HAMILTON GIRLS’ HIGH SCHOOL SCHOOL …...3 HAMILTON GIRLS’ HIGH SCHOOL STRATEGIC PLAN 2017 VISION: “Our vision is to be acknowledged as a leading, contemporary New Zealand school

HAMILTON GIRLS’ HIGH SCHOOL

SCHOOL CHARTER 2017-2020

Principals’ endorsement:

Board of Trustees’ endorsement:

Submission Date to Ministry of Education:

TABLE OF CONTENTS

SCHOOL CHARTER 2017-2020

HGHS Strategic Plan 2017

Section A: Introduction

Section B: Strategic Directions 2017-2020 NAG 1: Curriculum and Student Achievement NAG 2: Planning and review NAG 3: Personnel NAG 4: Finance and property NAG 5: Health and Safety

HGHS Annual Strategic Plan 2017 - Annual Goals for 2017 Priority One: Strengthening student achievement PriorityTwo:MakingadifferenceforMaoriandPasifika Priority Three: Gifted and Talented Priority Four: Literacy Priority Five: Staff Professional Learning Development Priority Six: Managing Student Behaviour

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SECTION A: Introduction

1. HAMILTON GIRLS’ HIGH SCHOOL VISION, MISSION AND INTENT

VISION

Our vision is to be acknowledged as a leading contemporary, New Zealand school specialising in girls’ education. Through a focus on learning, research and innovation we will be recognised by our own community, the national and international community.

The School’s vision statement is:

“Our vision is to be acknowledged as a leading, contemporary New Zealand school specialising in girls’ education and to be the school of choice for girls’ schools in the Waikato”.

MISSION

Hamilton Girls’ High School is dedicated to providing for girls in a caring environment and preparing our students to aspire to excellence, broadening their horizons and preparing them for the challenges of the 21st century.

OUR INTENT

“To be a community that excels in educating girls within an inclusive environment, where high expectations and outstanding academic and co-curricular programs enable every girl to achieve personal best excellence “

SCHOOL MOTTO

Ourschoolmottochallengesouryoungwomentobecomeacreative,confidentandarticulatewomanwhohastheskills to shape her future and who will strive to make a difference in their own community.

“A wise woman shapes her own destiny.”

Willing to Learn Interact with Respect Strive to Understand Engage to Achieve

2. HAMILTON GIRLS’ HIGH SCHOOL

Hamilton Girls’ High School is a single-sex, decile 6, state secondary school providing an education for girls only from Year 9 to Year 13. It is situated in a green belt area between the central business district of the city and Lake Rotoroa.

Hamilton Girls’ High School uses our Strategic Educational Intent as a framework for decision-making and planning, providing our community with a clear direction for continuous improvement in our school. Against the wider backdrop of rapid change in the educational environment in Aotearoa New Zealand, we believe that this framework will continue to enhance our outstanding traditions by adapting and innovating for the unique context of our school.

Hamilton Girls’ High School caters for students with a wide range of learning needs from diverse backgrounds, socio economic groups and ethnicities. Our school caters for the needs of the very able by offering streamed extension classes and/or accelerated classes and courses. The needs of our high priority students are catered for by small class sizes, learning assisted classes aimed at realising potential, our Hillary Learning Support Hub and academic mentoring.

WithsignificantworkundertakenbytheStaffofHamiltonGirls’HighSchool,ourpreviousstrategicplan(2010-2015) has continued to be a working document in progress. We are very proud of what has been achieved in the past and equally as excited of the renewal of our programs and facilities, as we continue to build on the success of our school.

The school site, totalling 5.9591 hectares, consist of sealed areas with small, landscaped areas around the buildings

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andonelargegrassedplayingfield.Thereare6Netballcourts,anoutdoorconfidencecourseandanoutdoorswimming pool. The school has a number of buildings of varied style: the main Administration Building; a two storey building with specialist Science and Computer classrooms, and Mathematics Classrooms; a Performing Arts Centre with auditorium, drama, dance and music suites; a wharenui and wharekai; a three storey block for English and Social Sciences; a Technology block; a Learning Support Hub and Guidance suite; Gymnasium, relocatable classrooms and Property Manager’s house.

