gathering  practices.  Professional  learning  to  achieve  this  will  be  introduced  with  an  evidence  tool  kit  developed.  Growth  will  be  seen  where  teachers  have  in  mind  evidence  gathering  strategies  early  in  the  inquiry  cycle,  rather  than  completing  their  inquiries  then  looking  for  evidence  after  the  event.  Graeme  Aitken’s  work2  around  ‘soft’  data  collection,  where  teachers  set  out  to  gather  evidence  about  how  students  are  feeling  and  reacting  to  their  learning,  may  be  influential.  A  school  wide  approach  actively  seeking  data  around  students’  sense  of  resilience  and  confidence  may  be  effective,  in  this  way  focusing  on  the  key  competencies  and  unifying  elements  from  the  front  section  of  The  NZ  Curriculum  which  span  all  curriculum  areas.      2.  EVIDENCE-­‐BASED  APPROACHES  THAT  IMPROVE  STUDENT  ACHIEVEMENT      Achievement  data  informing  practice  While  inquiry  offers  one  vital  source  of  evidence  of  improving  outcomes  for  students  for  all  teachers,  subject  leaders’  commmentaries  on  achievement  data  are  critical  at  another  level.  This  includes  analysis  of  what  data  in  each  subject  reveals  and  actions  taken  to  reach  desired  student  achievement  outcomes.  Learning  Futures  leads  the  NCEA  data  analysis  process  at  subject  level  which  is  an  integral  part  of  school's  self-­‐review  processes.  At  best  practice  workshops,  subject  leaders  completed  an  analysis  of  comprehensive  subject  achievement  information  which  includes  data  on  retention  and  achievement  and  how  subjects  are  meeting  College  strategic  goals  based  on  the  key  ‘ART’  outcomes  that  have  been  set  for  student  success  across  the  College.  As  a  follow  up  to  these  workshops,  subject  leaders  then  examined  data  with  their  teachers  and  applied  learnings  to  improve  student  achievement.  Senior  management  also  met  with  selected  subject  leaders  to  further  support  this  process.    Targets  set  by  subject  leaders  focused  on  achieving  14  or  more  credits,  with  25%  of  subject  leaders  identifying  increased  achievement  in  externally  assessed  standards.  In  reviewing  the  35  subject  leaders’  reports,  approximately  50%  targeted  changes  to  assessment  programme,  while  50%  identified  changes  to  teacher  pedagogy  or  approach  with  students.  Main  responses  subject  leaders  planned  to  take  to  increase  achievement  are  listed  below:    Changes  to  assessment  programme  responses  were  characterised  by  increasing  flexibility  of  delivery,  altering  timing,  as  well  as  increasing  opportunities  and  accessibility:    

[50%  of  subject  leaders  emphasised  this  option]:  • introducing  a  standard  that  involves  a  more  hands-­‐on  approach  to  gain  early  success  to  flow  onto  increased  confidence  • conflating  two  separate  assessment  activities  in  order  to  reduce  student  workload  • increasing  integration  of  standards    • being  more  selective  about  standards  offered  so  that  more  standards  • increasing  flexible  opportunities  to  gain  the  same  standards  across  two  programmes  • guiding  students  towards  internal  standards  where  they  have  a  greater  opportunity  for  success                                                                                                                                          

2 Aitken. G. (2011) Innovation: Lamborghini or lemon? Retrieved 1 March 2015 from http://edtalks.org/video/graeme-aitken-innovation-lamborghini-or-lemon

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• restructuring  the  programme  making  it  more  cohesive  and  manageable  • increasing  choice  in  standards  students  are  given  • changing  timing  of  assessments  to  enable  students  to  gain  credits  earlier  in  the  year  • refreshing  the  teacher’s    understanding  of  the  demands  of  the  standard  • arranging  a  number  of  industry  visits  during  the  year  to  enrich  the  programme  and  thereby  improve  engagement  • engaging  students  early  in  the  year  to  become  more  productive  • using  different  topics  and  resources  in  order  to  keep  up  interest  as  well  as  the  order  in  which  topics  are  taught  • having  a  greater  focus  earlier  in  the  year  on  theories,  terminology  and  content  to  improve  externals  performance  • increasing  the  emphasis  on  less  intimidating  standards  to  encourage  better  engagement  in  the  course    • starting  with  a  topic  that  allows  students  to  take  time  necessary  to  build  skills  needed    • improving  student  accessibility  to  the  assessment  tasks  by  structuring  step-­‐wise  goals  into  the  tasks  • changing  the  order  of  unit  delivery  including  breaking  the  units  into  smaller  assessment  pieces  • revisiing  the  activities  and  increasing  the  time  allocated  • adjusting  the  timing  of  internal  assessment  to  give  opportunities  for  students  to  experience  success  early  on  in  the  year.    Changes  to  teacher  pedagogy  or  approach  were  characterised  by  individualised  approaches  that  focused  on  building  each  student’s  sense  of  confidence.  [50%  of  subject  leaders  emphasised  this  option]  A  comment  from  one  teacher  captures  the  thinking  behind  many  of  the  interventions  listed  below:  “great  pedagogy  will  go  some  way  to  helping  students,  but  addressing  entrenched  thinking  with  fixed  mindsets  and  feelings  of  inadequacy  in  students  made  more  difference  to  their  achievement  outcomes.”      There  is  a  clear  trend  in  the  examples  below  where  students  have  given  increased  levels  of  agency  about  their  learning:  • introducing  individual  student  plans  • changing  learning  contexts  to  those  which  appeal  to  students  • using  students  to  act  as  mentors    • ‘one-­‐on-­‐one’  interviews  to  ensure  the  teacher  is  fully  cognisant  of  student  individual  needs  earlier  in  the  year  • emphasising  on  practical  applications  of  skills  and  lessening  the  time  taken  up  by  theory  • introducing  more  group  work  options  • interviewing  early  in  the  year  to  establish  individual  learning  plan  • focusing  on  metacognitive  approaches  to  the  teaching  of  reading  and  writing  skills  • offering  high  interest  specialised  courses  to  increase  engagement  and  student  achievement.  (for  example,  offering  Gender  Studies,  Popular  Culture,  Changemakers,  Playwriting  courses  

using  English  standards)  • working  closely  with  students  who  potentially  might  not  attempt  an  assessment  through  lack  of  skills  or  confidence  • coordinating  with  mainstream  subject  teachers  to  support  assessment  needs  of  ELL  learners  • students  having  input  into  how  they  like  to  learn  and  to  be  assessed  • student  input  into  assessment  template  development  so  students  felt  valued  and  thereby  increase  their  buy-­‐in  to  learning  • incorporating  student  feedback  into  the  learning  and  assessment  model  which  increased  student  /  teacher  trust  • recognition  awards  to  help  motivation  and  give  incentives  to  achieve  

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• using  group  work  for  the  research  requirements  so  that  students  can  buddy  up  and  keep  each  other  on  task  • setting  up  a  class  website  containing  course  resources  and  current  whiteboard  teaching  notes  so  students  can  use  the  site  to  stay  connected  when  they  are  away  from  school  • modifying  the  enrolment  process  into  the  class  to  make  sure  students  are  placed  accurately  • modifying  the  marketing  and  expectations  of  a  course  so  that  students  make  an  informed  choice  to  opt  in.      3.  FOSTER  INNOVATION  &  BEST  PRACTICE  IN  CURRICULUM  AND  ASSESSMENT      Developing  innovative  teacher  appraisal  processes  that  focus  on  improving  learning    

U  ki  te  ako,  tu  tangata  ai  opopo  Excel  in  teaching  so  our  learners  will  excel  in  the  future  

 The  central  goals  of  appraisal  are  to  support  teacher  improvement  or  growth,  raise  student  achievement  as  well  as  provide  professional  accountability.3  To  this  end  the  College  has  taken  an  approach  to  appraisal  that  places  at  its  centre  how  teachers  are  improving  student  learning.    In  2014,  we  have  begun  a  long  term  process  describing  what  good  practice  looks  like,  what  evidence  sources  teachers  are  using  and  how  evidence  has  been  mapped  to  demonstrate  teacher  growth  as  well  as  student  achievement.      The  saying  “the  pig  does  not  get  heavier  by  weighing  it”  has  been  used  in  several  educational  contexts,  often  as  a  criticism  of  over-­‐assessment.  This  saying  also  applies  to  a  compliance  model  view  of  teacher  appraisal:  if    a  teacher  is  appraised  by  a  tick  box  approach  they  do  not  become  a  better  teacher,  nor  are  they  necessarily  meeting  the  Registered  Teacher  Criteria.    At  Hagley  we  have  determined  that  we  are  better  served  by  putting  our  time  and  directing  our  appraisal  process  to  reflect  on  the  professional  learning  and  growth  of  teachers.  It  is  a  perspective  also  shared  by  the  New  Zealand  Teachers  Council.    Appraisal  should  reveal  teachers  as  learners  over  time,  and  not  be  a    set  of  summative  snap  shot  judgements  or  disconnected  pieces  of  evidence.    Development  of  the  ‘Window  into  Practice’  model  

The  'Window  into  Practice'  approach  to  appraisal  the  College  has  developed  is  intended  to  show  how  practice  is  sustained  over  time.  A  teacher  creates  a  new  window  into  their  practice  [shortened  to  ‘WiP’  in  later  references]  across  each  year  by  selecting  evidence  to  illustrate  the  four  aspects  shown  below.  When  these  annual  windows  are  viewed  together  across  a  three  year  period  when  a  teacher’s  registration  is  due  for  renewal,  an  accurate  perspective  can  be  gained  about  established  patterns  of  professional  relationships,  values,  and  knowledge  that  can  be  considered  against  the  Registered  Teacher  Criteria  [RTCs].  Each  year’s  WiP  complements,  not  duplicates,  the  evidence  a  teacher  has  previously  presented.    A  deliberate  attempt  has  been  made  to  establish  connections  between  the  Registered  Teacher  Criteria.  The  12  criteria  have  been  mapped  under  four  headings  in  the  window  into  practice,  because  the  RTCs  are  interdependent  and  work  in  an  integrated  way:    • commitment  to  professional  learning,  where  the  learning  developed  in  inquiry  or  elsewhere  has  advanced  the  teacher’s  professional  practice  and  the  teacher  has  made  a  contribution  to  

their  colleagues’  professional  learning  • commitment  to  professional  practice,  where  teaching  in  the  inquiry  or  elsewhere  shows  effective  professional  practice  and  teaching  observations  provide  evidence  of  effective  

professional  practice  using  the  Hagley  Good  Practice  Model  teaching  observation  guide.  

                                                                                                                                       3 ERO. (2014). Supporting school improvement through effective appraisal. Wellington: Ministry of Education

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• commitment  to  student  well  being,  where  actions  in  the  inquiry  or  elsewhere  provide  evidence  of  commitment  to  student  wellbeing  and  strategic  goals  based  evidence  [Engagement,  Achievement,  Retention].  

• commitment  to    biculturalism,  where  professional  learning,  teaching  actions  and  actions  promoting  student  wellbeing  provide  evidence  of  commitment  to  biculturalism.    Teaching  as  inquiry  is  central  construct  to  the  window  as  a  major  evidence  source  which  is  then  mapped  their  inquiries  onto  multiple  criteria.    Teachers  have  also  drawn  on  several  other  evidence  sources  for  their  windows  into  practice.    Developing  a  WiP  is  an  iterative  process.  Teachers  add  comments  and  examples  as  the  year  progresses  and  discuss  their  evidence  with  their  Head  of  Department  mentor  in  an  ongoing  way.  In  2015,  the  College  intends  to  further  enhance  the  sense  of  audience  amongst  Hagley  teachers  as  far  as  their  Windows  into  Practice  are  concerned.  At  a  first  level  of  readership,  these  documents  are  key  personal  professional  statements  for  the  teacher  individually.  Secondly,  they  are  for  the  teacher’s  professional  leaders  in  the  school,  from  their  Head  of  Department  to  the  Principal.  The  third  level  of  readership  is  outside  the  College  and  sits  with  the  Teachers  Council  as  a  statement  of  their  meeting  the  Registered  Teacher  Criteria.      The  process  and  particularly  professional  leaders’  mentorship  are  geared  towards  teacher  improvement.  As  the  year  concludes,  teachers'  appraisals  are  brought  together  by  the  Senior  Management  Team  to  complete  a  meta–analysis  to  guide  whole  school  improvement.      What  ‘good’  and  ‘great’  look  like  at  Hagley      

The  College  has  been  examining  what  the  Registered  Teacher  Criteria  look  like  in  order  to  explore  baselines  as  well  as  aspirational  expectations  about  what  good  practice  looks  like  and  how  it  can  benefit  student  achievement.  The  intention  is  to  establish  a  broad  understanding  over  time  of  what  constitutes  good  practice  in  appraisal  at  Hagley.  There  is  Teachers  Council  interest  in  the  Window  into  Practice  teacher  appraisal  model  and  in  furthering  this  work  nationally.  The  College  has  indicated  that  there  is  interest  in  being  involved  in  developing  materials  for  national  guidance  in  this  area,  as  well  as  material  on  effective  teacher  mentoring  which  is  critical  in  strong  appraisal  systems.  In  2015,  teachers  will  be  encouraged  to  illustrate  in  their  Windows  into  Practice  documents  how  their  thinking  and  practice  have  developed.    Examples  of  good  practices  follow  drawn  from  Windows  into  Practice  completed  by  teachers  across  the  College.  Strong  windows  into  practice  take  an  evidence  source  and  then  apply  it,  or  use  the  evidence  source  to  illustrate  a  shift  in  thinking  that  has  influenced  the  teacher’s  practice.  For  each  of  the  Window  into  Practice  headings,  approximately  five  indicative  examples  of  good  practice  have  been  selected  and  are  listed  below.  They  also  form  a  composite  insight  into  good  practice  when  viewed  together,  which  will  be  added  to  in  future  to  build  a  comprehensive  view  over  time.        These  examples  give  a  sense  of  the  diverse  methods  teachers  used  to  illustrate  a  commitment  to  professional  learning  advancing  practice:  • contributing  to  colleagues’  professional  learning  where  inquiry  findings  were  shared  within  a  department  • how  learnings  from  an  Edutech  conference  led  to  the  development  of  the  School  of  Apps  • how  readings  from  Woolf  Fisher  Researcher  Aaron  Wilson’s  literacy  research  led  to  the  implementation  for  a  high  challenge  /  high  support  model  when  working  with  challenging  texts  • in  response  to  learning  from  research  on  the  importance  of  family  involvement,  redesigning  homework  tasks  to  include  parental  input  • applying  learning  from  a  Hagley  Writers’  Institute  writing  programme  to  develop  statistics  writing  exemplars  within  their  Maths  teaching  and  to  share  with  colleagues.    Evidence  of  commitment  to  professional  practice  was  also  evidenced  in  diverse  ways,  for  example:    • working  with  another  teacher  to  replan  her  course  so  that  she  could  use  ICT  tools  more  effectively  to  share  and  distribute  student  work  • collaboratlvely  writing  a  report  with  the  class  which  then  acted  as  a  writing  frame  and  vocabulary  support  

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• using  an  interactive,  collaborative  learning  style  to  help  reticent  students  contribute  to  their  externals  preparation  sessions      • changing  student  mindsets  about  assessment  by  applying  positive  learnings  from  their  past  experiences  so  that  they  become  receptive  to  attempting  new  tasks  • to  improve  delivery  in  a  once  a  week  extended  day  course,  Implementing  a  flipped  classroom  approach  altering  classroom  dellivery  to  work  on  higher  order  thinking  skills  with  a  focus  on  

content  at  home.    Examples  of  evidence  towards  commitment  to  student  well-­‐being  included:    • co-­‐constructing  NCEA  goals  with  students  and  then  modifying  these  as  the  year  progressed  so  that  achieving  to  potential  linked  to  student  ability  could  be  celebrated  in  each  instance  • building  and  maintaining  contacts  with  whanau,  both  when  student  engagement  began  to  drop  as  well  as  maintaining  ongoing  dialogue  with  home  sharing  when  students  have  achieved  

well  • developing  effective  relationships  which  build  self  management  and  trust  within  the  class  so  that  students  were  prepared  to  take  risks  with  their  learning  • Introducing  flexible  learning  times  with  the  classroom  open  after  hours  and  weekends  to  address  the  requirements  of  project  based  learning    Examples  of  evidence  towards  Commitment  to  biculturalism  included:  • integrating  research  on  cultural  responsiveness  into  teaching  practice  [illustrated  in  various  ways]  • Applying  manaakitanga  principles  to  realise  Maori  students’  potential:  co-­‐constructing  the  learning  environment  and  ways  of  working  that  suit  Māori  students:  eg:  using  flexible  ways  of  

collecting  NCEA  evidence  over  the  course  of  the  year  • developing  for  a  department  bilingual  Te  Reo  resources  for  teachers  to  use  in  their  classrooms  with  mihi  and  basic  Te  Reo    • participating  in  after  school  Te  Reo  classes  and  applying  these  learnings  to  increase  the  teacher’s  everyday  use  of  Maori  language  with  the  aim  of  normalising  Te  Reo  in  the  classroom    When  looking  across  examples  of  these  practices,  several  fall  across  the  indicators  of  good  inquiry  practice  described  within  Section  2  of  this  report.  They  are  research  informed,  acknowledge  previous  inquiry  focuses  or  strategic  priorities;  they  are  based  on  a  target  group;  they  apply  teaching  interventions  that  are  new  or  innovative  for  the  teacher;  while  not  indicated  above  due  to  the  brevity  of  the  examples,  they  used  some  form  of  evidence  to  show  an  improved  student  outcomes.      4.  COORDINATE  ALL  ASPECTS  OF  QUALIFICATIONS  OFFERED  AT  HAGLEY    Review  of  assessment  practice  Subject  reviews  form  a  central  and  well  regarded  aspect  of  the  College's  processes  in  reviews  completed  by  key  external  agencies  ERO  and  NZQA.  All  35  subject  leaders  produce  an  annual  review  as  a  core  professional  function  that  they  undertake  as  a  subject  leader.  Subject  leaders  meet  together  in  best  practice  workshops  to  discuss  assessment  and  curriculum  practice,  then  complete  their  annual  reviews.  Best  practice  examples  from  these  reviews  are  also  shared  amongst  subject  leaders.  Details  of  each  subject’s  review  can  be  found  in  a  separate  document  which  is  published  as  part  of  the  annual  portfolio  reporting  process.  The  35  individual  reviews  included  in  this  document  are  grouped  into  nine  major  curriculum  departments.  Major  trends  seen  across  these  reviews  can  be  sourced  in  Sections,  2,  3  and  5  of  this  report.    Progress  towards  the  overall  goal  is  documented  under  four  indicators  of  best  practice  which  are  reviewed  annually  by  each  learning  area  and  can  be  compared  year  by  year.  For  each  of  the  indicators  of  best  practice,  there  is  goal  of  continuous  self-­‐improvement.  This  might  be  evidenced  in  different  ways  as  appropriate  for  each  subject  area:  for  example,  an  improvement  in  NZQA  managing  national  assessment  data  such  as  moderation  results  or  in  NCEA  achievement;  the  increasing  robustness  of  audit  procedures  for  checking  the  appropriateness  and  validity  of  

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assessment  materials;  refinements  in  in-­‐school  moderation  practices;  the  strengthening  of  strategies  used  to  ensure  that  assessments  remain  accurate  and  consistent  with  national  standards;  improvements  in  teacher  inquiry  with  a  greater  focus  on  targeted  learners  and  research-­‐informed  practice.  Whatever  the  evidence  source,  self-­‐improvement  must  be  evident.    Indicators  of  Best  Practice;  the  following  indicators  of  best  practice  are  used  in  each  review,  with  evidence  drawn  from  the  following  sources.    Assessment  practice  is  the  central  focus  for  Indicators  1,  2  and  4.    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels  [Years  9  -­‐  13].  Evidence  for  this  indicator  is  drawn  from:  1. annual  assessment  audit  which  confirms  assessment  activities  used  are  appropriate,  fair  and  offer  valid  assessment  opportunities  against  national  standards.  Through  the  audit  process  

which  follows  NZQA  moderation  protocols,  teachers  check  all  activities  against  the  indicators  used  by  NZQA  for  external  moderation.  2. confirmation  that  schemes  and  related  resources  are  complete  and  in  place  for  programmes  from  Years  9  to  13.  These  materials  are  aligned  to  The  New  Zealand  Curriculum,  reflect  best  

practice  in  teaching,  learning  and  assessment.  3. confirmation  that  outlines  and  practices  for  NCEA  programmes  follow  the  Hagley  Assessment  Policy.  4. description  of  effective  moderation  practices  within  a  subject.  It  is  optional  for  subject  leaders  to  use  annual  NZQA  moderation  results  [from  activities  and/or  student  work  moderation]  in  

their  annual  reports.  5. confirmation  of  internal  moderation  processes  that  all  teachers  in  a  subject  have  signed  off  that  internal  moderation  has  been  completed.  This  is  part  of  the  NCEA  results  sign  off  process  

for  each  teacher.  For  subject  leaders,  this  confirmation  also  includes  that  the  annual  three  point  moderation  check  [that  moderation  is  occurring  during  the  year]  has  been  completed  for  each  subject.  

