Western Springs College
Annual Plan 2011
GOAL ONE: To attain the highest academic, cultural and sporting standards
| OBJECTIVES |
OUTCOMES |
ANNUAL TARGETS |
Improve academic results at all levels
Improve academic results at all levels for Maori students
Improve academic results at all levels for Pacific students
Improve boys’ achievement across all levels |
- Students achieve best ever NCEA & Scholarship results
- Gender achievement gap closed at all levels
- Maori and Pacific students’ NCEA results match those for all students
- Pacific students leave with a Level 2 or Level 3 NCEA certificate
- Student leavers transition to tertiary education, job training or employment
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- Level 1 pass rate of 90%
- Level 2 pass rate of 90%
- Level 3 pass rate of 75%
- U. E. pass rate of 85%
- Level 1 M/E certification rate: 40%
- Level 2 M/E certification rate: 35%
- Level 3 M/E certification rate: 30%
- 30 Scholarship passes
- All gender differentials under 7%
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| Strengthen the academic culture of the junior school |
- Goals set for all juniors
- Student achievement reported against goals
- Course endorsements recognising outstanding achievement
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- Establish school-wide processes for goal-setting, tracking, intervention and reporting
- Establish policy and procedures for consistency of endorsement awards
- Monitor and review at year’s end
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| Cater for the needs of gifted & talented students |
- High parent and student satisfaction levels with GAT provision
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- Identify and register GAT students in each curriculum area
- Design and coordinate in-class and co-curricula activities, programmes
- Report outcomes in the annual department report
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| Strengthen careers education provision |
- Leavers’ transition to tertiary study, training programmes, apprenticeships or employment
- Increased student and parent satisfaction with careers provision
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- Implement new Careers Plan
- Improve access to and increase use of careers education programmes
- Coordinate links between curriculum areas and career pathways
- Report student destinations beyond school
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| Strengthen the organisation of sport in the school |
- Student commitment to the WSC sports teams’ code of conduct
- School community well informed about sport
- Coaches, managers and players well supported by parents
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- Promote and implement the sports contract for all players in all sports
- Manage an informative school website sports page with key personnel contact details, practice and games schedules, and up-to-date results
- Organise more parental support for team management
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GOAL TWO: To provide quality teaching across all curriculum areas
| OBJECTIVES |
OUTCOMES |
ANNUAL TARGETS |
| Establish structures and processes which facilitate staff professional development |
- Enhanced teaching practice
- Unit planning in line with NZC pedagogical guidelines and successful implementation of new Level 1 achievement standards
- Students acquire literacy learning strategies
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- Establish cross-curricula Professional Learning Circles
- Consolidate department professional learning time
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| Sustain a focus on implementation of the New Zealand Curriculum |
- Staff and student clarity about the relevance of the K.C.s to the development of independent, life-long learners
- Staff consensus about the purpose of form classes
- Student ownership of the importance of form class
- Reports and testimonials communicate progress in students’ development of the key competencies
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- Develop a whole school understanding of expectations for the development of the Key Competencies across all levels
- Coordinate form class activities that provide learning experiences geared to the development of the Key Competencies
- Provide exemplars and guidance illustrating report writing using the language of the K. C.s
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| Utilise recently available learning technologies |
- Improved student engagement, motivation and learning
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- Facilitate the development and use of teacher and student e-portfolios
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| Use assessment data to inform teaching and learning strategies |
- Teachers have ready access to and understanding of how to use asTTle data
- School-wide differentiated teaching, especially in junior mixed ability classes
- Student evaluations indicate a valuing of personalised profiling and differentiated learning activities
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- Ensure all staff receive ongoing training in the design of asTTle tests and in the interpretation and use of test data
- Use asTTle data to identify individual needs, whole class characteristics and cohort patterns
- All teachers assigned the mandatory appraisal objective of adjusting teaching and learning strategies in the light of formative assessment
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Improve teaching practice through appraisal processes oriented towards effective pedagogies
Review appraisal policy and procedures |
- Appraisal reports confirm integration of the effective pedagogies into teaching practice
- New registered teacher criteria integrated into beginning teacher programme and appraisal documents and processes
- Appraisal policy and procedures which enhance teacher development