Sonninghill Hostel, situated on Marama St, is the school’s boarding establishment catering for approximately 132 students.

Our ongoing review of the Charter allows our Board and Staff to extend this same commitment through our planning, consolidating key initiatives and furthering our reputation as the school of choice for girls’ education in the Waikato.

3. THE SCHOOL COMMUNITY

The Hamilton Girls’ High School community comprises of the present students, their families, all staff and those who continually support the vision of our school.

Although a small group, the school is supported by the Hamilton Girls’ High School Old Girl’s Association.

4. OUR INTENT

“To be a community that excels in educating girls within an inclusive environment, where high expectations and outstanding academic and co-curricular programs enable every girl to achieve personal best excellence “

a. Academic Programs

We are committed to continuous improvement of our curriculum by providing established learner focused, rigorous and innovative programs and enhancing our reputation as the school of choice for girls’ education. We will continue to provide optimal learning pathways for our girls, develop strategic partnerships and apply research on best practice.

Our broad strategies for the continuous enhancement of our academic and co curricular programs are:

• To raise and consolidate the level of achievement of NCEA L1, 2 and 3 to match Decile 6 girls, or better, nationally

• To continually review and adjust academic standards within our programs that are contemporary in purpose, developmentally challenging, and responsive to the needs of our students

• To increase achievement, engagement and retention of Maori students

• To further enhance our school wide Literacy and Numeracy programme

• To create and sustain a culture of high expectations

• To promote a consistent and continuous school wide improvement cycle that uses multiple forms of data to inform,refineandadaptteachingandlearningpractice

b. Quality Staff

We recognise that outstanding teachers and support staff are essential to our mission. We are committed to recruiting, developing and retaining outstanding staff.

Our broad strategies to support and enhance a professional staff culture in which individual and collective practice continuously improves student outcomes are:

• To build and develop leadership capability within our staff

• To implement best practice models for teaching and learning that increase student presence, engagement and achievement, and develop the attributes for life long learning.

• To develop school-wide understanding of our Academic tracking and analysis of student and cohort data

• Tocontinuallyenhanceourcultureofcollaborativeinquiry,planningandreflection,thatpromotescross curricular collaboration, peer observations, self evaluation and quality feedback cycles.

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• To promote the use of evidence based teaching practices and pedagogy across the school

• To ensure professional learning is a visible and school wide practice, where individual and collective goals are aligned to our strategic intent.

• To celebrate outstanding staff achievements and promote the innovation of our teachers in the wider national network.

• To build and develop a health and wellness programme for staff at Hamilton Girls’ High School

c. Learning Environments

We believe that through an understanding of quality research and deep knowledge of the way girls learn and develop, we can develop an outstanding learning environment. We are committed to providing learning environments that facilitate our key educational priorities and focus on our vision and mission.

Our broad strategies to realise and sustain high quality contemporary learning environments are:

• Topromoteattitudesandbehaviorreflectingourschoolvision,valuesandmissionincluding:

- the encouragement and reward of effort and achievement through our PB4L strategy

- the pursuit of excellence in all personal and group endeavours

- theimportanceoffulfillingcommitments

- instilling school pride

• To invest in research and professional learning in the gender atypical areas of science, technology, engineering and maths (STEM)

• To maintain and develop school buildings and facilities in order to offer students and staff the best possible learning environments

• To fundraise for and build the Physical Performance and Health centre (new gymnasium).

5. TREATY OF WAITANGI OBLIGATIONS

The school recognizes its responsibilities in relation to the Treaty of Waitangi and, because of its particular geographical location, the particular need to observe Tainui protocols. Hamilton Girls’ High School will endeavour to commit to supporting and developing Reo o Waikato, tikanga and Kiingitanga, including working with Waikato-Tainui to progress a collaborative and meaningful relationship between both parties. In particular, an emphasis will continue to foster Te Reo Maori and Tikanga Maori, consistent with the principles of the Treaty of Waitangi, and provide instruction in te reo Maori for all students and their families who request it, including accelerated learning for bi-lingual students.