 Indicator  2:  Assessment  is  at  the  national  standard.  Evidence  for  this  indicator  is  drawn  from  each  subject  leader’s  ‘competent  assessor’  statement  in  which  they  describe  how  they  and  teachers  in  their  subjects  ensure  that  assessments  are  accurate  and  consistent  with  national  standards.    Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.  Evidence  for  this  indicator  is  drawn  from  2014  teaching  as  inquiry  project  reports  and  confirmation  that  annual  curriculum  focused  appraisal  has  been  completed  for  all  teachers  of  each  subject.      Indicator  4:  Achievement  data  is  used  to  inform  practice.  Evidence  for  this  indicator  is  drawn  from:  each  subject  leader’s  commmentary  on  and  responses  to  achievement  data  in  their  subject.  This  includes  analysis  of  what  the  data  reveals  and  actions  taken  to  reach  desired  student  achievement  outcomes.    Assessment  protocols  development:  In  2014  and  2015,  the  following  areas  have  been  emphasised  in  assessment  for  qualifications:    

I. Best  practice  in  moderation:  quality  assurance  processes  are  centred  on  individual  teacher  responsibility.  At  the  end  of  the  year,  each  teacher’s  sign  off  that  internal  results  are  accurate  and  that  moderation  has  occurred  is  a  significant  professional  statement.  The  ideal  arrangement  that  the  College  sets  as  best  practice  is  that  moderation  operates  flexibly  and  promptly  to  support  teachers'  assessment  decisions  at  the  time  when  assessment  is  occurring.  Teachers  can  then  load  results  as  close  as  possible  to  students  achieving  them  which  means  that  students,  parents  and  caregivers  can  see  NCEA  achievement  on  an  ongoing  basis  via  the  parent  and  student  portal.      

II. Teachers  with  assessment  expertise:  the  increased  flexibility  in  how  standards  are  offered  across  subjects  within  the  College  has  meant  that  internal  moderation  processes  must  be  increasingly  robust.  Teachers  with  assessment  expertise  are  designated  for  each  set  of  standards  used.  For  a  large  subject,  this  may  involve  the  designation  of  more  than  one  teacher  as  holding  assessment  expertise.  In  some  specialist  areas,  this  expertise  may  be  linked  to  outside  the  College.  Designation  as  a  teacher  with  assessment  expertise  is  an  important  

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notion  and  central  to  moderation  arrangements.  The  College  relies  on  this  guild  assessment  knowledge  as  a  cornerstone  to  its  moderation  practices  and  to  ensure  that  assessment  is  valid  and  at  the  national  standard.  Teachers  with  assessment  expertise  are  actively  encouraged  to  build  their  competent  assessor  status  via  networking  and  verification  with  other  colleagues  both  within  and  beyond  the  school.  The  2013  NZQA  MNA  review  re-­‐affirmed  that  moderation  must  occur  in  any  situation  where  standards  are  shared.  In  2015,  the  three  point  check  process  has  been  strengthened  so  that  the  College  can  demonstrate  that  moderation  is  ongoing  throughout  the  year  across  all  subjects.  

III. Authenticity  of  student  work:  principles  for  establishing  the  authenticity  of  student  work  have  been  further  developed,  particularly  by  a  teacher  building  familiarity  with  each  student’s  work  over  the  year.  College  protocols  are  that  the  conditions  of  assessment  that  apply  to  each  standard  offered  are  stated  in  course  outlines  and  are  articulated  clearly  during  the  year  when  teachers  are  working  with  each  standard.    As  part  of  the  enrolment  process  from  2015,  all  students  sign  an  authenticity  declaration  applying  to  all  the  work  they  submit  for  assessment  for  qualifications      

IV. Student  involvement  in  the  NCEA  goal  setting:  the  College  aims  to  create  the  right  environment  for  achievement  based  on  each  student’s  interaction  with  each  of  their  teachers.  Teachers  co-­‐construct  relevant  and  achievable  NCEA  goals  with  each  student  to  encourage  ownership  and  commitment  .  As  an  ongoing  process  throughout  the  year,  the  aim  is  to  give  positive  specific  messages  to  each  student  about  their  potential  NCEA  achievement  and  help  them  to  make  informed  decisions  about  which  internal  and  external  standards  to  aim  for.  Celebrating  when  achievement  goals  are  reached  is  also  important,  regardless  whether  the  achievement  goals  are  modest  or  comprehensive.    

V. Building  an  exam  culture  at  Hagley:  a  focus  that  has  emerged  from  subject  leader  data  analysis  is  student  performance  in  external  standards.  External  standards  have  an  increasingly  important  role  for  students’  NCEA  achievement.  In  many  subjects,  at  least  one  external  result  is  required  for  subject  endorsement  at  all  levels.  For  University  Entrance,  students  require  14  credits  in  three  Level  3  subjects.  In  some  subjects,  14  credits  cannot  be  achieved  without  passing  at  least  one  external.    A  flexible  approach  is  required.  Externals  are  a  part  of  the  assessment  profile  at  Hagley,  where  in  other  schools  they  often  form  a  dominant  component.    Hagley  has  a  diverse  assessment  landscape.  NCEA  assessment  design  and  students’  NCEA  goals  vary  greatly  between  courses.  Some  courses  have  a  strong  externals  focus,  while  others  make  no  use  of  external  standards  or  use  assessment  matrices  that  do  not  include  externals.  Students’  intentions  in  regard  to  externals  can  be  wide  ranging  within  subjects  where  externals  are  available.  Within  one  class,  there  can  be  students  who  have  no  intention  in  attempting  externals  ranging  to  those  who  are  committed  to  sitting  selected  or  all  externals  available.    A  successful  series  of  practice  exams  were  held  in  2014  that  replicated  as  much  as  possible  the  experiences  that  students  encounter  in  November  in  order  to  help  those  students  who  should  attempt  externals  to  do  so  and  achieve  to  their  potential.  Students  took  the  practice  exams  seriously  with  high  levels  of  engagement.    

   5.  RESPONSE  TO  REVIEWS  AND  FEEDBACK  FROM  EXTERNAL  AGENCIES    Work  towards  this  outcome  is  to  implement  curriculum  and  assessment  recommendations  from  Hagley’s  2013  NZQA  Managing  National  Assessment  report,  NZQA  annual  external  moderation  results  and  the  College’s  most  recent  ERO  review  recommendations.    NZQA  Managing  National  Assessment  [MNA]  review  

Following  an  2013  Managing  National  Assessment  review,  Hagley  was  placed  on  the  top  review  cycle,  a  four  year  grading.  In  order  to  obtain  that  grading,  which  very  few  schools  attain  nationally,  NZQA  assessed  that  the  College  has  the  following  characteristics  in  it  assessment  practices:    • self  review  processes  anticipate,  identify  and  respond  to  issues  effectively  • self-­‐review  is  systematic  and  leads  to  a  shared  understanding  and  improvement  in  assessment  quality  • systems  and  practices  meet  requirements  of  the  school's  consent  to  assess    

Learning  Futures  –  Hagley  Community  College  Performance  Report  2015   Page  14  

 

In  its  2013  MNA  review,  NZQA  commended  the  College  for  its  ongoing  commitment  to  ensuring  the  credibility  of  assessment  for  national  qualifications.  NZQA  found  that  students  are  offered  a  broad  and  flexible  range  of  learning  and  assessment  opportunities,  with  teachers  integrating  a  wide  range  of  standards  into  their  programmes  to  provide  flexible  assessment  pathways  and  opportunities  for  all  students  within  their  classes.  It  observed  that  the  College  has  effective  systems  in  place  to  assure  assessment  quality.      

Responses  to  ERO  recommendations  

ERO  reports  on  the  quality  of  the  school’s  systems  for  sustaining  and  continuing  improvements.  Hagley  was  placed  on  highest  ERO  review  ranking,  a  four  to  five  year  review  cycle  in  its  most  recent  2011  review.  Again,  subject  reviews  were  a  major  document  during  the  2011  ERO  visit  and  ERO  reviewers  made  reference  to  them  when  they  were  in  the  College.  They  said:  "The  College  is  very  well  placed  to  sustain  and  improve  its  performance.  The  senior  leadership  team  has  established  a  strong  philosophy  and  model  of  self  review  for  continuous  improvement.  This  is  supported  by  a  comprehensive  planning  and  reporting  cycle."  This  comment  reflects  on  both  the  subject  reviews  as  well  as  other  annual  portfolio  based  reporting.  The  College  has  continued  to  takes  the  initiative  to  define  itself  as  a  best  practice  school  in  curriculum  related  review  in  anticipation  of  an  ERO  review  in  2015.  It  is  vital  that  the  highest  ERO  review  ranking  is  maintained  through  continued  development  of  self-­‐review  at  a  teacher,  learning  area  and  College-­‐wide  level.  Initiatives  in  this  regard  are  detailed  in  other  sections  of  this  report.    Conclusions  drawn  from  NZQA  moderation  

 (i)  Findings  from  annual  subject  reviews  

NZQA  moderation  results  are  a  significant  component  in  annual  subject  reports.  Evidence  for  Indicator  1  [Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used]  is  derived  from  the  annual  assessment  audit  completed  in  each  subject  that  confirms  assessment  activities  used  are  appropriate  and  fair  and  offer  valid  assessment  opportunities  against  national  standards.  Evidence  for  Indicator  2  [Assessment  is  at  the  national  standard]  is  drawn  from  each  subject  leader’s  competent  assessor  statement.  Several  subject  leaders  incorporate  their  NZQA  moderation  results  to  support  statements  made  under  Indicators  1  and  2.      (ii).  Findings  from  NZQA  moderation  results  

Overall  analysis  of  NZQA  moderation  data  is  completed  annually  and  reviewed  with  subject  leaders,  including  historical  data  on  both  a  College  wide  and  individual  subject  basis.    Over  95%  of  all  standards  used  at  Hagley  where  results  are  reported  to  NZQA  are  internally  assessed.  NZQA  moderation  assumes  a  major  role  of  validating  competent  assessment  status.  The  table  below  shows  Hagley’s  performance  in  external  NZQA  moderation  of  assessed  student  work  from  2008  to  2014.  Each  submission  usually  consists  of  eight  samples  [for  achievement  standards]  or  four  samples  [unit  standards]  of  student  work,  together  with  an  assessment  activity  used.    In  2014,  the  number  of  submissions  requested  by  NZQA  has  lowered  due  to  the  College’s  strong  moderation  history.    In  2014,  there  is  a  significant  13%  increase  in  the  percentage  of  activities  approved  as  being  at  national  standard,  with  92%  of  activities  fully  approved.  

  Hagley  2014  

Hagley  2013  

Hagley  2012  

Hagley  2011  

Hagley  2010  

Hagley  2009  

Hagley  2008  

2014:  52  /53  activities  approved  at  the  national  standard,  including  those  listed  as  requiring  some  modification:  

98%   99%   98%   98%   98%   93%   86%  

2014:  Activities  approved  at  the  national  standard  [48  of  the  53  activities  activities  submitted]  

92%   79%   82%   83%   75%   60%   57%  

2014  :Assessment  of  student  work  moderated  as  consistent  with  the  national  standard  for  both  internally  assessed  unit  and  achievement  standards  [moderator  agreement  for  267  out  of  314  pieces  submitted]  

85%   90%   91%   93%   91%   83%   77%  

Learning  Futures  –  Hagley  Community  College  Performance  Report  2015   Page  15  

 

 While  there  is  a  5%  drop  in  agreement  rate  for  the  moderation  of  student  work,  it  should  be  noted  that  5%  of  these  moderation  decisions  are  under  appeal.  Even  at  85%,  the  College  is  still    tracking  at  approximately  10%  above  the  national  mean  of  75%  for  the  moderator  to  teacher  agreement  rates  for  the  assessment  of  student  work.  Subject  leaders  are  asked  to  detail  how  NZQA  moderation  feedback  has  been  actioned  where  modifications  are  required  to  activities,  or  assessed  work  was  under  80%  moderator  agreement  for  a  particular  moderated  standard.      6.  INTEGRATE  ‘BEST  PRACTICE’  AND  ‘NEXT  PRACTICE’  INITIATIVES    

Hagley  has  a  proven  record  of  introducing  and  sustaining  long  term  innovation  on  many  fronts.  Looking  forward,  innovative  practice  continues  to  be  at  the  centre  of  work  in  the  Learning  Futures  portfolio.  Transitions  into  tertiary  study,  teaching  as  inquiry  and  21st  learning  skills  have  been  identified  as  ‘next  practice’  focuses  for  the  portfolio.    Next  practice  in  learning  transitions:  developing  Hagley’s  role  as  a  pathway  into  tertiary  study  

 Catch  Up  College  

Over  the  last  decade,  more  than  700  students  [mostly  from  the  region  and  also  from  throughout  New  Zealand]  have  successfully  completed  the  standards  they  require  via  Catch  Up  College  for  entry  to  tertiary  study.  The  higher  University  Entrance  standard  from  2014  has  made  a  significant  impact  nationally,  with  a  fall  of  over  4,000  students  not  obtaining  University  Entrance.  Many  students,  who  just  miss  UE  through  circumstances  such  as  inflexible  assessment  programmes  in  their  previous  schools,  possess  the  academic  dispositions  and  key  competencies  to  make  a  success  of  university  study,  which  is  clear  from  their  NZQA  Records  of  Achievement  as  well  as  work  ethic  and  ease  of  completing  standards  when  in  Catch  Up  College.  In  response  to  significantly  increased  demand,  the  College  is  developing  its  role  as  a  gateway  into  South  Island  universities  for  students  needing  to  complete  UE.    From  2015,  Catch  Up  College  will  begin  in  October  and  run  through  to  the  end  of  February  so  that  students  have  an  increased  window  to  complete  the  standards  they  require.    UC@Hagley    

From  2015  in  partnership  with  the  University  of  Canterbury,  the  College  has  successfully  offered  the  core  Certificate  of  University  preparation  course,  academic  communication  and  study  skills.  With  learning  completed  in  workshops,  small  group  tutorials  and  through  individual  mentoring,  UC@Hagley  offers  a  highly  supported  way  for  students  to  develop  the  critical  reading  and  writing  skills  needed  for  university.  The  University  has  approached  the  College  to  consider  expanding  the  UC@Hagley  into  the  evening  based  After  3  programme  so  that  mature  students  in  employment  or  with  other  commitments  during  the  day  can  attend.  The  intention  is  that  the  College  will  take  over  other  papers  in  the  CUP  programme  over  the  next  few  years.    Next  practice  in  teaching  as  inquiry  

A  central  argument  about  inquiry  made  by  Timperley,  Kaser  and  Halbert4  is  that  creating  the  conditions  where  curiosity  is  developed  and  sustained  is  essential  to  opening  up  thinking,  changing  practice  and  creating  innovative  approaches  to  learning  and  teaching.    In  Hagley’s  fourth  year  of  all  teachers  being  involved  in  inquiry,  it  is  timely  to  reflect  on  this  statement.  To  what  extent  has  the  College  opened  up  thinking  and  changed  practice?  What  are  the  conditions  that  remain  important  for  the  school  to  move  forward?  Hagley’s  department  based  curriculum  structure,  organised  traditionally  around  learning  areas,  may  have  an  impact  on  developing  inquiry  practice.  A  departmentalised  school  can  create  a  siloed  view  where  teachers  do  not  look  beyond  colleagues  in  their  own  department  or  their  department  based  mentor.  As  identified  earlier,  80%  of  Hagley  teachers  cited  some  form  of  research  source  in  their  inquiries  which  is  a  strong  trend.    However,  the  extent  to  which  Hagley  teachers  have  used  their  colleagues’  inquiries  or  school-­‐wide  priorities  to  inform  their  own  inquiries  reveals  an  area  of  practice  where  growth  can  occur.  Only  13%  of  teachers  acknowledged  school-­‐wide  priorities  [for  example,achievement  and  retention],  while  only  two  of  56                                                                                                                                          4 Timperley, H. Kaser, L. Halbert, J. (2015). A framework for transforming learning in schools: Innovation and the spiral of inquiry. Melbourne: Centre for Strategic Education