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- Focus staff conversations related to lesson observations on the effective pedagogies
- Encourage reflection and lesson planning which is cognisant of these pedagogies
- Familiarise all staff with new criteria
- Consult staff concerning strengths and areas for improvement of current appraisal practices
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GOAL THREE: To develop and maintain a safe, inclusive staff teaching and student learning environment
| OBJECTIVES |
OUTCOMES |
ANNUAL TARGETS |
Raise awareness and develop ownership of the WSC Safe School philosophies, policies and practices |
- Students relate to others respectfully and non-violently
- High safe school ratings by students, parents and staff
- Clearly defined roles for deans, directors, HODs, teachers
- Teachers empowered to deal with behaviour issues
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- Staff are trained and students are taught to recognise, monitor and report harassment and violence
- Develop policies and procedures to protect staff and students from the misuse of social networking and communications technologies
- Deal promptly and thoroughly with all instances of harassment or violent behaviour
- Implement reviewed behaviour management system
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| Develop student leadership structures |
- Student leaders support environmental sustainability
- A wider range of leadership opportunities for Year 13s
- Leadership opportunities at all levels and continuity of effort
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- Set up a leadership structure with clearly defined portfolios and responsibilities
- Assign senior students to head the 3 Wises panels; elect and train junior students
- Provide leadership training
- Ensure effective liaison with the key agencies and organisations
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GOAL FOUR: To provide a learning environment enhanced by up-to-date educational facilities and services
| OBJECTIVES |
OUTCOMES |
ANNUAL TARGETS |
| Provide students and staff with new and modernised teaching and learning facilities |
- The number of classrooms is commensurate with the size of the school roll
- Enhanced curriculum delivery
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- Complete design and construction of new roll growth-funded 6 classroom block
- Resolve the issue of repair or replacement of E and F blocks
- Commission and complete the 5 Year Programme modernisation projects to be funded in year one
- Upgrade ICT infrastructure
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Bring grounds conditions up to an acceptable standard |
- South-western field renovation is completed
- Safe, reliable services
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- Complete the site renovation programme: field and walkways
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| Strengthen sustainability practices |
- 50% reduction of waste sent to landfill and associated costs
- Fewer students commuting to school by private vehicle
- Safer commuting to and from school for pedestrians and cyclists
- Significant energy savings
- Reduced costs for energy usage
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- Replace old bins with waste stations
- Monitor and report on the implementation of the TravelWise programme
- Carry out a whole school energy audit
- Develop and implement recommendations to reduce power, water & gas usage
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GOAL FIVE: Strengthen school-home and school-community partnerships
| OBJECTIVES |
OUTCOMES |
ANNUAL TARGETS |
| Increase community support for the school |
- More opportunities for current families, former students and community organisations to interact with and support the school
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- Establish a school development officer position
- Increase the generation of locally raised funds
- Develop links with current families, former students and community organisations
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| Work in partnership with parent groups |
- Parent group personnel report satisfaction with school links
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- Facilitate Parent Action Group input into school community activities
- Work with the Ministry of Education and whanau to explore potential developments for Nga Puna O Waiorea
- Work with Mainstream Maori parent group to facilitate student achievement
- Manage initiatives and events to strengthen Pasifika parent links
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Ensure informative and timely school-home communication
Improve parent access to student learning information |
- High satisfaction ratings in the Quality of Service Delivery survey for school-home communication
- Improved parent access to information concerning learning programmes & activities, assessment results and attendance data
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- Improve access to school newsletter
- Increase and improve use of the website to facilitate communication
- Establish a parent portal on the school intranet
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Encourage community pride in the performance of the local college
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- WSC not dependent on out-of-zone enrolments
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- Further develop links with contributing primary and intermediate schools
- Produce community newsletter with information about WSC’s developments
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| Develop international educational and cultural links in the global community |
- Strengthened links with Ningbo and Baotou High Schools
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- Host visits from teachers and students of Ningbo and Baotou High Schools
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