Our broad strategies to increase achievement, engagement and retention of Maori students:

• To create an environment of respect for and of understanding of cultural and individual differences and the unique place of the Treaty of Waitangi

• To establish and maintain productive partnerships with iwi, hapu and whanau that can contribute to our Maori students enjoying education success as maori

• To continue to develop a culturally responsive pedagogy across all levels of school through using data and evidence, and an inquiry approach, to effect positive change within class and school-wide practices, systems and structures.

• To actively support the education priorities of the Tainui Education Plan: Ko te Mana Matauranga

6. RECOGNITION OF THE PLURI-CULTURAL NATURE OF NEW ZEALAND SOCIETY

In understanding that members of school communities in Aotearoa /New Zealand are increasingly pluri-cultural, with both students and teachers coming from a wide range of linguistic and cultural backgrounds, the school seeks to

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acknowledge, value and accommodate the heritage of each of these groups and to address the particular educational needs, interests and aspirations of the individuals within them.

7. NATIONAL EDUCATION PRIORITIES

Hamilton Girls’ High School recognises the Government’s National Educational priorities:

• Success for All

• A safe learning environment

• Improving literacy and numeracy

• Better use of student achievement information

• Improving outcomes for students at risk

• Improving Maori student outcomes

• Providing career guidance

8. STRATEGIC PRIORITIES

We are committed to providing learning environments that facilitate our key educational priorities and furthering our reputation as a leading school in the Waikato. Our strategic priorities are:

• Student learning, achievement and progress

• A safe learning environment that enables quality teaching and learning

• Biculturalism in a multicultural environment

• Anempoweringandaffirmingenvironment

• Enhancing HGHS’s excellent teaching practice

• Engaging the school’s wider community

• To prepare students for life beyond Hamilton Girls’ High School

9. PROCEDURAL INFORMATION

The planning year for the Board of Trustees will be from 1 January to 31 December.

An updated Charter will be lodged with the Ministry of Education by 1 March each year and the Annual Report by 31 May.

Annual reporting to the parent community will be made through Hamilton Girls’ High School newsletters, school magazine and e-mail mailing lists.

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SECTION B: Strategic Directions 2017-2020

The Board of Trustee’s have established excellence as a focus for its future development to 2020. Excellence is reflectedinpublicsuccess,highstandards,enjoymentofschoolandlearning.

All students are able to access the New Zealand Curriculum with evidence of their progress and achievement demonstrated in Years 9 and 10 through PAT mathematics, reading comprehension and listening comprehension assessments, and in Years 10 to 13 through NCEA and Scholarship assessments. Prior learning assessments enable us to best match students’ curriculum level learning needs, including acceleration and priority learners.

Studentachievementinformationshowstheschoolhashadfluctuatingachievementratesoverthepast3years. Recent curriculum developments in school have responded to learning needs of under-achievers. A greater levelofattentionneedstobeplacedonraisingachievementforallstudents,MaoriandPasifikastudents,embeddingliteracy across the curriculum and our e-vision for ICT. Learners are the focus of school and community inquiry and evaluation processes. A key lever of our decision making in the context of school evaluation is the importance of asking“Howwillthisimpactonourlearners”?Moreimportantly,itisimportanttoreflect

Information about sport is collated and reported for NZSSC; reporting for academic and performing arts remains less formal. The national accolades are usually attributed to individuals and sports teams reaching national levels.

The goals and related initiatives are outlined on the following pages. With our recent focus on developing structures and procedures for raising achievement along with school-wide pedagogical capability, our action plans continue to be directed at the individual, department and school-wide level.