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teachers  acknowledged  other  teachers’  inquiries  in  their  reports.  There  are  some  yards  to  walk  here,  given  that  school  based  professional  learning  has  actively  encouraged  teachers  to  refer  to  their  colleagues’  inquiry  and  Sharepoint  provides  an  easily  accessed  site  with  all  this  material  available.  These  figures  may  not  show  the  full  picture  as  there  is  likely  to  be  a  greater  although  unacknowledged  influence  of  others’  inquiries.  The  annual  teacher  only  half  day  where  department  based  sharing  of  inquiry  has  occurred  is  a  celebrated  and  highly  valued  event.      In  order  to  move  inquiry  forward,  it  may  be  that  a  single  inquiry  focus  is  identified,  one  to  which  every  teacher  can  commit  and  find  a  relevance.    One  of  the  strengths  of  inquiry  at  Hagley  is  that  there  are  there  are  now  clear  inquiry  trends  over  the  last  three  years  [achievement,  engagement,  key  competencies,  biculturalism,  literacy].  Any  one  of  these  would  be  a  worthy  selection,  with  literacy  standing  out  as  a  significant  issue  that  spans  inquiries  in  all  curriculum  areas.  The  College  needs  to  look  closely  at  whether  it  moves  into  a  single  focus  direction.  It  would  allow  for  whole  school    professional  learning  to  be  targeted  to  towards  one  area.    A  complementary  area  identified  earlier  in  this  report  around  evidence  collection  improvement  with  a  focus  on  ‘soft’  data  could  well  support  this  process,  with  professional  learning  underway  in  2015.      Learning  Futures  is  committed  to  developing  Hagley‘s  ability  to  work  as  a  professional  learning  community,  the  spirit  of  which  is  captured  in  the  whakatauki,  “taku  rourou  taurourou,  ka  ora  tatou  katoa”:    through  everyone’s  contribution,  the  well-­‐being  or  everyone  is  assured.  Developing  a  cluster  of  schools,  possibly  under  the  Ministry  of  Education’s  ‘Investing  in  Education  Success’  initiative,  may  also  be  another  pathway  to  developing  inquiry  practice  and  where  Hagley  could  play  a  leading  part.  The  College  already  takes  a  regional  hub  role  in  supporting  student  achievement  for  students  from  Canterbury  schools  and  beyond,  for  example  via  Catch  Up  College  and  UC@Hagley.  A  cluster  focused  on  developing  inquiry  would  allow  the  College  to  move  into  a  regional  professional  leadership  role  for  teachers.  The  benefits  of  developing  a  learning  community  of  schools  around  inquiry  practice  are  significant.  Sharing  investigations  and  learnings  across  the  community  over  time  is  invaluable,  both  in  helping  to  effectively  target  professional  learning  and  development  at  a  school  and  cluster  level.  When  taken  through  to  a  successful  developed  stage,  a  community  of  schools  centred  on  inquiry  can  have  significant  role  in  defining  what  good  practice  looks  like  in  its  diverse  forms  and  how  it  can  benefit  student  achievement.  There  are  clear  benefits  for  the  College  in  raising  teacher  awareness    and  understandings  by  accessing    practice  beyond  the  College.    Next  practice  in  developing  the  special  character  of  learning  at  Hagley  

Hagley’s  special  character  centres  on  how  it  offers  an  education  that  differs  significantly  from  that  available  at  other  state  schools  within  the  region.  In  order  to  reconnect  students  with  learning  and  renew  their  opportunities  for  success  ,  the  College  offers  delivery  models  not  found  in  conventional  high  school  settings.  There  has  been  much  work  completed  on  describing  what  makes  Hagley’s  learning  environment  different.  Our  schools  within  schools,  for  example,  give  students  a  sense  of  purpose.  “Why  am  I  learning  this?”  is  central  to  these  programmes  from  day  1,  or  in  Charles  Leadbeater’  s  words,  they  are  “creative  communities  that  have  a  cause,  a  mission.”5    In  designing  learning  programmes  at  Hagley  that  are  responsive  to  students  who  are  experiencing  learning  barriers  and  effectively  promotes  their  re-­‐engagement,  ,  we  need  to  return  to  The  New  Zealand  Curriculum  as  a  vital  touchstone.  There  are  some  critical  key  competencies  for  learning  in  the    21st  century  learning  that,  if  foregrounded  in  all  programmes  offered  at  Hagley,  could  act  as  a  strong  unifying  force.  In  taking  this  approach,  we  may  be  able  to  create  a  stronger  sense  of  purpose  for  many  of  our  students  so  that  they  do  not  view  their  programmes  at  Hagley  as  separate  subject  based  sets  of  content  but  as  cross  curricular  critical  skills6    which  include  :  

• knowing  how  to  search,  critique  and  apply  learning  to  new  settings    • knowing  how  to  question  effectively    • knowing  how  to  present  ideas  and  information  for  diverse  purposes  • knowing  how  collaborate  with  others  • knowing  how  to  persist  and  to  recover  from  setbacks  

                                                                                                                                       5 Leadbeater, C. (2015) Keynote address, Innovation in Education, Future Schools Conference, Sydney March 2015 6 Adapted from Leadbeater, C. [ibid], and Bolstad, R. Gilbert, J. [2008] Disciplining and drafting, or 21st Century learning, Wellington: NZCER

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 As  a  College,  we  have  invested  significant  professional  learning  time  into  how  to  make  particular  key  competencies  explicit.  Under  the  banner  of  “making  Hagley  a  thinking  school”,  the  Learning  Futures  portfolio  in  2009  and  2010    led  work  on  developing  understandings  about  the  thinking  competency  among  staff  which  they  then  applied  across  programmes.  As  a  fundamental  aspect  of  curriculum  development,  it  is  time  for  the  College  to  take  forward  how  these  critical  skills  could  underpin  programmes.      Commitment  is  needed  from  teachers.  Staff  would  need  to  be  able  to  make  explicit  how  their  courses  given  consideration  to  these  key  skills  which  could  be  reflected  in  their  annual  ‘Windows  into  Practice’.  

Learning Communities 19page

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Table  of  Contents    

PRIMARY  GOAL  .....................................................................................................................................................................................................................................................................................  21  

CRITICAL  SUCCESS  FACTORS  .................................................................................................................................................................................................................................................................  21  

COHESIVE  INTEGRATED  STRUCTURE  ....................................................................................................................................................................................................................................................  22  

ENGLISH  LANGUAGE  LEARNING  (ELL)  PROVISION  ...............................................................................................................................................................................................................................  22  

PROGRAMME  DESIGN  ..........................................................................................................................................................................................................................................................................  24  

ELL  PERFORMANCE  ...............................................................................................................................................................................................................................................................................  24  

LEARNING  PROGRAMMES  ....................................................................................................................................................................................................................................................................  25  

The  Multi  Ethnic  Homework  and  Study  Centre  ................................................................................................................................................................................................................................  25  

Refugee  Adult  and  Community  Responsive  Programmes  ................................................................................................................................................................................................................  26  

Community  Language  Learning  Programmes  ..................................................................................................................................................................................................................................  26  

Community  connections  and  collaborations  ...................................................................................................................................................................................................................................  27  

After  3  programmes  .........................................................................................................................................................................................................................................................................  27  

SUPPORT  AND  SERVICES  WHERE  DIVERSITY  IS  THE  NORM  ................................................................................................................................................................................................................  28  

References  .......................................................................................................................................................................................................................................................................................  29  

APPENDIX  1  ...........................................................................................................................................................................................................................................................................................  29  

     

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INTRODUCTION  Hagley  College  is  committed  to  lifelong  learning  and  invests  in  the  learning  and  education  of  communities  across  Christchurch.  The  Learning  Communities  portfolio  supports  a  vision  of  life  long  learning   within   a   structure   that   provides   multiple   pathways   and   learning   both   within   and   outside   the   school   day.   This   occurs   at   Hagley,   however   may   also   occur   in   the   home,   within  organisations  and  at  other  sites  situated  in  Christchurch.  In  particular,  the  programmes  target  groups  that  are  potentially  at  risk  of  being  excluded  from  the  social  and  economic  capital  that  enables  people  to  thrive  in  our  society.  This  includes  post  compulsory  age  education  learners,  those  re-­‐engaging  in  education  for  personal  or  career  goals,  learners  from  migrant  and  refugee  backgrounds   and   students   whose   learning   may   have   previously   been   unsuccessful.   The   programmes   also   provide   a   mechanism   for   organisations   such   as   schools,   social   agencies   and  government  departments  to  develop  cultural  responsiveness.  With  one  third  of  Hagley’s  population  consisting  of  students  and  staff  from  culturally  and  linguistically  diverse  backgrounds,  and  a  further  third  engaged  in  After  3  part  time  study,  the  Learning  Communities  portfolio  has  a  key  role  in  building  sustainable  communities  that  promote  diversity  and  increase  the  effectiveness  of  the  people  working  in  them.      Hagley’s  commitment  to  Learning  Communities  is  based  on  the  following  key  principles:  

• Learning  is  highly  valued  and  is  always  spoken  of  as  an  investment  rather  than  a  cost.    • Being  an  active  learner  is  seen  part  of  being  a  competent  adult.  • Learning   is   not   confined  within   the   school   walls,   to   the   school   day   or   to   the   ‘school   years’.   Students   draw   from   a  wide   learning   network   encompassing   role  models   from   the  

community,  business  and  others  with  skills  to  offer.    • The  relevance  of  learning  to  the  community,  and  of  the  community  to  learning  is  endlessly  and  seamlessly  reinforced.  • The  whole  community  is  a  resource  for  the  school.  Learning  is  not  separate  from  life.  • The  school  is  a  resource  for  the  whole  community  where  the  school  is  open  for  longer  hours  and  their  facilities  are  accessible  to  people  of  all  ages.    • Learning  sites  exist  throughout  the  community  giving  students  hands-­‐on  experience  and  access  to  expertise  beyond  the  classroom.    

 PRIMARY  GOAL  The  primary  goal  of  the  Learning  Communities  portfolio  is  to  develop  collaborative  communities  of  practice  that  support  life  long  learning  and  increase  responsiveness  to  diversity.  To  this  end  it  is  structured  into  three  areas:  English  Language  Learning  (ELL),  Diversity  Support  and  After  3.    

   CRITICAL  SUCCESS  FACTORS  

a. Cohesive   Integrated   Structure:   The   establishment   of   a   cohesive   integrated   structure   for   the   development   of   collaboration,   participation   and   partnerships   across   our   Learning  Communities  

b. English  Language  Learning  (ELL)  provision  that  prepares  students  for  community,  employment  and  academic  pathways  c. ELL  Performance:  The  evaluation  and  review  of  ELL  performance  in  meeting  the  needs  and  aspirations  of  students    d. Programme  Design:  The  implementation  of  curriculum,  pedagogy  and  assessment  practices  which  reflect  diversity  and  are  culturally  responsive  e. Learning  Programmes:  The  development  and  implementation  of  flexible  and  responsive  community  learning  programmes  and  pathways    f. Support  Services:  The  establishment  of  support  and  services  for  our  communities  where  diversity  is  the  norm  

     

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COHESIVE  INTEGRATED  STRUCTURE  The  provision  of  programmes  and  the  delivery  of  services  sit  within  three  key  areas:  English  Language  Learning,  Diversity  Support  and  After  3.  Across  these  areas  a  number  of  structures  are  in  place  to  support  and  develop  staff.  These   include  monthly  Learning  Communities  meetings,  and  weekly  Diversity  Support  meetings  that   involve  the  Director  of  Learning  Communities,  ELL  Manager,  Diversity  Support  Manager  and,  at   times,   the  Manager  of  Adult   Literacy  and   the  ELL  Enrolment  Officer.   Integral   to   the  Learning  Communities   structure   is  a   focus  on  PLD  which  includes:  workshops,  one  on  one  coaching  and  mentoring,  small  group  learning  and    buddying  teachers  into  learning  groups.          ENGLISH  LANGUAGE  LEARNING  (ELL)  PROVISION    Learning   English   provides   pathways   for   culturally   and   linguistically   diverse   learners   to   participate   in   the  community,  get  a  job  and  access  further  study.  Whatever  their  pathway,  English  is  required  for  them  to  be  full  members  of  New  Zealand   society.  People   from  Pacific  Nations,  while   they  may  not  be  new  migrants,  also  need  support  to  strengthen  literacy  and  numeracy.  Overseas  students,  also,  come  to  New  Zealand  to  learn   English   and   gain   qualifications   they   may   not   have   access   to   in   their   home   countries.   Supporting  English  language  learning  is  a  key  life  long  learning  goal.  

 English  Language  Learning  provision   is  divided   into  three  portfolios:  Community:  English  for  Living   in  New  Zealand,  Vocational:  Full-­‐time  programmes   for  Young  Adults,  and  Academic:  preparation   for   tertiary   level  study.  An  overview  of  our  enrolments  by  numbers  and  ethnicities  is  shown  below.  

 

21   22  35   33   30   30  

11EFF   11EFB   11EFE   11EFP   11EFI   12EFU  

Community  Language  Learning  (Numbers)  

23   3   3   73   4   3   2   7   6   5   6   2   22   12  

AFGHANI   BRAZILIAN   EGYPTIAN   CHINESE   ERITREAN   INDIAN   JAPANESE   ETHIOPIAN   NEPALESE   RUSSIAN   SOMALI   THAI   KOREAN   OTHER  

Community  Language  Learning  (Ethnicity)  

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 Similar  to  2013,  the  graphs  show,  most  significantly,  the  continuing  increase  of  Chinese  migrants  coming  into  Christchurch.  This  is  largely  because  the  Department  of  Labour  has  intensified  the  number  of  new  migrants  permitted  into  Christchurch  for  the  rebuild.  The  Chinese  are  the  second  largest  group  after  the  Irish  (up  16%,  Department  of  Labour  2013).  Aside  from  recruitment,  many  Chinese  students  who  came  into  New  Zealand  in  the  90’s  are  now  currently  employed  in  New  Zealand  and  are  successfully  applying  for  family  members  to  get  residency  in  Christchurch.  The  graph  also  shows  that  we  are  maintaining  our  Afghani  refugee  community.  From  the  latter  group,  our  challenge  is  to  continue  to  meet  the  needs  of  the  young  women  with  children  who  are  seeking  pathways  into  higher-­‐level  education.  An  increasing  number  of  Afghani  women  are  wanting  to  get  IELTS  and  gain  entrance  into  courses  such  as  ECE  and  Pre-­‐Health  or  go  to  CPIT.  Both  these  trends  have  implications  for  staffing,  in  terms  of  meeting  the  pastoral  needs  of  absolute  beginner  Chinese  students  and  also  meeting  the  academic  needs  of  young  refugee  women.      

27  31  

0  

5  

10  

15  

20  

25  

30  

35  

11EJP   11EJU  

Full-­‐Lme  Programme  for  Young  Adults  (Numbers)      

29  

3   3   6  2  

7   4   2   2  0  

5  

10  

15  

20  

25  

30  

Afghani   Cambodian   Chinese   Ethiopian   Filipino   Nepalese   Somali   Thai   Other  

Full-­‐Lme  Programme  for  Young  Adults  (Ethnicity)      

7  

2   3.5  

14  

4  6  

11  14  

Afghani   Cambodian   Filipino   Chinese   Thai   Korean   Japanese   Other  

Students  Enrolled  in  an  Academic  Pathway  (Ethnicity)    

25  

12  

36  

11EAP  OPTION  4   11EAP  OPTION  7   13EPA  

Students  Enrolled  in  an  Academic  Pathway  (Numbers)    

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PROGRAMME  DESIGN  Programme  Design   in  2014   focused  on  providing   learners  with   a  more  diversified   set  of   literacies   that  were   linked   to   real   life  outcomes.   To  achieve   this,   PLD  was   carried  out   to   support  teachers   in   identifying  and  developing  their   learners’   specific  needs  and  purposes   for   learning.    A  key   incentive   for   this  approach  was  to   increase  student  engagement  by   identifying  clear  pathways  for  learning  and,  in  ELL,  to  utilise  the  flexibility  of  the  new  ELL  standards  that  lend  themselves  to  using  end  real  life  tasks  for  assessment.      As  part  of  this  approach,  a  wider  range  of  assessments  leading  to  qualifications  was  offered  to  ELL  students  at  all  levels.  NZCEL  (New  Zealand  Certificate  of  English  Language)  was  offered  at  Foundation  Level  to  Level  2.  Literacy  Level  1  was  offered  as  a  vocational  qualification  and  ESOL  Level  3,  English  Level  1  and  IELTS  at  Academic  Levels.    These  assessments  were  chosen  to  reflect  the  multifarious  paths  that  English  Language  Learners  may  wish  to  pursue.  The  Community  Language  Learning  assessments  align  with  units  of  work  that  relate  to  real  life  language  outcomes  in  the  community  such  as  shopping,  banking,  telephoning  and  so  on.  Literacy  Level  1  gives  a  minimum  qualification  to  learners  who  wish  to  enter  the  workplace   at   a   functional   level,   whereas   English   Level   1   and   ESOL   Level   3,   provide   a   pathway   to  mainstream   courses   or   a   certificate   course   at   a   polytechnic.   IELTS   includes   university  preparation  and  prepares  learners  for  academic  study.      ELL  PERFORMANCE  Over  a  two  year  programme,  100  percent  of    ELL  learners  have  engaged  in  and  completed  assessments  linked  to  one  of  the  portfolio  pathways.  However,  it  is  important  to  note  that  in  ELL,  students  may  enter  programmes  and   transition  between  programmes  at  any  point   in   the  year,  depending  on  progress.  Also,  because  many  of  our   students  are  pre-­‐literate,   learners  may  remain  in  a  programme  for  two  years  or  teachers  may  offer  a  variety  of  levels  or  assessments.    In  addition,  learners  who  struggle  to  make  progress  may  be  transitioned  into  other  programmes  such  as  ACE  or  Intensive  Literacy  provided  by  HALC.  NCEA  results  will  therefore  reflect  these  considerations.    Hagley’s  assessment  policy  is  to  ‘assess  when  ready’  therefore  individual  teachers  closely  monitor  individual  learner  progress  and  collate  portfolios  that  demonstrate  student  progress  on  the  English  Language  Learning  Progressions.  This  includes  one  to  one  conferencing  where  next  steps  for  learning  and  readiness  for  assessment  is  discussed.  All  vocational  and  academic  students  have  one  to  one  pathway  interviews  concerning  their  progress  and  aspirations,  and  teachers  are  expected  to  include  student  voice  in  their  individual  inquiry  projects  on  improving  the  learning  and  outcomes  for  their  priority  learners.      Across  all  three  portfolios  in  ELL,  teachers  engage  their  learners  in  community  organisations  and  events,  and  invite  speakers  into  their  classes  to  authenticate  the  language  use  in  the  units  they  are  teaching.  Some  examples  are  links  with  the  Police,  Canterbury  District  Health  Board,  Universities  and  CPIT.  In  addition,  learners  are  encouraged  to  represent  Hagley  in  the  community  in  activities  such  as  community  vegetable  Co-­‐ops  and  Christchurch  City  Council  events.  Ways  in  which  teachers  respond  to  the  needs  of  their  learners  is  captured  in  teacher  voice  (Appendix  1)          

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LEARNING  PROGRAMMES  All  programmes  in  Learning  Communities  aim  to  address  factors  that  support  the  retention  and  transition  of  at-­‐risk  students  (Boyd,  Mc  Dowall,  and  Ferral,  2006).  These  include  but  are  not  limited  to:  

• a  relevant  programme  • use  of  student  voice  • student  access  to  one  on  one  learning  progression  conferences  and  transition  advice  • learning  by  doing  • scaffolding  of  ‘next  steps’  • a  range  of  assessment  opportunities  to  gain  qualifications  • opportunities  to  develop  language,  literacy  and  life-­‐skills  

 Learning  programme  indicators:    

i. Learners  and  their  families  can  participate  in  learning  or  support  programmes  and  pathways  after  normal  school  hours  

ii. Programmes  respond  to  and  meet  learners'  needs  for  academic  support,  pathways  and  employment  skills  

iii. Programmes  enable  community  connections  and  collaboration    The  Multi  Ethnic  Homework  and  Study  Centre  The  Multi  Ethnic  Homework  and  Study  Centre  is  a  citywide  resource  for  primary  and  secondary  students  from  multi-­‐ethnic  refugee  background  communities.  Students  attend  twice  a  week  in  the  evening  to  get  academic  support  and  tutoring  including;  homework  or  project  help,  improving  reading,  numeracy  and  writing  skills,  specialist  help  in  NCEA  Levels  1-­‐3  subjects  and  in  achieving  better  grades  in  assessments.  An  NCEA  Holiday  Programme  is  held  during  the  third  term  school  holidays  to  provide  further  help  and  preparation  for  external  examinations.      In  2014,  the  Homework  Centre  appointed  10  specialist  teachers  and  employed  5  staff  proficient  in  community  languages  to  reduce  barriers  and  support  engagement  into  the  Centre.  At  the  end  of  term  4,  111  students  from  32  schools  across  Christchurch  had  enrolled  in  the  Centre.  About  60%  of  these  students  received  secondary  academic  support.      The  graph  shows  a  summary  of  students  attending.  The  total  enrolment  figures  reflect  a  balance  of  gender.        

Primary   Intermediate   Secondary   Other   Totals  Term  1   19   12   47   1   79  

Term  2   22   14   54   1   91  

Term  3   28   5   59   1   103  

Term  4   28   16   66   1   111  

0  

20  

40  

60  

80  

100  

120  

Enrolments  by  Level  

39  47  

53   55  

40  44  

50  56  

Term  1   Term  2   Term  3   Term  4  

Enrolments  by  Gender  

Male   Female  

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The  total  enrolments  by  ethnicity  at  the  Homework  Centre  have  been  aligning  with  the  community  size  of  refugee  communities  settling  in  Christchurch.  The  three  largest  refugee  communities  represented  are  the  Afghani,  Somali  and  Bhutanese  communities.  Their  large  numbers  are  maintained  due  to  new  arrivals  under  the  immigration  family  reunification/support  category.  Since  the  beginning  of  2014,  there  has  been  an  increase  of  new  Afghani  families  with  school  age  children,  who  need  additional  school  support.  At  Hagley,  11  new  families  from  Afghani,  Ethiopian  and  Somali  communities  arrived  under  the  reunification  category,  with  school  age  family  members  attending  the  Homework  Centre.  The  Bhutanese  are  the  most  consistent  group  forming  around  25-­‐26%  of  our  Homework  Centre  attendees  between  2010  and  2014.  Incidentally,  2015  will  be  the  last  resettlement  programme  offered  by  UNHCR  to  Bhutanese  refugees  as  most  have  now  been  successfully  resettled.    The  academic  support  programme  under  the  Multi-­‐ethnic  Homework  and  Study  Centre  is  aligned  to  the  New  Zealand  Refugee  Resettlement  Strategy  outcome  in  achieving  at  least  79%  of  refugee  school  leavers  achieving  NCEA  Level  2.  This  was  achieved  in  2014.  Refugee  learners  are  considered  priority  learners,  as  they  potentially  will  not  meet  the  cohort  levels  in  literacy.  At  the  Centre,  data  was  gathered  to  show  outcomes  achieved  through  completed  work  and  assessment,  student  survey  and  voice,  NCEA  results  and  school  reports,  student  pathways,  teachers  and  parents  feedback  and  students  regular  attendance.    Refugee  Adult  and  Community  Responsive  Programmes  As  a  hub  for  all  refugee  education  support  programmes  across  Christchurch,  Hagley  offers  a  number  of  programmes  which  are  developed  in  response  to  community  needs.  These  are  based  on  the  family  literacy  model  and  include  various  initiatives  and  projects  for  students,  families  and  their  communities.  These  programmes  have  all  contributed  to  strong  community  relationships,  engagement  and  active  participation  across  Learning  Communities.        Besides  accessing  daytime  learning  programmes  at  the  College,  a  range  of  evening  programmes  for  parents  and  adults  from  refugee  communities  are  offered.  These  courses  are  designed  to  assist  with  literacy  and  numeracy  skills,  English  language  and  living  and  working  in  New  Zealand.  Courses  include  cooking,  sewing,  driving  theory,  computing,  NZ  Sign  Language  and  Breathing  and  Wellness.  These  courses  are  delivered  alongside  the  Multi-­‐ethnic  Homework  and  Study  Centre,  and  thus  form  the  approach  of  a  family  literacy  model  to  support  positive  educational  and  resettlement  outcomes  for  former  refugees.    97  refugee  adult  learners  were  enrolled  in  the  adult  evening  programmes  and  community  classes  in  2014.  These  programmes  enhance  learners’  literacy  and  English  language  skills,  and  also  provide  learning  opportunities  for  them  to  engage  in  NZ  life  confidently,  and  contribute  to  the  community  meaningfully.    Community  Language  Learning  Programmes  The  importance  of  the  first  language  in  enhancing  learning  cannot  be  overstated.  Research  shows  that  young  people  learning  their  own  language  have  improved  self-­‐efficacy,  which  in  turn  enhances  their  learning  at  school  and  engagement  in  the  community.  Hagley  offers  opportunities  for  both  the  Farsi  language  school  and  the  Persian  language  school  to  operate  on  weekends.  Parents  of  the  young  people  attending  the  first  languages  programme  attend  the  weekend  ESOL  class  offered  at  the  same  time.  Around  50  children  and  adolescents  and  15  parents  were  engaged  in  learning  at  Hagley  at  the  weekends.        

Afghani  34%  

Arab  1%  

Bhutanese  25%  

Cambodian  2%  

Ethiopian  1%  

Iraqi  4%  

Kurdish  5%  

Somali  26%  

Sudanese  2%  

Enrolments  by  Ethnicity  

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While  summative  data  is  not  collected  on  these  programmes,  research  shows  that  young  people  learning  their  own  language  feel  more  connected  to  school,  show  increased  self-­‐efficacy  and  are  more  able  to  bridge  the  gap  between  home  and  school.  Other  important  outcomes  are  the  connections  that  are  made  with  some  of  the  older  Farsi  and  Persian  speakers  who  are  unlikely  to  ever  access  education  in  New  Zealand  in  a  formal  setting.  The  principle  of  inclusive  learning  opportunities  in  formal  and  informal  settings  throughout  life  means  that  members  of  the  community  who  might  otherwise  be  excluded,  have  a  place  to  meet  and  educate  their  young  people  to  learn  about  their  own  language  and  identity.    Community  connections  and  collaborations  A  number  of  Christchurch  community  initiatives  were  implemented  in  response  to  community  needs.    “Hagley  Culture  Chat”  on  community  radio  Plains  FM  is  an  extension  of  ELL  learning  outside  the  classroom.  This  radio  show  broadcasts  ‘live’  to  the  Christchurch  community  once  a  month.  20  adolescent  learners  were  engaged  in  this  initiative.  It  is  also  one  of  the  many  working  relationships  we  have  with  a  wide  range  of  organisations  involved  in  education  and  the  delivery  of  services  in  the  community,  such  as  primary  and  secondary  schools,  tertiary  providers,  adult  education  groups,  Pegasus  Health  and  other  private  providers.    Four  parent  education  workshops  were  held  on  NCEA  information,  Career  and  Pathways,  online  literacy  for  school,  and  online  literacy  for  homework  support.  These  workshops  forge  connections  between  parents  and  school,  and  also  build  the  capacity  of  parents  as  co-­‐learners  and  partners  in  their  children’s  learning.  They  were  delivered  in  both  English  and  community  languages.    For  the  wider  Christchurch  community,  capacity  training  workshops  such  as  the  Intercultural  Cultural  Awareness  and  Communication  workshop  and  the  Working  Alongside  Refugee  Families  training  were  held  three  times  over  the  year.  On  average,  120  staff  from  other  schools  and  organisations  in  Christchurch  attended  these  workshops  in  2014.    The  Learning  Communities  portfolio  staff  were  also  involved  in  Professional  Learning  requests  by  schools  and  organisations  as  far  as  mid-­‐Canterbury  to  deliver  and  support  cultural  competency  knowledge,  and  guidelines  for  working  with  students  from  culturally  and  linguistically  diverse  backgrounds.  As  an  extension  to  professional  learning  within  Learning  Communities  at  Hagley,  data  was  collected  to  ascertain  levels  of  cultural  competency  across  Learning  Communities  staff.      After  3  programmes  After    3  programmes  provide  opportunities  for  adult  and  senior  learners  to  re-­‐engage  in  education,  improve  literacy  and  numeracy  skills  and  explore  or  complete  requisite  skills  for  further  training  or  education.  In  2014,  670  learners  participated  in  over  50  courses.  These  were  run  from  early  evening  during  the  week  and,  in  some  cases,  at  the  weekend.  Many  of  these  programmes  lead  into  assessment  pathways,  however  the  wider  benefits  such  as  improved  attitudes  to  learning,  increased  self-­‐confidence  and  esteem,  personal  growth  and  social  capital  were  evident    in  After  3  teachers’  inquiry  projects.  Based  on  evidence  from  Dymock  and  Billett  (2008),  these  ‘wider  benefits’  better  place  people  to  enter/re-­‐enter  education  and  the  workplace  by  giving  learners  the  skills  and  self-­‐  belief  to  be  able  to  put  their  capabilities  into  action.  After  3  programmes  meet  the  needs  of  an  often  more  vulnerable  group  of  learners  whose  learning  needs  do  not  fit  within  the  traditional  school  day.              

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SUPPORT  AND  SERVICES  WHERE  DIVERSITY  IS  THE  NORM    

Indicators  I. The  support  and  services  are  welcoming  to  all  learners  and  their  families.  II. The  support  and  services  identify  and  remove  barriers  to  learners'  full  acceptance,  participation  and  learning  which  in  turn,  promotes  resilient  outcomes  for  students  and  

communities.  III. The  support  and  services  help  all  learners  and  their  families  to  celebrate  their  differences  and  affirm  their  identities.  

 The  provision  of  education  and  the  delivery  of  services  are  integrated  under  Learning  Communities.  Collaboration  occurs  between  English  Language  Learning  and  Diversity  Support  in  engaging  and  supporting  students  and  families.    The  managers  of  the  three  portfolios  within  Learning  Communities  meet  weekly  and  liaise  closely  to  review  and  develop  programmes  and  delivery.  As  a  result,  integrated  into  units  of  work  are  modules  on  careers  and  pathways,  individual  and  family  health  and  wellbeing  and  family  literacy.  The  support  includes  referrals  to  specialist  agencies  such  Christchurch  Resettlement  Services,  the  Canterbury  District  Health  Board,  the  Police,  Fire  Service  and  Pegasus  Health.  These  organisations  also  deliver  sessions  on  awareness,  promotion  and  access  to  health  and  wellbeing.  This  model  of  support  provides  a  robust  system  of  pastoral  care  and  at  the  same  time  promotes  learners  to  look  after  themselves  and  achieve  resilient  outcomes.    Through  the  whole  family  learning  model  and  the  provision  of  learning  programmes  and  support  initiatives  around  it,  Hagley  has  welcomed  students,  families  and  their  communities.  The  framework  promotes  the  concept  of  life-­‐long  learning  within  the  family,  encourages  social  cohesion  within  and  between  communities,  supports  parents  to  support  their  children,  and  provides  targeted  support  for  these  communities  and  their  educational  and  life  aspirations.    To  ensure  engagement  and  retention,  accessibility  to  programmes  is  considered  thoughtfully.  The  services  include  the  employment  of  multicultural  staff,  bilingual  teacher  aides  (x  4),  bilingual  community  liaison  officers  (x  3),  translated  resources  and  documents  in  community  languages,  culturally  and  community  responsive  programmes  and  staff  PLD  in  intercultural  awareness  and  diversity  support.    The  role  of  bilingual  liaison  is  critical  in  building  and  maintaining  relationships  between  students/families/communities  and  the  schools  and  agencies  we  work  with.  Their  language  skills,  cultural  knowledge,  understanding  of  the  NZ  education  system,  advocacy  and  community  relationships  are  crucial  to  the  success  of  all  learning  programmes.  Bilingual  liaison  staff  work  from  the  first  point  of  engagement  to  ensuring  the  ongoing  responsiveness  to  programmes  and  services.    The  three  bilingual  liaison  officers  have  managed  and  supported  81  individual  cases  and  61  families  in  2014.  They  also  worked  collaboratively  across  15  schools  in  support  of  refugee  learners.  Liaison  work  assists  with  programme  design  and  support  initiatives  based  on  identified  and  consulted  needs.  They  have  been  involved  with  collaborative  initiatives  such  as  ensuring  that  parents  are  knowledgeable  about  the  NZ  education  system,  encouraging  parents  to  participate  in  school  events  with  their  children,  informing  relevant  schools  about  cultural  differences  to  increase  staff  knowledge  on  students’  cultures  and  their  specific  festivals,  and  translating  and  interpreting.      Culturally  and  linguistically  diverse  learners  are  also  acknowledged  and  celebrated  through  Hagley  hosting  events  events  such  as  International  Day,  World  Refugee  Day  and  Refugee  Women’s  Day.  These  special  community  events  have  full  participation  within  Hagley  and  across  Christchurch  thus  enhancing  community  collaborations  and  partnerships.  Over  20  cultural  groups  worked  alongside  Hagley  to  showcase  their  dance,  cultural  exhibits,  stories,  film,  music,  food  and  costumes  on  International  Day.  Around  150  former  refugee  communities  came  to  mark  World  Refugee  Day.  Three  inspiring  young  refugees  gave  insightful  and  personal  presentations  on  living  in  two  worlds,  powered  by  PechaKucha.  In  celebration  of  its  10th  anniversary,  the  Canterbury  Refugee  Council  presented  community  awards  in  recognition  of  individuals  who  had  contributed  to  the  development  of  the  Council  in  the  last  10  years.  Hagley’s  Diversity  Support  manager  was  one  of  the  recipients.  

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 In  other  learning  programmes  within  Learning  Communities,  key  community  festivals  and  religious  celebrations  are  discussed  in  classes  and  often  jointly  participated  in  by  staff  and  students.    Through  the  Learning  Communities  portfolio,  and  Hagley’s  responses  to  culturally  and  linguistically  diverse  learners  and  their  communities,  the  prestigious  NZ  Diversity  Action  Award  2014  was  awarded  to  Hagley  by  the  Human  Rights  Commission.  The  award  was  for  the  College’s  outstanding  contribution  to  diversity  and  harmonious  relations  over  the  last  10  years.      References    Boyd,  S.,  McDowall,  S.,  &  Ferral,  H.  (2006).  Innovative  pathways  from  school:  Taking  the  first  step:  Final  report:  2006.  Wellington:  New  Zealand  Council  for  Educational  Research.    Dymock,  D.,  &  Billett,  S.  (2008).  Assessing  and  acknowledging  learning  through  non-­‐accredited  community  adult  language,  literacy  and  numeracy  programs.  Adelaide:  National  Centre  for  Vocational  Education  Research.      APPENDIX  1  If  your  classroom  was  culturally  responsive,  what  would  your  students  notice?    Affirm  the  culture  and  language    

Use  teaching  methods  to  engage  individual/groups  of  learners  and  enable  them  to  succeed  

Build  knowledge  and  aspirations  of  the  learner  

Shape  learning  programmes  and  assessment  to  bridge  the  gaps  for  individuals/groups  of  learners  

Engage  families  /whanau  as  participants  in  learning  and  create  partnerships    

Pronunciation  of  names  Teacher  effort  and  growth  into  learning  about  biculturalism  and  multiculturalism  Develop  and  teach  history  of  NZ  Maori  world  view    Sharing  of  culture  in  both  adult  and  adolescent  contexts  eg.  International  Day,  greetings  in  different  languages,  celebration  of  special  days  Cultural  differences  as  a  teaching  point,    eg.  two  national  anthems  Appreciate  heritage  of  all  learners  

Use  real  life  examples,  adapt  and  modify  to  meet  needs  Use  the  community  as  a  resource,  knowledge  of  place,  history  –  museum,  the  Arts,    Awareness  of  language  patterns  and  learning  styles  Group  in  a  variety  of  ways  that  reflects  diversity,  seating,  peer  groups,  expert  groups  Find  out  from  learners  what  they  enjoyed/  or  not:  Kinaesthetic/auditory/visual  Reflection  on  inquiry  topics  Adapt  to  the  levels  and  needs  of  students  (differentiate  in  a  variety  of  ways)  

Contact  outside  the  classroom  with  organisations  (pathways),  partnerships  and  collaboration  with  social  agencies  who  can  help  More  scholarships    Build  relationships  with  students,  be  aware  and  responsive  to  individual  traits  Goal  setting  with  students  (ideally  with  whanau/caregivers  about  expectations  and  pathways  Student  feedback  and  input  into  planning;  surveys,  questionnaires,  conferencing  Reflection  time  in  lessons  