Our broad aims:

a. To inspire in students a love of learning and respect for knowledge in a variety of disciplines

b. To provide an inclusive learning environment that encourages excellence and participation in academic, cultural, sporting and leadership arenas

c. To maximize student achievement across all levels to ensure that all students are enabled to reach their potential

d. To continually review and adjust academic standards within our programs that are contemporary in purpose, developmentally challenging, and responsive to the needs of our students

e. Toincreaseachievement,engagementandretentionofMaoriandPasifikastudents

f. To implement and consolidate school-wide behaviour management systems designed to promote positive behavior and reduce inappropriate student conduct

g. To provide school rules requiring a high standard of conduct, uniform and dress code from students in the interest of creating and maintaining a well-disciplined learning environment for all

h. To develop in students sensitivity towards and acceptance of the rights of others in our culturally diverse community

STRATEGIC DIRECTION 2017-2020

Strategic Goal 1:

• To improve academic performance and provide students with a range of opportunities with which to experience success.

Strategic Goal 2:

• To increase achievement, engagement and retention of Maori students.

Strategic Goal 3:

• To support and enhance a professional staff culture in which individual and collective practice continuously improves student outcomes

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Strategic Goal 4:

• To provide a safe learning environment that enables quality teaching and learning.

Strategic Goal 5:

• To effectively manage the schools capability, resources, assets and liabilities to achieve our education outcomes and targets. .

MEASURABLE TARGETS FOR 2017

In 2017 Hamilton Girls’ High School will aim for the following targets:

1. The school will continue to work towards achieving a goal of 85% of all students leaving with NCEA Level 2.

2. It is a priority that we continue to improve. The school is aiming for a roll based Level 1 pass rate of 85%, Level 3 pass rate of 75% and UE pass rate of 70%.

3. To improve the percentage of students gaining Merit/Excellence endorsements at Level 1 and 3 to that of other similar Decile 6 schools.

4. To lift the cumulative roll based rates for Maori Achievement for 2017 to Level 1: 80%; Level 2: 85%; Level 3: 70% and University Entrance: 60%.

5. To lift the attendance rates for all students: Yr 9: 95%; Yr 10: 90%; Yr 11: 90%; Yr 12: 90 % and Yr 13 90%

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Strategic Direction 2017-2020

NAG 1: Curriculum and Student Achievement

Strategic Goal 1:

• To improve academic performance and provide students with a range of opportunities with which to experience success.

1. ACADEMIC:Hamilton Girls’ High School’s primary goal is to ensure that we are committed to continuous improvement of our curriculum by providing established learner focused, rigorous and innovative programs and enhancing our reputation as the school of choice for girls’ education. We will continue to provide optimal learning pathways for our girls, develop strategic partnerships and apply research on best practice.

Key Result Area

Curriculum

• Strengthening a culture of personal excellence and engagement

Objectives

• To collect school wide data in order to track prior learning and achievement . This includes MidYIS, CEM, PAT and e-asTTLe.

• Develop a culture of evaluation and inquiry that involves scrutinising data to identify strengths and area to develop

• To promote a consistent and continuous school wide improvement cycle that uses multiple forms of data to inform, refineandadaptteachingandlearning practice

• To raise and consolidate the level of achievement of NCEA L1, 2 and 3 to match Decile 6 girls, or better, nationally

• To continually review and adjust academic standards within our programs that are contemporary in purpose, developmentally challenging, and responsive to the needs of our students

• To promote a consistent and continuous school wide improvement cycle that uses multiple forms of data to inform, refineandadaptteachingandlearning practice

• Personal excellence is promoted and aspired to

Responsibility

• SLT

• Teaching Staff

• SLT• Pastrol Guidance Team - HOH, Deans, Tutor Group Leaders• Student Leaders

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Key Result Area

Raising Maori Achievement

Objectives

• To create an environment of respect for and of understanding of cultural and individual differences and the unique place of the Treaty of Waitangi

• To establish and maintain productive partnerships with iwi, hapu and whanau that can contribute to our Maori students enjoying education success as maori

• To continue to develop a culturally responsive pedagogy across all levels of school through using data and evidence, and an inquiry approach, to effect positive change within class and school-wide practices, systems and structures. • To actively support the education priorities of the Tainui Education Plan: Ko te Mana Matauranga

• Developing a co-construction of a way forward through linking Maori achievement with pastoral and guidance, and the House structure.