Gather  appropriate  achievement  information  on  individual/groups  of  students,  analyse  it  and  use  it  for  planning  Student  choice  materials  and  topics  On-­‐going  and  useful  feedback,  ELLP  forms,  sharing  of  evidence  and  next  steps)  Assessment  opportunities  (over  time)  

Phoning  parents  and  families  (engaging  bilingual  liaison  assistance)  Parent  portal  Parent/Whanau  conferences,  invitations  to  the  classroom,  special  days  Time  to  meet  and  a  welcoming  place  to  meet  Translate  key  documents  into  Maori  and  other  languages  Personal  contact  (one  main  person  to  develop  relationship)  Positive  contact  eg.  ring  parents  once  a  term  to  say  something  specific  and  

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Make  connections  across  a  range  of  cultures  and  topics    (students  and  teachers)  Identify  beliefs,  attitudes,  customs,  needs,  skills,  abilities  and  interests  of  learners  Sharing  of  information  about  learners  and  goals  (journeys)  Observing  protocols  eg.  personal  space,  no  sitting  on  desks  Local  materials  and  topics  with  bicultural  and  multi  cultural  themes  Develop  resources  specific  to  individuals/groups  of  learners  

Pathways  –KNOW  YOUR  LEARNER  (community,  vocational,  academic  aspirations)  

positive  Connections  to  past  students,  past  events    

   

Adult Literacy 31page

Adult  Literacy  (HALC)  -­‐  Hagley  Community  College  Performance  Report  2015     Page  32  

Table  of  Contents    

INTRODUCTION  ..................................................................................................................................................................................................................................................................................  33  

PRIMARY  GOAL  ...................................................................................................................................................................................................................................................................................  33  

CRITICAL  SUCCESS  FACTORS  ..................................................................................................................................................................................................................................................................  33  

BACKGROUND  .....................................................................................................................................................................................................................................................................................  34  Philosophy  ........................................................................................................................................................................................................................................................................................  34  Staff  ...................................................................................................................................................................................................................................................................................................  34  Appraisal  ...........................................................................................................................................................................................................................................................................................  34  Research  ...........................................................................................................................................................................................................................................................................................  34  

BEST  PRACTICE  ....................................................................................................................................................................................................................................................................................  35  Moderation  Practices  ........................................................................................................................................................................................................................................................................  35  Competent  Assessor  Statement  .......................................................................................................................................................................................................................................................  35  Resources  ..........................................................................................................................................................................................................................................................................................  35  

HALC  PROGRAMMES  .........................................................................................................................................................................................................................................................................  35  Pathways  for  HALC  Literacy  and  Numeracy  Programmes  ................................................................................................................................................................................................................  36  Programme  Aims  ..............................................................................................................................................................................................................................................................................  36  1.  Youth  Guarantee  ...........................................................................................................................................................................................................................................................................  37     Youth  Guarantee  Key  Performance  Indicators  for  2014  ............................................................................................................................................................................................................  37     Future  measures  to  obtain  100%  occupancy  .............................................................................................................................................................................................................................  37     Pathways  ...................................................................................................................................................................................................................................................................................  38  2.    Community  Programmes  .............................................................................................................................................................................................................................................................  38     Intensive  Literacy  Fund  ..............................................................................................................................................................................................................................................................  38  

ILN  Key  Performance  Indicators  for  2014b    ..............................................................................................................................................................................................................................    38   ACE  in  Schools  Fund  ...................................................................................................................................................................................................................................................................  39     Pathways  ...................................................................................................................................................................................................................................................................................  40  

ENVIRONMENT  ...................................................................................................................................................................................................................................................................................  40  

PERSONAL  GAINS  ...............................................................................................................................................................................................................................................................................  41  3.    Workplace  Literacy  Fund  (WPL)  ...................................................................................................................................................................................................................................................  41     Workplace  Literacy  Programmes  Run  in  2014  ...........................................................................................................................................................................................................................  42     Pathways  ...................................................................................................................................................................................................................................................................................  43     Summary  on  Growth  of  HALC  ....................................................................................................................................................................................................................................................  43  

RELATIONSHIPS  ...................................................................................................................................................................................................................................................................................  44  

BUDGET  ................................................................................................................................................................................................................................................................................................  44  

CHALLENGES  AND  PROPOSED  DEVELOPMENT  FOR  2015  ..........................................................................................................................................................................................................  44  

SUMMARY  ...........................................................................................................................................................................................................................................................................................  44  

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INTRODUCTION    The  Hagley  Adult  Literacy  Centre  (HALC)  provides  “lifelong  learning  that  is  accessible  to  all”  by  empowering  those  with  literacy  and  numeracy  gaps  in  their  education  with  the  skills  they  need  to  engage  in  further  learning.  It  recognises  that  for  some  individuals,  particularly  second  chance  learners,  an  alternative  pathway  is  required  that  focuses  on  their  individual  needs  and  goals.  HALC  has  been  developed  to  address  the  needs  of  individuals  for  whom  the  traditional  mainstream  pathway  of  attainment  of  secondary  school  qualifications  towards  employment  requires  significant  individual  support.  HALC  provides  a  safe  and  supportive  environment  with  innovative  opportunities  and  specialist  literacy  and  numeracy  teaching.      The  College  is  committed  to  actively  seeking  new  opportunities  for  programme  development,  programme  provision  and  research  and  development  activities  in  this  sector.  HALC,  which  began  in  1994  (formerly  Hagley  Learning  Centre)  is  widely  regarded  as  a  leading  national  provider  of  adult  literacy.  HALC  has  grown  significantly  and  now  delivers  many  literacy  and  numeracy  programmes,  both  on-­‐site  and  off-­‐site  in  the  community  and  the  workplace.  Provision  is  in  alignment  with  both  the  Tertiary  Education  Strategy  and  the  New  Zealand  Adult  Literacy  Strategy  and  is  funded  by  the  Tertiary  Education  Commission  (TEC).      PRIMARY  GOAL    The  primary  goal  of  the  Hagley  Adult  Literacy  Centre  is  to  develop  learners’  skills  for  employment  or  further  education  by  providing  appropriate  and  accessible  learning  programmes.  This  is  achieved  by  the  programmes  run  on-­‐site  at  HALC,  and  by  the  community  and  workplace  programmes,  and  work  undertaken  with  Industry  Training  Organisations  (ITO).  The  programmes  offered  are  outlined  later  in  this  report.      CRITICAL  SUCCESS  FACTORS  The  portfolio  has  the  following  key  outcomes  as  part  of  the  college’s  long  term  strategic  planning  (Charter  10.a  –  10.f):  

1. To  diversify  to  deliver  a  wide  range  of  literacy  and  numeracy  provision  in  the  wider  community.  This  is  achieved  by  building  on  existing  programmes,  developing  networks  and  responding  to  community  needs.  

2. To  provide  excellence  in  literacy  and  numeracy  provision  and  innovative  programmes.  HALC  is  constantly  reviewing  current  methodologies,  trialling  new  techniques  and  obtaining  the  latest  resources.  

3. To  develop  programmes  that  are  in  alignment  with  government  priorities  and  meet  TEC  requirements.    4. To  deliver  quality  programmes  that  reflect  best  practice  teaching  methodologies.  HALC  has  a  strong  professional  development  programme  linked  to  the  appraisal  system.  5. For  learners  to  experience  success  and  a  high  level  of  satisfaction  with  their  personal  well-­‐being  and  progress  in  their  programme  of  learning.  HALC  cultivates  a  learning  environment  

where  learners  are  respected  as  individuals  and  cultural  diversity  is  embraced.  6. To  ensure  the  College’s  capability  and  capacity  for  delivering  TEC  provision.    

     

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BACKGROUND    Philosophy  All  adult  literacy  and  numeracy  programmes  have  the  same  underpinning  philosophies  about  adult  education  and  literacy:    

• Literacy  being  defined  as  “a  complex  web  of  reading,  writing,  speaking,  listening,  problem  solving,  creative  thinking  and  numeracy  skills”  (International  Adult  Literacy  Survey,  1996).  Literacy  is  considered  to  include  numeracy  and  e-­‐literacy.  

• Programmes  match  the  learners’  needs  in  terms  of  their  content  and  pace  of  learning.    • Teaching  is  learner-­‐focused,  challenging  and  outcome-­‐focused,  using  individuals’  own  goals  as  a  focus  for  learning  but  not  so  demanding  that  learners  become  afraid  of  failure  and  

leave.  • Individual  learning  plans  should  result  from  negotiation  with  the  learner  about  their  goals  and  learning  needs  as  well  as  assessment  of  the  learner’s  literacy  and  numeracy  skills.  

These  are  reviewed  and  updated  regularly  and  are  a  ‘living’  teaching  document.  • Successful  learning  only  takes  place  in  a  safe,  caring  and  invigorating  atmosphere.    

Staff  Following  the  resignation  of  the  Director  of  HALC  in  term  2,  2014  the  HALC  management  team  was  restructured.    The  department  is  now  headed  by  a  manager  and  two  team  leaders  which  utilises  their  experience,  strengths  and  passion  for  literacy  and  numeracy  in  their  different  areas  of  expertise.    The  manager  and  two  team  leaders  have  a  combined  experience  of  47  years  in  the  literacy  and  numeracy  field.    HALC  has  a  team  of  highly  qualified  and  experienced  tutors.  All  management  and  teaching  staff  are  professional  literacy  practitioners  with  qualifications  including  a  Masters  in  Adult  Literacy  and  Numeracy  Education,  bachelor  degrees  in  various  fields,  and  teaching  qualifications.  Tutors  have  the  support  of  a  full-­‐time  and  part-­‐time  administrator,  lead  tutors  and  a  tutor  in  charge  of  moderation  (Charter  10.f).    HALC  tutors  have  developed  a  high  level  of  understanding  of  the  TEC  Learning  Progressions  and  have  been  trained  on  the  use  of  the  TEC  Assessment  Tool  and  the  benefits  of  it  as  a  diagnostic  tool.      In  2014  TEC  announced  that  all  tutors  teaching  foundation  level  courses  under  TEC-­‐funding  must  hold  the  National  Certificate  in  Adult  Literacy  and  Numeracy  Education  (NCALNE)  from  2016.    TEC  has  indicated  that  2015  will  be  a  transition  period  to  allow  tutors  to  up  skill  and  gain  NCALNE.    Whilst  some  HALC  staff  already  hold  this  qualification,  the  new  requirement  resulted  in  the  majority  of  HALC  tutors  enrolling  in  a  NCALNE  course  at  the  end  of  2014.    These  tutors  aim  to  complete  the  qualification  by  mid-­‐2015.    Appraisal  As  part  of  the  appraisal  system,  HALC  tutors  are  required  to:    

• complete  a  self-­‐assessment  report  • observe  other  tutors  and  be  observed  by  their  colleagues  • reflect  on  the  observation  report  • reflect  on  professional  development  and  request  areas  of  development  • have  a  meeting  with  their  manager  for  an  overview  of  their  performance  

 Research  HALC  staff  keep  up  to  date  with  current  research  in  literacy  and  numeracy  and  attend  conferences,  seminars  and  hui  that  are  run  throughout  NZ.    Staff  are  encouraged  to  keep  up  with  current  literature  and  methodologies  through  the  professional  development  system.          

Adult  Literacy  (HALC)  -­‐  Hagley  Community  College  Performance  Report  2015     Page  35  

BEST  PRACTICE      HALC  is  committed  to  delivering  quality  programmes  that  reflect  best  practice  teaching  methodologies  (Charter  10.b).  To  ensure  best  practice  in  adult  literacy  is  delivered  to  learners  staff  participate  in  on-­‐going  internal  professional  development  which  is  monitored  and  guided  by  the  appraisal  system.  Professional  development  takes  place  on  a  regular  basis  at  weekly/fortnightly  staff  meetings,  as  well  as  whole  day  workshops  which  are  provided  up  to  four  times  a  year.    All  staff  are  also  encouraged  to  attend  external  workshops  and  to  gain  relevant  qualifications.  Due  to  the  depth  of  experience  and  expertise  amongst  the  staff  the  P.D.  is  often  able  to  be  presented  in-­‐house.    Topics  delivered  include  training  in  Individual  Learning  Plans  (ILPs),  the  Learning  Progressions,  unit  standards  moderation,  as  well  as  up-­‐skilling  in  IT,  maths,  ESOL  and  other  topics  as  they  arise.      Best  practice  is  also  gained  through  the  mentoring  system  that  is  in  place  with  lead  tutors  and  tutors  in  charge  of  moderation.  The  lead  tutors  mentor  tutors  in  their  area  to  ensure  teaching  methodology  is  applied,  unit  standards  are  delivered  correctly  and  that  all  reporting  is  completed  for  TEC.      Moderation  Practices  HALC  has  an  effective  moderation  practice  and  for  the  past  seven  years  all  material  moderated  by  NZQA  has  been  approved  and  marking  has  been  100%.  Internal  moderation  processes  have  been  completed  for  results  reported  in  2014.  HALC  has  a  tutor  responsible  for  moderation  who  spends  a  half  day  every  week  overseeing  internal  processes.  Each  unit  standard  is  checked  before  it  is  put  up  on  Moodle  for  tutors  to  access.  Each  assessed  unit  standard  is  marked  by  a  tutor,  check-­‐marked  by  another  tutor  and  moderated  by  the  lead  tutor  before  being  entered.      Only  internal  assessments  are  offered  at  HALC  with  external  opportunities  offered  through  the  College.  The  relevant  standards  assessed  are  listed  as  appropriate  for  each  individual’s  programme  and  learners  only  sit  standards  when  the  tutor  considers  the  individual  is  ready.  Most  unit  standards  are  bought  in  and  any  discrepancies  that  are  found  are  reported  back  to  the  development  company.      The  College’s  polices  on  assessment  are  followed  by  HALC.    Assessments  are  supervised  and  assessment  materials  must  stay  in  the  classroom.  Learner  signatures  are  required  on  authenticity  statements.  The  absence  policy  is  that  learners  only  sit  assessments  when  they  are  present  as  they  are  all  on  individual  programmes.    Competent  Assessor  Statement  HALC  follows  NZQA  notifications  of  changes  to  units  and  purchases  newly  written  versions.  All  externally  moderated  materials  have  been  retained  in  the  HALC  Resource  Room  and  are  clearly  labelled.  HALC  liaises  with  other  departments  in  the  College  regarding  subjects  they  are  hosting.  HALC  has  extended  its  moderation  programme  in  collaboration  with  ITOs  for  workplace  standards  to  be  delivered.    Resources  HALC  constantly  reviews  educational  resources  and  constantly  updates  resources  as  programmes  change  or  as  new  adult  material  is  released.  HALC  has  strong  links  to  the  Learning  Staircase  who  have  developed  the  STEPS  programme.  There  is  a  balance  of  use  of  educational  software,  hardcopy  resources  and  tutor-­‐developed  resources  in  learners’  individual  learning  programmes.      

HALC  PROGRAMMES  TEC  allocates  funds  to  a  number  of  different  funding  pools.  The  pools  and  the  amounts  available  from  each  pool  annually  reflect  government  priorities  and  directions.  Currently  the  most  significant  influencing  strategy  is  the  TES  (Tertiary  Education  Strategy).  It  is  important  to  realise  that  any  education  strategy  will  be  strongly  influenced  by  the  economic  and  political  environment  of  the  time.  Programmes  in  this  portfolio  are  funded  from  different  funding  pools  and  HALC  ensures  that  programmes  are  aligned  with  government  priorities  and  meet  TEC  requirements  (Charter  10.c).  TEC  funding  is  achieved  through  a  process  of  annual  application  for  renegotiated  funding  through  the  Investment  Plan.      

Adult  Literacy  (HALC)  -­‐  Hagley  Community  College  Performance  Report  2015     Page  36  

Pathways  for  HALC  Literacy  and  Numeracy  Programmes        

   Programme  Aims  HALC  provides  excellence  in  its  programmes  with  innovative  methodologies  that  reflect  best  practice  teaching  (Charter  10.b).  The  learning  environment  is  safe,  learners  are  treated  as  individuals  and  their  cultural  diversity  is  respected.    Literacy  Pathways  programmes  are  run  on-­‐site  and  in  the  community  with  the  aim  of  providing  learner-­‐centred  learning  and  individual  programmes  designed  to  add  to  and  improve  participants’  confidence  and  skills  in  oral  communication,  reading,  comprehension,  spelling,  maths,  basic  computing,  problem  solving,  teamwork  and  critical  evaluationp.  Learners  are  encouraged  to  complete  unit  standards  towards  the  National  Certificate  in  Work  and  Community  Skills  (supported),  NCEA  level  1,  and  the  National  Certificate  in  Employment  Skills.          

Part%&me)Community)ACE)Course

Part%&me)Intensive)Literacy

Community)Engagement

Employment

CollegeSubjects

Higher)LevelLearning

Full%&me)YG)&)On%siteFull%&me)Courses

WorkplaceLiteracy

Adult  Literacy  (HALC)  -­‐  Hagley  Community  College  Performance  Report  2015     Page  37  

1.  Youth  Guarantee    The  full-­‐time  Youth  Guarantee  programme  on-­‐site  at  Hagley  Community  College  had  a  total  of  19.8  EFTs  funded  in  2014.    Each  EFT  is  based  on  120  credits.  HALC’s  allocation  for  Youth  Guarantee  is  for  non-­‐trades  qualifications.    An  added  requirement  for  Youth  Guarantee  funding  was  that  reporting  had  to  be  completed  via  the  Student  Data  Return  (SDR)  system.    Within  the  Youth  Guarantee  framework  there  are  pathways  for  learners  to  enable  the  return  to  mainstream  education  in  order  to  progress  to  tertiary  education  prior  to  seeking  employment.  Learners  are  able  to  choose  up  to  four  NCEA  options  within  the  College  and  the  course  provides  an  individual  programme  for  each  learner,  thus  enabling  and  supporting  the  development  of  the  necessary  literacy  and  numeracy  skills  required  to  achieve  a  successful  outcome  in  their  chosen  pathway.      The  service  agreement  with  TEC  has  the  following  performance  targets  that  must  be  achieved:    

Youth  Guarantee  Performance  Framework  Level   Course  Completion   Qualification  Completion   Retention   Progression  Level  1   55%   40%  for  Level  1  &  2  combined   50%   40%  

Level  2   60%   40%  for  Level  1  &  2  combined   45%   35%  Level  3   70%   60%   55%   35%  

 Youth  Guarantee  Key  Performance  Indicators  for  2014  HALC  was  allocated  19.8  EFTS  in  2014  of  which  15.9  EFTS  were  delivered  so  payback  was  required.    During  the  year  17  learners  in  the  programme  achieved  the  National  Certificate  in  Community  and  Work  Skills  (supported)  and  three  achieved  NCEA  level  1.    HALC  has  difficulty  meeting  the  Youth  Guarantee  KPIs  for  the  following  reasons:  

• The  majority  of  learners  have  low  levels  of  literacy  and  numeracy  and  so  take  longer  to  gain  qualifications.  Although  learners  make  impressive  progress,  many  of  them  would  require  years  of  tuition  to  attain  literacy  and  numeracy  levels  to  allow  them  to  complete  Level  2  qualifications.    