• Developing a co-construction of a way forward through linking Maori achievement with the other PLG’s – GATE, PB4L, SOLO, Literacy, Teaching Pedagogy

Responsibility

• SLT

• Strategic Change Team - Kia Eke Panuku

• Teachers

• Students

Strategic Goal 2:

• To increase achievement, engagement and retention of our Maori students at Hamilton Girls’ High School

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NAG 2: Strategic Planning and Review

Strategic Goal 3:

• Tocontinuetoestablishrobustself-reviewprocessesthroughappraisal,departmentreflectionand review and school-wide review.

Key Result Area

Leadership

•DepartmentReflectionandReview

• School wide Review

General Objectives

• Build capability and capacity at every level to engage in robust evaluative discussions

• To increase understanding of cultural responsive pedagogy though each teach establishing on evidence based inquiry

• Use data and evidence as springboard for responsive action and developing inquiry habits of mind

• All department numbers set and reflectontheirprogresswithcurriculum and personal goals which are linked to professional development.

• To continually enhance our culture of collaborative inquiry, planningandreflection,thatpromotes cross curricular collaboration, peer observations, self evaluation and quality feedback cycles. • To promote the use of evidence based teaching practices and pedagogy across the school

• To ensure professional learning is a visible and school wide practice, where individual and collective goals are aligned to our strategic intent.

• To celebrate outstanding staff achievements and promote the innovation of our teachers in the wider national network.

• To build and develop a health and wellness programme for staff at Hamilton Girls’ High School

Responsibility

• Principal

• SLT

• Curriculum Leadership Team

• PLG - Health and Wellbeing


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Key Result Area

To Focus on the teaching and learning within the school to ensure we are offering a diverse curriculum that celebrates learning

Appointments

Professional Development

Quality Facilities

Objectives

• To build and develop leadership capability within our staff


• To attract, appoint and retain quality teachers and support staff members to ensure the achievement of the school’s objections.

• To appoint teachers to the highest calibre who are dedicated to excellence in classroom teaching and to full participation in extra-curricular activities.

• To review HR processes and protocols and to ensure the school is compliant with regard to its contractual obligations.

• To set clear professional development goals - schoolwide, departmental and individual.

• Ensure adequate resources are allocated annually to staff professional development and evaluate against school goals.

• To develop management and leadership skills in senior staff.

• Maintain and develop buildings, facilities and grounds consistent with the school charter.

• Ensure the school is kept and presented in a clean, tidy, safe and hygienic condition.

Responsibility

• Principal

• SLT


• Teachers

• Principal

• SLT

NAG 3: Personnel

Strategic Goal 4:

• To support and enhance a professional staff culture in which individual and collective practice continuously improves student outcomes

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NAG 4: Finance and Property

Strategic Goal 5:

• To effectively manage the schools capability, resources, assets and liabilities to achieve our education outcomes and targets.

Key Result Area

Quality Policies, procedures and resources

Health and Safety

Quality Facilities

Objectives

• To provide transparent, environmentally safe and sustainable policies and procedures in human and resource management

• Policies and procedures are regularly renewed to ensure best practice

• Health and Safety Audit recommendations inform the HGHS Management Plan (2017-2018)

• Maintain and develop buildings, facilities and grounds consistent with the school charter.

• Ensure the school is kept and presented in a clean, tidy, safe and hygienic condition.

Responsibility

• BOT

• Principal

• Business Manager


• Operations Management Team

• Teachers

• BOT

• Principal

• Health and Safety Committee


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Key Result Area

Investigate our learning programmes to ensure they meet the needs of all learners

Health and Safety

Objectives


• Consolidate our Health and Safety framework and implementation plan to meet the Health and Safety legislation.

• To offer appropriate training for staff/ trustees to meet requirements of Health and Safety legislation.

• To incorporate into the framework a staff and wellbeing programme.

Responsibility

• BOT

• Principal

• SLT


• Health and Safety Committee

NAG 5: Health and Safety

Strategic Goal 6:

• To provide a safe learning environment that enables quality teaching and learning.

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HGHS ANNUAL STRATEGIC PLAN 2017VISION: Engagement with Learning, Excellence in Achievement, School Spirit and Links with the Community

GOAL

To provide a curriculum that meets the objectives of the NZC and provides opportunities and pathways for all students

To continue to plan, implement and review the curriculum for Years 9 and 10

HISTORICAL POSITION

Baseline data of pre enhanced data has been established as a basis for tracking progress

LEADERSHIP RESPONSIBILITY

PrincipalSLTCurriculum Leadership Team Director of Learning Support

To raise NCEA Level One pass rate to 85%; to consolidate and raise NCEA Level Two pass rate to 85% or better

Baseline evidence has been established as a basis for tracking progress

SLTCurriculum Leadership Team

To provide high quality innovative teaching and learning across all areas

SLTCurriculum Leadership Team HOH Tutor Group TeachersPLG’s - SOLO

To continue to consolidate and implement e-learning at HGHS

SLTE-Learning PLGTeachers


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ANNUAL GOALS FOR 2017

PRIORITY ONE: Strengthening student achievementGOAL: To raise the level of achievement of NCEA L1, 2 and 3 to match Decile 6 girls nationally OUTCOME/TARGET: Achievementdatashowsanupwardtrendforallidentifiedgroupsofstudents and commences from Year 9.

ACTIONS

• To collect schoolwide data in order to track prior learning and achievement. This include CEM, MidYis, e-asTTle and information from contributing Schools.

TIMEFRAME

Ongoing

INDICATORS

Achievement targets have been met

The departments have developed rubrics for learning across school

Students are safely managing their own google account and being responsible digital citizens

Teachers engaging with students in the online environment about their learning

Schoolfilesarestoredsafelyand securely on a cloud based server

Ongoing

Ongoing

• Analyse the school NCEA results, report and use the data to inform annual goals and targets.

• Conduct a review of all curriculum areas that includes an analysis by curriculum leaders of NCEA results and an annual achievement report.

• To improve student attendance at every year level• All staff are involved in effective Professional Learning

development through robust inquiries.• Focus on building leadership capability

Term 1-3Ongoing

• Continue to develop our academic mentoring programme in school

• To focus on the universal Design for Learning principles wherebarrierstolearningcanbeminimalisedandflexibleoptionsforlearningcanbeidentifiedandincreased

• To continue to integrate SOLO Taxonomy into all curriculum areas and create a common language of learning across school

• Year 9 core classes will work through the HGHS Essential e-learning skills

• To consolidate our Schoology LMS with all teaching staff and classes, through providing ongoing PLD

• Consolidate the shift to a cloud based solution (Google Drive)

• To continue to expand on our skills with Google by training key staff as Google educators

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GOALLEADERSHIP

RESPONSIBILITY

SLTCurriculum Leadership TeamPLG

TIMEFRAME

Ongoing

To create an environment of respect for and of understanding of cultural and individual differences and the unique place of the Treaty of Waitangi

To continue to develop a culturally responsive pedagogy across all levels of school through using data and evidence, and an inquiry approach, to effect positive change within class and school-wide practices, systems and structures.

BOTSLT Maori AchievementDP.Strategic Change Team

SLTCurriculum Leadership TeamSCTPLG- Maori Achievement

Ongoing

Ongoing

Raising Maori Achievement


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PRIORITY TWO: MakingaDifferenceforMaoriandPasifikaGOAL: Toincreaseachievement,engagementandretentionofMaoriandPasifikastudentsOUTCOME/TARGET: Achievementlevelandpostschooldestinationsreflectatleastthatofnon-Maori;retention and attendance rates are 90% or better

ACTIONS

• Identify and analyse data for maori student achievement: pre-entrance, prior learning, NCEA data analysis, surveys, focus groups