• Some  of  our  learners  may  never  be  capable  of  achieving  a  Level  2  qualification.  • It  is  much  more  difficult  to  progress  HALC  learners  into  jobs  or  higher  learning  due  to  their  low  literacy  levels.    

 Future  measures  to  obtain  100%  occupancy  Based  on  2013  occupancy  TEC  has  allocated  19.8  EFTS  to  HALC’s  YG  programme  in  2015.    To  ensure  future  success  of  the  programme  HALC  has  instigated  the  following  measures:  

• During  the  initial  entry  interview  learners  are  advised  of  the  different  vocational  pathways  available  through  Hagley  College.    The  learner’s  entry  into  these  options  depends  on  their  literacy  level  and  subject  interest  so  they  can  transition  into  future  study  at  an  appropriate  stage  to  best  enable  successful  learning  and  outcomes.  

• Diagnostic  skills  checks  are  conducted  at  the  time  of  the  interview  and  learners  presenting  with  low  literacy  levels  and/or  learning  disabilities  are  initially  enrolled  in  an  Intensive  Literacy  programme  (100  hours)  prior  to  being  placed  in  a  Youth  Guarantee  course.  

• Links  have  been  made  with  other  Youth  Guarantee  providers  and  learners  on  vocational  courses  who  are  struggling  with  the  literacy  demands  of  the  course  are  being  encouraged  to  attend  HALC  to  form  a  strong  literacy  base  before  returning  to  the  original  vocational  course.  

• In  2014  senior  management  met  with  TEC  to  re-­‐establish  our  learner  demographic  and  TEC  recognised  the  special  needs  and  nature  of  our  learners  and  indicated  that  HALC  could  have  special  dispensation  to  have  a  lower  and  slower  progression  rate.  

• A  new  HALC  brochure  and  YG  poster  were  developed  in  2014  and  widely  distributed  in  the  community,  including  youth  centres  and  recreational  facilities.        

Adult  Literacy  (HALC)  -­‐  Hagley  Community  College  Performance  Report  2015     Page  38  

Pathways  Of  the  15  learners  who  completed  HALC’s  Youth  Guarantee  programme  in  2014  four  learners  were  continuing  with  the  Youth  Guarantee  course  at  HALC  in  2015  and  also  attending  vocational  courses  at  Hagley  College;  three  returned  to  Hagley  College  full-­‐time  working  on  level  2  qualifications;  five  were  going  onto  vocational  courses  in  the  hospitality,  warehousing  and  beautician  fields;  and  three  were  being  assisted  by  Workbridge  into  employment.      2.    Community  Programmes  HALC  ran  community  programmes  in  2014  under  the  Intensive  Literacy  and  Numeracy  (ILN)  funding  pool  and  the  Adult  Community  Education  (ACE).      Many  learners  on  Literacy  Pathways  programmes  are  taking  their  first  step  back  into  education.  Providing  a  safe,  caring,  supportive,  invigorating  atmosphere  is  a  critical  underpinning  philosophy  for  our  literacy  programmes  (Charter  10.c).  When  selecting  locations  for  off-­‐site  community  programmes,  these  are  key  factors  for  consideration.  For  community  programmes,  HALC  works  jointly  with  community  organisations  that  are  located  in  the  areas  of  highest  needs.    

Programme   Location   Hours   Amount   Funding  Intensive  Literacy  and  Numeracy  (ILN)   Canterbury   An  average  of  100  hours  per  learner   93  places   TEC  -­‐  ILN  ACE  Literacy  and  Numeracy   Canterbury   Minimum  6  hours/learner   49,439  hours   TEC  -­‐  ACE    Intensive  Literacy  Fund  Intensive  Learning  Pool  learner  eligibility:  learners  must  be  adults  who  have  low  foundation  learning  skills  in  literacy  and/or  language  and/or  numeracy.  The  service  agreement  with  TEC  has  the  following  performance  targets  that  must  be  achieved:    Intensive  Literacy  Performance  Indicator   Target  

1.  Literacy  and  Numeracy  Gain   A  minimum  of  80%  of  learners  participating  show  an  improvement  in  literacy  and  numeracy  skills  as  measured  against  the  Adult  Literacy  and  Numeracy  Learning  Progressions,  including  Starting  Points.  

2.  Occupancy   Achieve  occupancy  of  100%  of  the  total  learner  places  and  completion  of  the  total  delivery  hours  at  the  end  of  the  agreement  period.  

   • Gains  were  made  by  the  majority  of  learners.  • The  occupancy  rate  was  100%  with  the  9423  hours  of  training  completed  in  2014.    

 ILN  Key  Performance  Indicators  for  2014:      HALC  used  100%  of  its  ILN  funding  allocation  and  there  was  no  pay  back  required  for  this  funding  pool.    

Adult  Literacy  (HALC)  -­‐  Hagley  Community  College  Performance  Report  2015     Page  39  

ACE  in  Schools  Fund  The  priorities  for  this  fund  are:  targeting  of  learners  whose  initial  learning  was  not  successful,  raising  foundation  skills,  and  strengthening  social  cohesion.  The  service  agreement  with  TEC  has  the  following  performance  targets  that  must  be  achieved:    

ACE  Performance  Indicator   Target  1.  Course  completion  rates     A  minimum  of  80%  of  learners  involved  in  the  TEC-­‐funded  ACE  provision  complete  their  course  of  study.  2.  Prior  qualification  levels  or  learner  ethnicity   Over  the  entire  ACE  programme  delivered  by  a  school,  there  will  be  a  minimum  of  50%  of  learners  who  either:  identify  as  having  English  

language  needs,  and/or  have  low  or  no  formal  qualifications,  and/or  identify  as  Māori  or  Pacific.  

 

 In  addition,  ACE  courses  were  delivered  for  the  following  groups  (both  as  HALC-­‐initiatives  and  also  in  partnership  with  community  groups):  

• Pre-­‐literacy  and  low  level  ESOL  for  migrants  and  refugees  at  Hagley    • Migrant  Centre  ESOL  • Computing  at  Te  Whare  Roimata  • Learner  driver  licence  at  Te  Whare  Roimata  • Bhutanese  Computing  at  Hagley  • Bhutanese  ESOL  at  Burnside  • Cooking  and  sewing  for  refugee  women  at  Hagley  • Pasifika  at  Rowley  • Pasifika  learner  driver  licence  • Chinese  ESOL  at  Riccarton  • Business  Enterprise  for  Canterbury  Business  Association  for  refugees  and  migrants  • Mental  Health  Advocacy  and  Peer  Support  courses  • Arts  Integrated  course  for  learners  with  intellectual  impairments  

 

Programme   Location   Wks  /  Year   Hrs  /  Week   No.  of  Places   Funding  Literacy  Pathways  at  Linwood/Aranui   St  Georges  Iona  Church   36   8   8   Intensive/ACE  

Literacy  Pathways  at  Northcity   Northcity  Church  Papanui   36   13   15   Intensive/ACE  Literacy  Pathways  at  Shirley   Shirley  Community  Trust   36   8   8   Intensive/ACE  

Literacy  Pathways  at  St  Albans     St  Albans  Neighbourhood  Trust   36   8   8   Intensive/ACE  Literacy  Pathways  at  Rowley   Rowley  Resource  Centre   36   8   8   Intensive/ACE  

Literacy  Pathways  at  Methodist  Mission   Methodist  Mission  Riccarton   36   12   8   Intensive/ACE  First  Steps  for  Intellectually  Impaired   HALC   36   16   16   Intensive/ACE  

First  Steps  for  Intellectually  Kaupapa  Māori  Support  Service     Te  Roopu  Rangiora   36   2   10   ACE  ESOL  for  Refugees   HALC   38   7   36   Intensive/ACE  

Literacy  and  Numeracy  Night  Class   HALC   36   2   16   Intensive/ACE  Literacy  at  Hillmorton   Hillmorton  Hospital   36   2   12   Intensive/ACE  

Adult  Literacy  (HALC)  -­‐  Hagley  Community  College  Performance  Report  2015     Page  40  

ACE  Key  Performance  Indicators  for  2014:      Although  the  total  number  of  hours  delivered  increased  markedly  in  2014  from  2013,  the  total  allocated  number  of  hours  was  not  met.    Of  the  49,439  hours  allocated  47,015  were  delivered.  Of  the  1331  learners  enrolled  in  ACE  funded  course  444  were  male  and  887  female.      These  figures  do  not  represent  individual  people  as  many  learners  enrolled  in  more  than  one  course  and  were  counted  separately  for  each  course  they  were  enrolled  in.    

Ethnicity  NZ  European  Pakeha   NZ  Māori   Pacific  Island   Asian   Other  

507   43   122   542   117    Other  ethnicities  include  refugees  and  migrants,  which  are  target  groups  for  this  fund.    

Age-­‐  Number  of  learners  by  age  group  16-­‐19  yr  olds   20-­‐29  yr  olds   30-­‐39  yr  olds   40-­‐49  yr  olds   50-­‐59  yr  olds   60+  

54   211   177   224   363   302    Pathways  Various  examples  of  learners  transitioning  onto  further  education  or  work  have  emerged  from  the  Literacy  Pathways  programmes  run  in  the  community.        One  example  is  a  learner  who  joined  a  literacy  pathways  course  in  late  2013.    By  the  end  of  2014  the  learner’s  literacy  skills  and  confidence  had  grown  so  much  that  she  attended  a  ‘Stepping  Up’  women’s  course.    Her  next  step  is  to  attend  a  pre-­‐trade  course  in  painting  and  plastering  as  she  works  towards  full-­‐time  employment.      Another  HALC  learner  graduated  with  a  diploma  in  library  studies  in  2014.    The  learner,  who  had  low-­‐level  literacy  skills,  first  attended  an  ACE  literacy  course  before  moving  onto  an  ILN  course  where  she  gained  in  confidence.    While  attending  the  course  her  tutor  arranged  for  the  learner  to  do  volunteer  work  at  a  community  library.    The  learner  is  now  working  towards  her  goal  of  obtaining  work  with  support  of  the  tutor  with  interview  skills  and  C.V.  writing.    In  addition,  a  number  of  innovative  courses  began  in  partnership  with  community  groups.    One  course,  Arts  Integrated  for  learners  with  intellectual  impairments,  was  awarded  the  ACE  Aotearoa  Dynamic  Community  Learning  Award  in  2014.    This  award  recognises  and  celebrates  education  initiatives  that  strengthen  communities.      Learners  in  another  course,  business  enterprise  for  refugees  and  migrants,  gained  the  confidence  and  business  skills  to  start  up  their  own  food  stalls  in  an  ethnic  food  market.      

ENVIRONMENT    Anecdotal  evidence  suggests  a  very  high  level  of  satisfaction  by  learners  on-­‐site  and  off-­‐site.  The  graph  on  the  right  shows  the  learners’  response  to  the  question  “Do  you  enjoy  the  learning  environment  in  your  class?”    As  literacy  and  numeracy  is  very  difficult  for  the  majority  of  learners  it  is  encouraging  that  most  learners  “really  enjoy”  their  class.    Tutors  continually  review  what  is  happening  with  their  group  so  any  necessary  changes  can  be  actioned.  

1!

42!

60!

0!

20!

40!

60!

80!

Don't enjoy it! Enjoy it! I really enjoy it!

Do  you  enjoy  the  learning  environment  in  your  class?  

Student

Adult  Literacy  (HALC)  -­‐  Hagley  Community  College  Performance  Report  2015     Page  41  

   The  graph  on  the  left  represents  the  teaching  methods  which  best  meets  the  learners’  needs  and  learning  styles.    The  results  indicate  that  learners  find  both  one  to  one  with  their  tutor  and  whole  group  teaching  activities  equally  beneficial.    The  tutors  use  this  data  to  prepare  lessons  relevant  and  stimulating  for  the  learners.        

         

 PERSONAL  GAINS  There  are  several  measures  used  in  monitoring  learner  attainment  and  satisfaction  (Charter  10.f).  Individual  Learning  Plans  (ILP)  reviews  are  conducted  one-­‐on-­‐one  with  literacy  pathways  learners  throughout  the  year.  During  this  session  the  tutor  and  learner  review  the  learner’s  progress  toward  their  learning  goals  and  set  future  goals.  ILPs  include  formative  assessment  and  information  that  is  regularly  reviewed.  Learner  surveys  are  conducted  each  year,  and  these  surveys  gather  information  about  the  learners’  satisfaction  with  the  programme,  their  progress,  and  the  learning  environment.  This  material  is  analysed  and  discussed  in  staff  meetings  to  further  improve  performance.  The  graph  on  the  right  represents  the  responses  gained  from  learners  in  2014  to  the  question,  “Overall  how  would  you  rate  your  Literacy  Pathways  programme?”  

 These  surveys  show  a  high  level  of  positive  response  from  learners.      3.    Workplace  Literacy  Fund  (WPL)  The  service  agreement  with  TEC  has  the  following  performance  targets  that  must  be  achieved:    Workplace  Performance  Indicator   Target  1.  Literacy  and  Numeracy  Gain   A  minimum  of  80%  of  learners  participating  show  an  improvement  in  literacy  and  numeracy  skills  as  measured  against  the  Adult  Literacy  and  

Numeracy  Learning  Progressions,  including  Starting  Points.  2.  Occupancy   Achieve  occupancy  of  100%  of  the  total  learner  places  and  completion  of  the  total  delivery  hours  at  the  end  of  the  agreement  period.  

     

0!

26!

35!

46!

0!

10!

20!

30!

40!

50!

Not very good! Good! Very good! Excellent!

Overall  how  would  you  rate  your  Literacy  Pathways  programme?  

Student Response!

83!

52!

83!

29! 24!

0!

20!

40!

60!

80!

100!

One to one with your tutor!

One to one with classmate!

Whole group teaching activities!

Using educational software!

Independent activities!

Which  teaching  methods  did  you  find  most  helpful?  

Student Response!

Adult  Literacy  (HALC)  -­‐  Hagley  Community  College  Performance  Report  2015     Page  42  

Workplace  Literacy  Programmes  Run  in  2014          Workplace  Literacy  learner  eligibility:  learners  must  be  NZ  citizens  or  permanent  residents,  of  working  age,  employees  with  low  levels  of  literacy,  language  or  numeracy.    TEC  will  fund  up  to  100%  of  the  programme  costs.  The  company  is  expected  to  contribute  by  allowing  training  to  take  place  during  work  time  and  by  providing  training  facilities.    

         

 Workplace  Literacy  programmes  aim  to  improve  literacy  and  numeracy  through  individual  learning  programmes  developed  around  needs  in  the  workplace.  Documentation  such  as  Health  and  Safety,  KPIs,  Standard  Operating  Procedures  (SOPs),  company  intranet,  e-­‐mail  and  spreadsheets  are  used  to  engage  

learners.  Unit  standards  are  negotiated  with  the  company  to  provide  the  most  relevant  qualifications.  By  the  completion  of  the  programme,  performance  indicators  include  completion  of  unit  standards,  improved  morale  and  job  satisfaction,  improved  communication  and  improved  ability  to  comprehend  work-­‐related  safety  and  procedures.    Workplace  Literacy  Key  Performance  Indicators  for  2014:        An  allocation  of  72  learner  places  was  awarded  for  the  2014  year.    Between  10  different  companies,  120  learners  were  enrolled  and  a  total  1942  hours  were  delivered.        The  two  workplaces  who  obtained  Employer-­‐led  funding  for  2014  were  both  unable  to  recruit  the  50  learners  each  that  their  contracts  demanded.    Both  companies  were  unfamiliar  with  the  logistics  of  working  under  TEC  funding,  which  resulted  in  neither  company  being  able  to  fulfil  their  full  quota  of  50  learners  nor  able  to  deliver  the  required  40  hours  per  learner.    Further,  the  resignation  of  HALC’s  Director  in  May  2014  necessitated  the  restructuring  of  the  Centre  and  therefore  both  of  these  companies  began  later  in  the  year  than  expected.    Subsequently  the  projected  income  was  substantially  reduced.        However,  learners  from  one  of  the  programmes  will  begin  working  towards  the  National  Certificate  in  Core  Manufacturing  or  National  Certificate  in  Distribution  on  completion  of  their  TEC  funded  hours  and  payments  from  the  ITO  on  completion  of  the  qualification  will  generate  some  income  for  HALC  in  2015.    The  pilot  Lean  Manufacturing  programme  was  extremely  successful  with  24  learners  achieving  nationally  recognised  industry  qualifications.    Further,  two  learners  gained  an  industry  assessors’  qualification.    The  pilot  programme  has  provided  a  platform  for  HALC  to  deliver  similar  courses  to  other  companies.    As  well  as  gaining  literacy  and  numeracy  skills  which  enabled  the  learners  to  go  on  to  achieve  industry  qualifications,  the  learners  also  demonstrated  increased  confidence  which  resulted  in  a  number  of  them  being  given  higher  responsibilities  within  the  company.    Recruitment  of  qualified,  dedicated  workplace  tutors  is,  and  has  been,  difficult.    Tutors’  wages  are  dictated  by  the  hours  actually  taught  and  the  availability  of  learners  to  attend  training  sessions  is  often  compromised  by  the  company’s  work  demands,  holidays,  sick  leave  and  other  operational  requirements.      Therefore  tutors  are  often  unable  to  teach  their  full  hours  and  as  such  cannot  be  guaranteed  a  regular  income.    The  structure  of  wages  in  this  department  is  something  to  be  reconsidered  in  2015.        