• Co-construct achievement goals across year 9 and 10 core classes• To implement rigorous tracking and monitoring programmes - review data

regularly(achievementdata,profiles,attendancedata,pastoraldata)• MaintainaseniorprogrammethroughNovember/Decemberforidentifiedat

risk students who have not attained NCEA L1 and 2

INDICATORS

The achievement gap betweenmaoriandpasifika,and non-maori has closed

MaoriandPasifikalearnersworking with others to determine successful learning and education pathways

• Implement focused programs and activities at HGHS to increase and accelerate Maori achievement and engagement in school i.e. Maori mentoring, leadership courses, homework centre, Te Kupenga

• Provide role modelling opportunities through guest speakers, senior students and a teacher’s

• To continue to embed teaching as inquiry through the PLD programme and departments

Maori learners excel and successfully realise their cultural distinctiveness and potential

MaoriandPasifikastudentsexperience a sense of belonging and cultural identity at HGHS

• To Strengthen school and community relationships• AffirmStudentCulturalIdentityandbeliefs• To provide opportunities for whanau involvement in school e.g.. whanau hui,

parent interviews.• To actively support the education priorities of the Tainui Education Plan: Ko te

Mana Matauranga through identifying focus Maori student groups

Teachers deliver high quality Teaching and Learning and programmes of work

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GOAL

To Identify gifted and talented learners in all year levels through their nominations


SLTPLLPLG - Gifted and Talented

TIMEFRAME

Term 1 2017Ongoing

To provide effective and challenging provision within the classroom


PLG SCT2017

To continue to foster an environment that promotes high achievement and emotional wellbeing

SLTPLG 2017


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PRIORITY THREE: Gifted and TalentedGOAL: To identify, nurture and provide gifted and talented learners with a range of learning experiences and mentoring that recognise both exceptional performance and potential in the following domains: academic, cultural, sporting, arts and leadership endeavours,OUTCOME/TARGET: Gifted and Talented Students’ achievement and progress have been enhanced through a school wide shared understanding about Gifted and Talented education

INDICATORS

GATEstudentsareclearlyidentified

ACTIONS

• To continue to develop a shared understanding of gifted and talented across all staff

• To continue to seek nominations from all staff based on both quantitative and qualitative data.

• To continue to provide opportunities for gifted and talented students to access

Teachers will feel supported in the classroom

• To support teachers to differentiate their planning and assessment in the classroom that will increase motivation for gifted students and under achievers

GATE students will receive an appropriate classroom extension programme and enrichment opportunities outside the classroom.

• Curriculum leaders demonstrate gifted and talented education strategiesandassistteacherstoreflectontheirpracticeswhilesetting individual goals for gifted and talented students.

• Teachersreflectontheircapacitytoidentifyandmeettheneedsof gifted and talented and access further professional development.

• Students negotiate research topics to satisfy their need for depth and breadth of content and process within a supportive environment.

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GOAL

To continue to build on and sustain the implementation of an academic writing strategy to raise literacy in our school.

TIMEFRAME

Term 1


• Principal• SLT• CLT

To develop a structured and cohesive plan school wide to supportthegirlsidentifiedatriskof not attaining NCEA by the end of Term 3.

Ongoing HOHDeansDirector of Learning Support

To continue to work with our Hamilton Central Community of Learning to develop a community approach to accelerating literacy.

Terms 3-4 PrincipalSLTCurriculum Leaders


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PRIORITY FOUR: Literacy GOAL: implement the new cross-curricular standardsOUTCOME/TARGET: Every student achieves literacy and numeracy requirements for NCEA Level 1 and Level 2 by the end of Year 12

ACTIONS

• To provide PLD across full staff, with a targeted strategy for the English and Social Sciences departments.

INDICATORS

Priority learners are clearly identified

• To develop an optimisation programme to boost their learning.• Toprovidespecificacademicmentoringwithaclearplan.• Teachers to identify and monitor the learning of target students, on the basis of

their achievement data.