Programme   No.  of  Places  City  Care     21  

AuCom  Electronics   19  Dairy  Works   7  

Placemakers   17  

Christchurch  Glass   3  

TE  Connectivity   43  Doc2Data   1  

Christine  Products   6  NZ  Post   1  Verkerks   4  

Asian   European   Maori   Pacific   Other   Males   Females  

28  (23.33%)  

74  (61.67%)  

8  (6.67%)  

5  (4.17%)  

5  (4.17%)  

63   57  

Adult  Literacy  (HALC)  -­‐  Hagley  Community  College  Performance  Report  2015     Page  43  

Pathways  To  build  capacity  within  the  department  and  following  successful  delivery  of  industry  qualifications  in  both  Core  and  Competitive  Manufacturing,  we  felt  confident  to  also  offer  a  National  Certificate  in  Distribution.    This  course  will  begin  in  early  2015  after  the  learners  have  completed  their  allocated  hours  on  TEC  funding.    As  we  did  with  other  industry  qualifications,  we  will  also  work  closely  with  the  ITO  to  enable  one  of  our  tutors  to  become  an  industry  assessor  for  this  qualification.    HALC  has  a  team  of  Workplace  Literacy  tutors  who  are  multi-­‐skilled  and  talented  especially  in  the  IT  area.    Because  of  this,  two  companies  with  whom  we  have  worked  with  previously  have  requested  further  training  which  they  will  fund  themselves.    We  are  able  to  design  and  deliver  tailor  made  programmes  to  suit  the  company’s  needs.    Summary  on  Growth  of  HALC  HALC  has  had  a  strategy  of  diversification  to  secure  alternative  funding  (Charter  10.a).  Although  the  ACE  funding  is  substantially  lower  per  person  than  the  Intensive  funding,  it  has  given  more  flexibility  to  set  up  new  programmes  and  develop  partnerships  with  community  groups.  The  graph  below  illustrates  the  impact  of  the  growth  and  diversification  on  funding  between  2003  and  2014.  The  strategic  plan  had  been  for  a  stabilising  period  to  ensure  a  robust  base  for  HALC  to  continue  offering  courses  and  programmes  which  meet  the  diverse  literacy  and  numeracy  needs  in  workplaces  and  the  wider  community.    These  graphs  show  the  impact  of  the  changing  environment  in  Canterbury.  The  reduction  in  2012  reflects  large  pay  backs  that  TEC  requested  due  to  provision  being  lower  because  of  the  continued  stresses  in  Christchurch.    Several  factors  have  impacted  on  programme  delivery  and  growth  in  both  the  workplace  and  community  courses.    These  include  the  depopulation  in  some  areas  of  Christchurch  due  to  the  earthquakes  as  well  as  low  unemployment  in  response  to  the  Canterbury  rebuild.  To  mitigate  these  outside  influences  alternative  sources  of  funding  are  continually  being  explored.  New  government  policies  have  meant  large  changes  in  funding  pools  and  this  has  resulted  in  a  substantial  increase  in  additional  work  for  HALC  staff.  The  major  changes  have  been:  

• YG  significantly  more  difficult  to  administer  with  the  requirement  of  the  SDR  system.  

• One  place  for  YG  being  changed  to  one  EFT  for  120  credits  enrolled,  which  is  more  than  people  without  literacy  and  numeracy  difficulties  are  expected  to  be  enrolled  in  a  secondary  school.  

• 100%  attendance  for  workplace  and  community  intensive  programmes  involves  extensive  monitoring  and  is  untenable  in  the  workplace  due  to  work  commitments  having  priority  over  literacy  training.  

   

0  200000  400000  600000  800000  1000000  1200000  1400000  

2003   2004   2005   2006   2007   2008   2009   2010   2011   2012   2013   2014  

Impact  of  Diversifica_on  and  Growth  on  Income  ($)  

Targeted  Training   Community  Programmes   Workplace  TEC  funded   Other  

413153  514522   522815  

863019  950757  

1082789  1175342  

1319351  

1136826  1034068  

1275116  

1005028  

0  

200000  

400000  

600000  

800000  

1000000  

1200000  

1400000  

2003   2004   2005   2006   2007   2008   2009   2010   2011   2012   2013   2014  

Total  Income  in  HALC  (2003  -­‐  2014)  

Adult  Literacy  (HALC)  -­‐  Hagley  Community  College  Performance  Report  2015     Page  44  

RELATIONSHIPS  Developing  and  maintaining  relationships  with  key  community,  government  and  industry  organisations  is  critical  to  the  goals  of  this  portfolio.  Firstly,  the  main  recruitment  strategy  for  HALC  is  referral  from  other  organisations.  Secondly,  to  achieve  expansion  and  diversification,  developing  and  maintaining  the  appropriate  relationships  with  TEC  and  industry  organisations  is  essential.  During  2014  HALC  continued  to  develop  and  maintain  key  relationships  with  Work  and  Income,  MSD,  Workbase,  The  National  Centre  for  Workplace  Literacy,  Canterbury  Development  Corporation  (CDC),  ITOs,  the  Industry  Training  Federation,  NZATD,  NZAPEP  (now  ITENZ  Independent  Tertiary  Education  NZ),  ALPA,  as  well  as  other  Canterbury  providers  and  many  community  organisations.    Additionally,  as  a  result  of  HALC  being  given  full  responsibility  of  the  ACE  in  schools  funding  it  has  been  necessary  to  continually  foster  relationships  with  community  groups  as  part  of  this  portfolio.  

BUDGET  The  budget  for  HALC  shows  a  deficit  of  $97,823.    These  figures  include  a  payment  of  $37,350  to  TEC  for  under  delivery  of  ACE  hours  in  2013.    This  payment  should  have  been  taken  out  of  the  2013  budget  which  would  have  significantly  reduced  the  deficit  in  2014.      Further,  complying  with  TEC  requirements  for  100%  attendance  resulted  in  over  delivery  in  the  Intensive  Literacy  programmes  with  9430  hours  being  delivered  of  which  only  9300  hours  were  funded.    Another  area  that  impacted  adversely  on  the  budget  was  the  decision  in  late  2013  to  work  with  two  companies  to  secure  employer-­‐led  TEC  workplace  funding.    Apart  from  the  companies  having  insufficient  staff  at  low  levels  of  literacy  to  meet  the  contractual  requirements  of  TEC  funding,  this  decision  also  seriously  affected  the  number  of  learners  HALC  was  able  to  offer  literacy  training  to  under  its  bulk  funded  workplace  literacy  allocation  of  72  places.      As  well,  anticipated  funding  of  $100,000  from  the  Straight  to  Work  programme  to  be  delivered  in  2014  did  not  eventuate  as  it  was  decided  early  in  the  year  that  the  programme  was  not  viable  to  proceed  with.    These  factors  resulted  in  HALC  being  unable  to  reach  its  2014  forecasted  income.    Strategies  to  increase  or  maintain  income  is  an  area  which  will  be  addressed  in  2015  and  beyond.      CHALLENGES  AND  PROPOSED  DEVELOPMENT  FOR  2015  A  challenge  facing  the  literacy  pathways  programmes  moving  forward  in  2015  is  the  low  rate  of  unemployment  in  Christchurch  due  to  the  rebuild  in  the  wake  of  the  earthquakes.    HALC  will  continue  to  diversify  to  meet  the  ever-­‐changing  needs  of  the  learners  and  the  redevelopment  in  the  Canterbury  region.  A  decision  has  been  made  to  not  take  on  employer-­‐led  workplace  funding  unless  HALC’s  bulk  funded  workplace  Literacy  hours  have  been  allocated  and  we  have  the  trained  staff  to  undertake  such  programmes.    In  recognition  of  the  difficulties  involved  in  companies  having  50  staff  available  for  literacy  training,  the  TEC  has  reduced  the  requirements  down  to  20  learners  within  a  company  from  2015.    With  each  new  industry  that  HALC  engages  with  from  2015  and  beyond  it  is  our  intent  to  upskill  a  workplace  tutor  to  become  an  industry  qualified  assessor  with  the  relevant  Industry  Training  Organisation.      SUMMARY  The  primary  goals  of  HALC,  outlined  earlier  in  this  report,  are  still  relevant  and  form  the  basis  for  HALC’s  engagement  with  learners.    In  line  with  TEC  policy  HALC  will  also  have  a  stronger  focus  on  developing  learner  pathways  moving  forward  into  2015.            

Learning Transitions 45page

 

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Table  of  Contents    INTRODUCTION  ..................................................................................................................................................................................................................................................................................  47  

PRIMARY  GOAL  &  CRITICAL  SUCCESS  FACTORS  ...........................................................................................................................................................................................................................  48  

DIVERSE  PROGRAMMES  ...................................................................................................................................................................................................................................................................  48  

  Catch  Up  College  Intensive    –  a  national  initiative  ...........................................................................................................................................................................................................................  48  

  Catch  Up  College  -­‐  ongoing  ..............................................................................................................................................................................................................................................................  49  

  Certificate  in  University  Preparation  ...............................................................................................................................................................................................................................................  49  

  Hagley  Adult  Literacy  Centre  Youth  Guarantee  programme  ...........................................................................................................................................................................................................  49  

SUSTAINABLE  PROGRAMME  STRUCTURES  ...................................................................................................................................................................................................................................  50  

  Catch  Up  College  ..............................................................................................................................................................................................................................................................................  50  

  Certificate  in  University  Preparation  ...............................................................................................................................................................................................................................................  50  

RESEARCH  &  PROFESSIONAL  LEARNING  ........................................................................................................................................................................................................................................  50  

  Directing  teacher  professional  learning  and  development  across  the  College  ...............................................................................................................................................................................  50  

  Developing  the  school-­‐  wide  appraisal  system  ................................................................................................................................................................................................................................  51  

UE  LITERACY  COORDINATION  ..........................................................................................................................................................................................................................................................  51  

  Monitoring  of  students  at  the  point  of  enrolment  ..........................................................................................................................................................................................................................  51  

  Ongoing  monitoring  of  students  ......................................................................................................................................................................................................................................................  51  

  Responding  to  NZQA’s  transitional  arrangements  for  UE  Literacy  ..................................................................................................................................................................................................  52  

EFFECTIVE  RELATIONSHIPS  ...............................................................................................................................................................................................................................................................  52  

  Establishing  relationships  around  student  enrolment  .....................................................................................................................................................................................................................  52  

  Establishing  relationships  around  pathways  for  students  ...............................................................................................................................................................................................................  52  

  Establishing  relationships  around  Catch  Up  College  ........................................................................................................................................................................................................................  52  

  Establishing  relationships  around  CUP  ............................................................................................................................................................................................................................................  52  

 

   

 

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INTRODUCTION    The  false  assumption  is  often  made  that  students  who  finish  their  ‘final’  year  of  secondary  education    without  achieving  the  necessary  qualifications  to  undertake  tertiary  study  lack  the  necessary  skills  to  be  successful  in  the  tertiary  environment.  However,  many  students  come  to    Hagley  College  having  felt  disenfranchised  and  disadvantaged  by  their  previous  educational  experiences  or  the  barriers  to  learning,  real  or  perceived,  they  have  encountered.  The  secondary  school  setting  should  help  students  achieve  the  foundation  skills  necessary  for  future  wellbeing,  training  and  employment.  Transition  to  tertiary  learning  is  not  a  one-­‐off  activity.  It  is  a  process  that  enables  students,  their  parents,  whānau  and  aiga  to  work  in  partnership  with  the  school  to  help  learners  develop  a  sense  of  belonging  and  the  confidence  to  participate  within  new  contexts.    Education  Review  Office  (ERO)  reports  and  research  from  other  agencies  have  found  six  factors  that  contribute  to  successful  transitions.  Effective  secondary  schools  focus  on:       ·∙    understanding  the  features  and  importance  of  education  transition         ·∙    preparing  well  for  successful  transitions         ·∙    providing  additional  support  for  vulnerable  students         ·∙    using  effective  transition  processes         ·∙    introducing  a  curriculum  that  responds  to  the  diversity  of  their  students         ·∙    ongoing  monitoring  and  review  of  transition  processes.        For  effective  education  transitions  to  take  place  students’  wellbeing  and  learning  must  be  maintained  as  they  transition  from  secondary  to  tertiary  learning  environments.  However,  a  student’s  transition  can  be  complicated  by  the  social,  emotional  and  physiological  changes  that  can  negatively  impact  on  their  learning.  Institutions  that  understand  how  these  changes  impact  on  their  students  are  better  placed  to  help  students  make  positive  adjustments  to  their  new  educational  environment,  and  smoothly  proceed  with  their  learning  in  a  new  setting.          Both  secondary  and  tertiary  institutions  have  important  roles  supporting  the  transitions  of  all  students.  The  secondary  school  is  responsible  for  preparing  students  academically  and  socially  for  tertiary  learning  and  sharing  information  with  the  student,  families,  whānau  and  the  tertiary  institution.  The  values,  ethical  orientation  or  culture  within  a  tertiary  institution  is  fundamental  to  how  well  it  welcomes  and  supports  students.  However,  national  data  shows  that  a  high  proportion  of  students  disengage  from  their  tertiary  learning  and  that  many  of  these  students  are  vulnerable  learners.      Hagley  College  is  especially  mindful  that  there  needs  to  be  support  for  vulnerable  students.  At  Hagley  College  these  students  are  characterized  by:  low  socio-­‐economic  backgrounds;  NESB  backgrounds;  recent  migrant  groups;  first  in  family  /  first  generation;  lack  of  academic  preparation;  second  chance  learners;  older  age  groups;  part-­‐time  study;  learning  disabilities;  a  history  of  literacy  failure;  and  those  that  are  mentally  unwell.  Frequently  these  students  present  with  multiple  vulnerability  characteristics  creating  a  very  different  and  unique  student  population  than  is  seen  in  conventional  secondary  schools.  Hagley  students  are  therefore  characterised  by:  diversity  of  age  and  culture;  diversity  of  learning  need;  shorter-­‐term  study  duration;  significant  essential  learning  skill  deficits;  and  entry  with  low  or  no  qualifications.  In  addition,  there  are  national  priority  learners  who  are  most  vulnerable  including  Māori,  Pacific,  those  with  special  education  needs  and  those  from  low  income  families.  These  students  and  some  with  poor  self  esteem  or  few  friends  often  require  specific  structures  or  approaches  that  are  tailored  to  their  individual  circumstances.      Hagley  College  has  recognised  that  there  needs  to  be  effective  transition  processes  and  structures  to  enable  students  to  successfully  engage  in  tertiary  learning.  These  processes  and  structures  are  required  to  address:  qualification  attainment  as  entry  requirements;  alternative  recognised  pathways  for  entry  into  tertiary  study;  and  the  development  of  essential  skills  necessary  for  successful  tertiary  learning.  In  addition,  strong  consideration  would  be  given  to  changing  the  conventional  timeframes  so  that  students  can  accelerate  their  completion  and  achievement  rates.  The  establishment  of  strong  collaborative  relationships  across  the  secondary  /  tertiary  sectors  are  vital.  Strong  mentorship  and  personalized  learning  for  students  are  key  focus  areas  to  negotiate  within  these  collaborative  relationships  for  successful  transitions  from  secondary  into  tertiary  study.    The  new  Learning  Transitions  portfolio  at  Hagley  is  leading  the  development  of  major  learning  programmes  that  allow  students  to  transition  successfully  into  tertiary  learning.  Learning  

 

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transitions  are  multi-­‐faceted  as  students  move  from  a  secondary  setting  to  the  next  stage  in  their  learning.    Director  Marie  Stribling  is  coordinating  key  programmes  including  the  Certificate  of  University  Preparation,  the  MOE  Regional  Summer  School,  Catch  Up  College,  approaches  to  cross-­‐curricular  UE  literacy  and  other  targeted  programmes  aimed  at  helping  students  to  make  successful  transitions  to  the  next  stage  in  their  learning.    The  portfolio  also  directs  teacher  professional  learning  and  development  across  the  College.    The  Learning  Transitions  portfolio  also  supports  the  college’s  strategic  priorities  relating  to  achievement,  retention  and  transitions.    

PRIMARY  GOAL  &  CRITICAL  SUCCESS  FACTORS    The  primary  goal  of  the  Learning  Transitions  portfolio  is  the  provision  of  opportunities  to  enable  students  to  gain  the  understandings  and  qualifications  to  effectively  transition  into  their  next  stage  of  learning.  This  goal  will  be  achieved  through  the  following  critical  success  factors:  

1. Diverse  Programmes:  The  development  of  diverse  programmes  which  enable  students  to  transition  to  tertiary  programmes.  2. Sustainable  Programme  Stuctures:  The  provision  of  sustainable  structures  for  programmes  which  enable  learning  transitions.  3. Research  &  Professional  Learning:  The  implementation  of  research  and  professional  learning  to  inform  teaching  practice  and  delivery.  4. UE  Literacy  Coordination:  The  development  and  implementation  of  cross-­‐curricular  UE  strategies  and  the  reporting  of  student  achievement  in  UE  literacy.  5. Effective  Relationships:  The  building  of  effective  relationships  with  key  stakeholders  to  develop  clear  understandings  of  academic  pathways  for  students.  6. Programme  Evaluation:  The  undertaking  and  reporting  of  a  performance  review  of  student  achievement  in  transition  programmes.  

 

DIVERSE  PROGRAMMES  Hagley‘s  approach  to  education  differs  significantly  from  most  if  not  all  other  secondary  schools.  While  we  continue  to  offer  programmes  within  the  traditional  school  year  framework,  we  also  recognise  that  for  many  students  who  have  not  followed  a  conventional  annual  pathway  towards  qualifications,  there  is  a  need  to  offer  diverse  targeted  programmes  which  enable  students  to  complete  specific  requirements  to  transition  to  the  next  stage  of  their  education  or  their  career,  without  necessarily  working  within  the  full  school  year  framework.  For  this  reason  Hagley  continues  to  offer  Level  2  Summer  School  and  Catch  Up  College  as  well  as  working  to  develop  its  involvement  with  a  new  initiative  for  2015,  the  Certificate  in  University  Preparation.  In  2015,  through  its  combined  targeted  programmes,  Hagley  will  be  providing  a  transition  to  tertiary  education  for  approximately  300  students.    Regional  Level  2  NCEA  Summer  School  Towards  the  end  of  2013,  the  Ministry  of  Education  requested  that  Hagley  be  involved  in  the  Achievement  2017  project,  which  had  the  goal  of  by  initiating  and  running  the  Regional  Summer  School  programme  in  January-­‐  February  2014.  ERO  reported  on  this  initiative  in  their  2014  report  on  Achievement  2013-­‐  2017(pg16).    This  programme  was  again  funded  by  the  Ministry  and  it  ran  in  January-­‐  February  2015.  The  aim  of  Summer  school  was  to  help  students  in  the  Canterbury  region  who  finished  their  conventional  schooling  in  2014  needing  eight  or  fewer  credits  to  complete  their  NCEA  Level  2  certificates.      25  students  from  11  schools  within  the  Christchurch  area  who  were  within  8  credits  of  gaining  their  NCEA  Level  2  students  engaged  with  Summer  School.  It  is  highly  significant  that  24  students  (96%)  completed  the  requisite  credits  to  gain  their  Level  2  Certificate,  thereby  exceeding  the  milestone  target  of  85%.  This  further  cements  Hagley’s  role  as  a  regional  hub  provider,  supporting  schools  within  the  Christchurch  schools’  network  to  meet  BPS  targets.  While  the  total  number  of  students  declined  from  28  in  2014  to  25  in  2015,  the  number  of  schools  engaging  with  the  programme  increased  significantly  in  2015,  from  6  schools  in  2014  to  11  in  2015.      

Catch  Up  College  Intensive    –  a  national  initiative  In  January/  February    2015,  136  students  from  40  schools  across  NZ  enrolled  for  the  intensive  Catch  Up  programme  to  complete  standards..  For  most  of  these  students  their  goal  was  to  achieve  University  Entrance  prior  to  the  start  of  the  2015  academic  year  to  enable  their  transition  to  tertiary  study  in  Semester  1  2015..  Most  students  went  on  to  enrol  at  Canterbury  

 

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University,  with  Otago  University  and  CPIT  as  the  next  most  popular  destinations.  Students  were  involved  in  completing  standards  in  18  subject  areas  with  a  large  number  completing  English    (50)  and  Maths  standards  (37).  This  significant  increase  in  the  number  of  students  attending  Catch  Up  College  (up  from  53  students  from  30  NZ  schools  in  2014)  can  be  partially  attributed  to  the  increased  demands  of  UE  requirements,  whereby  as  well  as  gaining  14  credits  in  3  approved  subjects,  students  also  required  their  full  Level  3  NCEA  certificate.    

 

Catch  Up  College  is  now  in  its  tenth  year  of  operation  and  continues  to  have  at  least  a  95%  success  rate  for  those  students  who  attend  this  intensive  programme,  which  over  the  ten  years  has  helped  more  than  700  students  from  around  NZ  transition  to  tertiary  education.  This  targeted  programme  clearly  provides  an  important  service  NZ  wide  to  many  students  who  would  otherwise  not  have  access  to  tertiary  education.  

 

Catch  Up  College  -­‐  ongoing  

Students  have  continued  throughout  2014  to  be  enrolled  in  an  ongoing  way  in  courses  which  are  targeted  at  addressing  the  gaps  in  their  qualifications,  so  that  they  can  transition  to  tertiary  education  and/  or  particular  careers.    

 

Certificate  in  University  Preparation  Planning  began  in  2013  for  Hagley  to  partner  with  Canterbury  University  to  co-­‐  provide  the  Certificate  in  University  Preparation  (CUP).  Mike  Fowler,  Director  of  Learning  Futures,  and  Marie  Stribling,  Director  of  Learning  Transitions,  have  worked  alongside  the  CUP  team,  led  by  Gareth  Morgan  (UC  Pathways  Director),  to  reach  an  agreement  for  Hagley  to  deliver  the  certificate’s  compulsory  paper,  006,  which  is  an  Academic  Communication  and  Study  Skills  course.  The  course  will  be  delivered  for  two  13  week  semesters  on  the  UC@Hagley  campus  two  days  per  week,  while  students  attend  their  other  three  courses  at  UC  on  the  other  three  days  of  the  week.    A  significant  upgrade  to  O  block  has  occurred  so  that  students  are  provided  with  modern  and  comfortable  facilities,  including  a  dedicated  common  room  for  the  students.      The  course’s  emphasis  is  on  teaching  transferable  skills  to  enable  students’  successful  transition  to  tertiary  study.  The  course,  which  was  previously  delivered  by  UC  tutors  at  UC,  has  been  rewritten  by  the  programme’s  leader,  Marie  Stribling,  to  reflect  the  change  in  focus.  90  students  are  enrolled  in  the  Semester  1  course  and  they  will  work  with  5  teacher-­‐  mentors  to  build  appropriate  work  and  study  skills.  A  significant  component  of  the  course  is  the  mentorship  programme  where  the  teacher-­‐  mentors  will  give  the  necessary  guidance  and  mentorship  to  foster  their  successful  completion  of  the  CUP  programme,  to  enable  them  to  transition  into  university.  It  is  expected  that  Semester  2’s  intake,  starting  on  15  June,  will  attract  approximately  75  students.    

Hagley  Adult  Literacy  Centre  Youth  Guarantee  programme  The  portfolio  provided  mentorship  in  2014  to  the  Youth  Guarantee  programme  run  through  the  Adult  Literacy  Centre.  The  Director  of  Learning  Transitions  worked  with  the  HALC  manager  to  put  in  place  programmes  of  learning  which  included  NCEA  assessment  opportunities  to  enable  the  students  to  transition  to  their  next  stage  of  learning.    Evaluation  of  these  programmes  is  recorded  in  the  analysis  of  variance  section  of  the  College  Effectiveness  Annual  Performance  Report.        

 

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SUSTAINABLE  PROGRAMME  STRUCTURES    The  creation  of  programmes  which  are  delivered  outside  a  conventional  school  day  and  /  or  school  year  presents  challenges  of  sustainability.  In  the  past  there  have  been  few  incentives  to  encourage  teachers  to  be  involved  in  such  programmes.  With  the  growth  of  such  programme  it  is  seen  as  vital  that  teachers  will  need  to  be  incentivised  in  order  to  promote  the  long  term  future  of  such  programmes.    

Catch  Up  College    This  programme  operates  largely  in  January  and  early  February.  In  January  teachers  are  still  on  holiday,  while  in  early  February  they  are  busy  getting  organised  for  the  year  ahead,  and  to  take  on  more  work  at  these  times  can  seem  undesirable  to  many.  In  2014,  two  strategies  were  put  in  place  to  prevent  problems  occurring  in  this  area.  One  strategy  involved  putting  protocols  in  writing  which  offered  a  generous  time-­‐  in  -­‐lieu  allowance  to  encourage  teachers’  involvement  with  the  programme.  Undoubtedly  it  will  be  necessary  to  continue  to  offer  such  an  incentive  for  the  programme  to  survive  and  grow.  A  second  strategy  involved  staffing  two  major  subject  areas  by  including  these  in  the  teachers’  yearly  allocations.  The  four  hour  allocation  was  split  roughly  in  two  ,  so  that  70    teaching  hours  would  be  used  in  Catch  Up  College  in  January-­‐  March,  while  the  second  70  hours  would  be  used  in  a  short  course  extension  to  Catch  Up  College  which  will  be  offered  and  marketed  in  Term  4  2015.      Currently  the  school’s  administration  is  organised  around  conventional  school  timeframes.  Some  thought  will  need  to  be  given  to  some  adjustments  in  this  area  to  ensure  the  health  and  long  term  sustainability  of  programmes  such  as  this.    

Certificate  in  University  Preparation  The  nature  of  the  partnership  with  Canterbury  University  necessitates  that  the  timelines  for  Semesters  1  and  2  be  organised  to  fit  in  with  the  requirements  of  both  providers.  The  result  of  this  is  that  teachers  who  are  teaching  both  in  CUP  and  in  conventional  school  programmes  will  be  required  to  teach  in  the  CUP  programme  during  one  week  of  the  July  school  holidays.  Recognition  of  this  will  need  to  be  made  and  protocols  set  up  which  address  this.    

RESEARCH  &  PROFESSIONAL  LEARNING  During  2014  the  Learning  Transitions  portfolio  played  a  significant  role  in  both  directing  teacher  professional  learning  and  development  across  the  College  and  in  the  development  of  a  school  wide  appraisal  system  as  part  of  the  ongoing  development  of  the  school’s  self  review  processes.    Background  research  was  undertaken  in  both  of  these  areas  to  ensure  the  development  of  best  practice.  Guiding  documents  were  ERO’s  reports,  “Teaching  as  Inquiry:  Responding  to  Learners”  (July  2012)  and  “Supporting  school  improvement  through  effective  teacher  appraisal”  (May  2014).    

Directing  teacher  professional  learning  and  development  across  the  College  Teaching  as  Inquiry  has  been  an  established  practice  for  teachers  at  Hagley  over  the  last  three  years.    Inquiry  is  seen  as  a  key  aspect  of  the  school’s  way  of  working  and  fundamental  to  the  school’s  innovative  philosophy.  Timperley  et  al    in  “A  framework  for  transforming  learning  in  schools:  Innovation  and  the  spiral  of  inquiry”  (2014)  make  the  point  that  “the  spiral  of  inquiry  leads  to  innovation,  as  educators  create  new  approaches  that  are  fundamentally  different  from  the  way  in  which  things  were  done  before.”(pg  21)  ERO’s  review  of  inquiry  in  schools  (Teaching  as  Inquiry:  Responding  to  Learners  (July  2012)  identified  the  need  for  school  leaders    “to  make  astute  assessments  about  the  gaps  in  teachers’  practices  and  to  identify  future  development  areas  for  staff”  (pg  7  ).    At  the  end  of  2013  the  portfolio  was  involved  in  researching  Hagley’s  self-­‐  review  process  by  leading  a  review  and  meta-­‐analysis  of  teacher  practice  in  Teaching  as  Inquiry  across  the  school.  Some  areas  were  identified  for  development  in  2014  included  developing  understandings  about  the  use  of  specific  and  targeted  interventions  and  about  the  ‘teacher  as  agent  of  change’.  Another  area  of  development  which  was  identified  involved  increasing  understanding  about  types  of  data  and  its  collection.    Staff  sessions  were  held  in  which  a  teacher’s  inquiry  was  shared  as  a  model  of  good  practice,  and  key  messages  were  emphasised,  particularly  around  the  idea  of  ‘teacher  as  agent  of  change’.  Some  of  this  work  around  inquiry  linked  with  work  that  was  done  to  strengthen  appraisal  processes.  The  mentorship  model,  whereby  HODs  worked  with  their  departments  around  their  

 

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inquiries,  continued.  However,  given  other  constraints  it  was  not  possible  to  deliver  the  level  of  support  for  HODs  in  this  mentoring  role  for  which  the  portfolio  had  identified  a  need.      At  the  end  of  2014  95%  of  teachers  completed  and  submitted  an  inquiry  report.  Most  teachers  gave  their  permission  for  their  report  to  be  uploaded  to  the  collaborative  Sharepoint  on  Office  365  site,  in  order  to  provide  professional  leadership  to  their  colleagues.  It  is  highly  significant  that  the  College  now  has  a  history  of  three  years  of  teachers’  inquiries  on  the  site,  and  this  provide  a  rich  source  of  shared  knowledge  and  understanding  of  teacher  practice,    The  portfolio  has  also  been  involved  in  leading  the  teaching  and  learning  team,  whose  responsibility  it  is  to  map  out  a  programme  of  professional  development  for  the  teaching  staff.    

Developing  the  school-­‐  wide  appraisal  system  Early  in  2014  the  portfolio  worked  with  the  Learning  Futures  portfolio  to  develop  an  appraisal  model  and  documentation  which  might  assist  teachers  to  provide  evidence  of  meeting  the  Registered  Teachers  Criteria.  The  new  model  was  shared  with  teachers  and,  as  part  of  this  process,  two  teachers  discussed  how  they  could  see  this  model  working  and  how  they  could  see  it  helping  them  provide  evidence  against  the  RTC.  Teachers  document  specific  evidence  on  a  “Window  into  Practice  ‘document,  in  a  way  that  shows  their  ways  of  working.  This  shows  how  a  teacher  is  meeting  the  RTC  in  an  ongoing  way.    

UE  LITERACY  COORDINATION  With  the  alignment  of  the  new  standards  came  the  directive  from  the  Universities  Council  to  significantly  increase  in  the  minimum  requirements  to  achieve  University  Entrance.  This  change  in  requirements  has  meant  that  many  teachers,  parents  and  students  lacked  strong  understanding  of  the  new  requirements.  Additionally,  many  students  were  in  a  situation  of  having  gained  part  of  the  requirements  using  non-­‐  aligned  standards  which  no  longer  could  be  counted  towards  the  new  requirements.    

Monitoring  of  students  at  the  point  of  enrolment  The  portfolio  was  involved  in  providing  training  for  teachers  who  were  involved  in  the  2014  enrolment  process.  Subsequently,  during  the  enrolment  period,  a  filtering  process  occurred  whereby  all  students  who  were  considering  a  transition  to  a  tertiary  course  were  required  to  have  their  NZQA  Record  of  Achievement  checked  by  the  Transitions  Director  to  ensure  that  they  were  placed  into  courses  which  could  allow  them  to  complete  the  UE  requirements.  In  the  case  of  students  who  lacked  part  or  all  of  the  University  Entrance  requirements,  enrollers  were  given  the  information  they  needed  to  ensure  that  the  students  could  have  a  successful  transition.    Training  was  also  provided  at  the  end  of  2014  to  HODs  and  Teachers  in  Charge  about  UE  Literacy  and  the  need  to  ensure  that  teacher  themselves  are  aware  of  the  requirements  and  can  counsel  students  who  may  present  in  courses  which  do  not  allow  for  opportunities  to  gain  UE  Literacy.  As  a  result  of  this  some  discussion  has  been  held  with  a  teacher  about  possibilities  for  students  to  gain  UE  Literacy  through  cross  curricular  opportunities.    

Ongoing  monitoring  of  students  The  focus  of  monitoring  from  the  beginning  of  2014  was  on  students  at  risk  of  not  achieving  UE  Literacy.  The  first  wave  of  monitoring  took  place  in  March/  April,  whereby  all  students  who  were  engaged  in  Year  13  programmes  had  their  programme  checked  again  to  ensure  that  they  would  be  offered  standards  which  could  deliver  the  required  transition  opportunities.  This  process  identified  6  students  who  were  enrolled  in  package  programmes  which  would  not  automatically  provide  them  with  the  opportunity  to  gain  UE  Literacy.  The  Director  contacted  the  teacher  of  3  of  the  students  to  discuss  ways  that  the  students  could  be  given  cross-­‐curricular  opportunities  to  achieve  the  requirements  of  UE  Literacy,  if  it  was,  in  fact,  their  desire  to  progress  to  a  tertiary  programme.  Another  student  identified  was  given  the  opportunity  to  complete  the  two  standards  to  enable  him  to  transition,  while  contact  was  made  also  with  another  subject  teacher  to  discuss  options  for  two  students.  At  this  point  a  watchlist  of  29  students  was  also  collated  which  included  the  names  of  those  students  who  might  be  at  risk  of  not  achieving  UE  Literacy  because  of  limited  opportunities  within  their  programme  to  complete  standards  which  qualified  as  reading  and/or  writing  standards.    

 

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Two  more  waves  of  checking  of  the  students  on  the  watchlist  occurred  in  August  and  October  to  determine  whether  students  were  progressing  towards  UE  Literacy  requirements.  Information  was  gathered  about  the  students’  exam  entries  to  determine  if  they  were  on  track  to  completing  internal  standards  which  would  give  them  UE  Literacy.  Teachers  of  these  students  were  alerted  to  the  need  for  these  students  to  complete  specific  standards  and  the  teachers  reported  back  on  completion.  By  October,  18  students  were  removed  from  the  watchlist,  either  because  they  had  completed  UE  Literacy  requirements  or  because  information  was  received  from  teachers  that  they  had  withdrawn  from  school.  This  ongoing  monitoring  and  contact  with  teachers  has  had  a  significant  effect  on  ensuring  transitions  possibilities  for  10-­‐12  of  these  students.    Another  significant  initiative  which  had  been  envisaged  was  that  identified  students  would  achieve  UE  Literacy  through  working  with  the  UE  Literacy  co-­‐ordinator  to  use  the  Level  4  English  for  Academic  Purposes  standards  as  a  pathway  to  UE  Literacy.  However,  the  use  of  these  standards  has  been  limited  as  the  requirements  of  the  standards,  being  at  Level  4,  is  too  great  a  demand  for  the  students  who  lack  UE  Literacy.  This  has  been  deemed  to  not  be  a  successful  transition  pathway  for  these  students.      

Responding  to  NZQA’s  transitional  arrangements  for  UE  Literacy  In  April  2014  NZQA  announced  changes  to  the  requirements  for  UE  Literacy/  numeracy.  This  change  was  implemented  because  there  had  been  no  period  of  transition  allowed  for  between  the  introduction  of  the  new  UE  requirement  (from  March  1  2014)  and  the  previous  requirements.  Schools  were  invited  to  identify  students  who  had  fully  met  the  former  UE  Literacy  requirement  and  to  make  application  to  NZQA  on  their  behalf  for  recognition  of  these  ‘old’  standards.  This  resulted  in  the  Learning  Transitions  portfolio  completing  a  further  checking  process  to  determine  which  students  were  affected  by  this  ruling.  Subsequently  applications  to  NZQA  were  made  on  behalf  of  36  students,  and  students  were  notified  by  letter  of  this  course  of  action.  Failure  to  follow  up  on  this  would  have  meant  that,  should  those  students  complete  the  other  UE  requirements  in  2014,  or  subsequently,  they  would  have  had  to  entirely  repeat  the  UE  Literacy  component  of  UE  requirements,  thus  creating  a  significant  barrier  to  transition  for  those  36  students.    

EFFECTIVE  RELATIONSHIPS  With  the  portfolio  being  a  newly  established  one  it  has  been  necessary  to  identify  and  develop  relationships  with  key  stakeholders  to  develop  clear  understandings  for  them  about  pathways  for  students  which  can  result  in  successful  transitions,  particularly  to  the  tertiary  environment.    

Establishing  relationships  around  student  enrolment  Ongoing  contact  and  discussion  has  occurred  with  the  Director  of  Learning  Support  and  Placements  to  ensure  that  the  appropriate  training  was  put  in  place  for  Deans  and  other  enrollers  prior  to  the  commencement  of  each  enrolment  period.    

Establishing  relationships  around  pathways  for  students  The  portfolio  has  been  in  regular  contact  with  the  Careers  team  to  support  their  interactions  with  students  who  may  have  presented  for  advice  about  UE  Literacy.  Further  support  and  guidance  has  been  offered  to  the  Hagley  Adult  Literacy  team,  particularly  around  NCEA  pathways  for  Youth  Guarantee  students.  Regular  contact  is  also  maintained  with  Hagley’s  NCEA  coordinator.    

Establishing  relationships  around  Catch  Up  College  The  portfolio  has  continued  to  develop  relationships  which  had  previously  been  set  up  with  University  of  Canterbury  Admissions  and  Liaison  staff  around  Catch  Up  College.  This  relationship  will  be  increasingly  significant  given  the  growth  observed  in  this  area  in  2014/15.    

Establishing  relationships  around  CUP  The  portfolio  has  been  in  ongoing  discussions  with  University  of  Canterbury  Pathways  staff  about  the  establishment  of  the  partnership.  The  establishment  of  relationships  here  has  also  led  to  the  sharing  of  UC@Hagley’s  006  resources  with  a  UC  Pathways  teacher  who  is  using  the  same  programme  with  the  Māori  and  Pasifika  006  cohort.  

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