Students will make accelerated progress towards improving curriculum levels

• Build leadership capacity.• Develop a data-based literacy action plan that we will actively use to guide

ongoing decisions about teaching, programming and resource allocation.• Engage in coaching, peer observation and collaborative planning.• Todevelopaunifiedapproachtoassessmentandconsequentlymoreconsistent

differentiation of all curriculum programmes.• To further develop teacher capability through using data and evidence and an

inquiry approach.

Transition between schools has been seamless

Writing levels have improved.

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GOAL

To develop a PLD plan for all staff to ensure that professional learning is targeted to support student achievement and staff appraisal goals

TIMEFRAME

Term 1Ongoing


SLTCLTSCT

Teacher Inquiry and Appraisal - to continuetodevelopandrefinea model of teacher inquiry to support professional learning and strengthen the schoolwide pro-posal

Term 1 and 2

2017-2018

SLTCLTSCT

Data analysis - to support teachers to collect, analyse and use data effectively in planning inclusive programmesthatmeetthespecificneeds of learners

Ongoing SLTCLTTeachers


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PRIORITY FIVE: Staff professional Learning DevelopmentGOAL: Through targeted, quality professional learning, teachers at HGHS will continue to strengthen and improve staff skills and knowledge in order to improve student achievement.OUTCOME/TARGET: Teachers have demonstrated commitment to ongoing professional learning to improve student outcomes

ACTIONS

• A PLD to be developed and records kept of all PLD taken• Ensure professional learning is linked to appraisal criteria and strategic plan• To continue to develop a robust and cohesive plan for the induction of our

Provisionally Registered Teachers

INDICATORS

All professional learning relates directly to the strategic plan and be planned alongside both appraisal information and school needs

• All teachers to plan, implement and report on a professional inquiry topic for 2017 as part of the appraisal process, ensuring it links back to the Registered Teacher Criteria (RTC’s)

• Develop and consolidate a HGHS Model of Teacher Inquiry

Curriculum leaders provide ongoing support for teachers within their department

• Provide opportunities for teams to have data focussed discussions when planning for and tracking student achievement

• ProvideKamarPLDforidentifiedgroupsofstaff,toenter,findandanalysedatai.e. tutor group teachers, junior core group teachers Deans, HOH, CLT, SLT

All teachers will use valid and accurate data to inform their learning programmes and monitor their teaching effectiveness

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GOAL

To provide a safe, inclusive learning environment.

TIME FRAME

Term 1


SLT

Guidance Team

To continue to implement a school wide PB4L strategy consistently and ensure that strategies are in place.

Term 1Ongoing

Deputy PrincipalPB4L PLGTeaching staff

To ensure reporting and communication systems to parents/ caregivers are regular and effective



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PRIORITY SIX: Managing student behaviour GOAL: To implement and consolidate school-wide behaviour management systems designed to promote positive behavior and reduce inappropriate student conductOUTCOME/TARGET: Improved learner behaviour which will lead to improved engagement and achievement

ACTIONS

• Continue to implement and consolidate PB4L across school. PB4L WISE values taught and reinforced.

• Provide targeted support for at risk students• To continue to provide PLD for staff on restorative practice.• To focus on positive behavioural goals when working with individual students

and small groups

INDICATORS

School values are taught regularly and in a consistent manner

• Professional Development for all Tutor Group Teachers to input data, including minor and major behaviours.

• End of term House Celebration assemblies continue in order to celebrate and highlight positive behaviour.

• Continue to upskill staff with strategies for responding to negative behaviours based on a restorative approach

The school environment reflectstheschoolvaluesandthe multi-cultural nature of our school

• Streamline,promote,reflect,andreviewformalcommunicationprocessesi.e.parent interviews.

• Investigate paperless reporting and set a trial group.

Parents will know the progress of their child and what levels they are working at

“A wise woman shapes her own destiny”

Documents

HAMILTON GIRLS’ HIGH SCHOOL SCHOOL …...3 HAMILTON GIRLS’ HIGH SCHOOL STRATEGIC PLAN 2017 VISION: “Our vision is to be acknowledged as a leading, contemporary New Zealand school