Hamilton Junior High School STRATEGIC PLAN 2013-2015 Goals for 2013

1) CURRICULUM/LEARNING/ACHIEVEMENT

Goals for 2014 and 2015

CURRICULUM/LEARNING/ACHIEVEMENT

To develop sustainable, responsive and challenging learning programmes where ideas can be explored deeply and the capacity and tools for effective learning are grown. 2. To develop a restorative ethos across all practices and mental models.

1 2 3

Sustain a model of coaching and mentoring to support teacher practice and grow teacher expertise in inquiry learning. Embed restorative ethos To develop and implement a model of coaching and mentoring to support teacher practice and grow teacher expertise in inquiry learning.

LEADERSHIP CAPACITY

LEADERSHIP CAPACITY

1 2

To provide the opportunity for staff to be active learners first and foremost. To strengthen the leadership across the school and actively create an inclusive collegial approach.

To consolidate mastery leadership practices across the school.

COMMUNITY ENGAGEMENT 1 2 To actively support our BOT and staff to engage our community. To promote an increased range of school learning programmes to more effectively engage our community.

COMMUNITY ENGAGEMENT 1 2 To grow and strengthen the learning relationships with our community. To further strengthen our school learning communities.

Hamilton Junior High School ANNUAL PLAN 2013-2015

OVERARCHING GOAL = TO RAISE STUDENT ACHIEVEMENT GOAL 1: CURRICULUM/LEARNING/ACHIEVEMENT - NAG 1

o o o o o The Ministry of Educations National Education Guidelines The Ministry of Educations National Administration Guidelines The Ministry of Educations National Curriculum Framework The Ministry of Educations National Standards The NZQA Units offered by the School To develop sustainable, responsive and challenging learning programmes where ideas can be explored deeply and the capacity and tools for effective learning are grown with a curriculum that reflects:

Strategic Objective 1. To confirm targets and 2013 target groups for students who are not reaching their potential -reading -writing -maths -Maori student achievement -attendance (92%)

Annual Objectives 1. Targets will be set in November and Confirmed in February 2. The school will attain an average of 92% attendance over the 2013 year.

Annual Planned Actions 1. School-wide targets will be set in relation to the national standards all targeted areas.

RESP Principal and all staff

Led By Principal

T/Frame Feb

Expected Outcome Targets are set and distributed in December

2. Each team will analyse the Team Leader Nov/Feb data and identify their target groups/targets for 2013 across All Staff Reading/Writing/Maths/Maori student achievement. Team leaders need help in collecting the data on time and in a certain format - make it clear for all. 3. Students will be informed of

DP

July Confirm targets and target groups in February Nov

where their learning levels are at through class teacher conferencing. This needs to be repetitive so students are clear. 4. Student achievement will feature as an agenda item at each team meeting. 5. Each class teacher will accurately monitor attendance for each student/contact home early if an issue is identified and share concerns with Team Leaders. SASH will be utilised through the DP as referrals come in. The DP will collaboratively develop an at risk student list and meet with those students twice weekly. Parents will be engaged in this process. Feedback to staff on the progress of this group to occur monthly. 6. Awards program will continue through the utilisation of PB4L funding. This will apply both class and school wide rewards. Team Leader

On-going Students will regularly set and review achievement goals teachers will be able to show evidence of this: goals on desk, in books, regular student reflections.

Classroom Teacher

Students are aware of where they are at in relation to the national standard, where they need to go and how to get there. Students will have a clear idea of their role in progressing their learning and their teachers role.

Team meeting minutes will evidence discussions around student achievement.

Student attendance will increase to 92% across the school.

More students will want to attend school on a regular basis. All Staff

Positive behaviour reinforced with a focus of developing better self managers.

Team Leader

Classroom Teacher 2.Support opportunities will be provided for targeted groups of students who are not reaching their potential 1. Allocation of teacher-aide time to support learning within withdrawal programmes Reading and Numeracy. 2. That sustainable professional learning will be made available for teacher aides in subject areas. 3. Withdrawal programmes will align with classroom programmes through teacher/teacher aide/DP conversations Principal DP Principal On-going Groups identified and grouped specifically each term. New targets set Communication between teachers and T/As. DP Teacher Aides DP Teacher Aides Target students are worked on in class and withdrawal programmes to provide intensive learning for students.

4. A scope of resources needed to Classroom effect achievement will be Teacher developed in term 1 for purchase DP 5. Effectiveness of focussed support opportunities for targeted students incorporated into

Evidence of learning supports

appraisal discussion. 6. Quality feedback/feed forward will be given on a consistent basis and regular basis to students. DP

teacher effectiveness. Appraisal goals evidence targeted students achievement.

Classroom Teacher

Evidenced in student/teacher notes.

3. Monitor and respond 1. All assesment/attendance to trends in Maori reports include specific data on student achievement Maori students and attendance 2. All teachers will be involved in the analysis of this data 3. Set targets for Maori students 4. Trends will be identified in term one and actions taken to address findings 5. Tikanga/Maori protocols are evident at Hamilton Junior High

DP

DP

Feb July

Team Leader

Nov

Maori Achievement Unit Holder

Students identified and targeted interventions put in place. Higher achievement for Maori students.

Classroom

School. 6. All teachers regularly communicate with our Maori students parents about achievement. 7. A commitment to Ka Hikatia policy and Tataiako competencies are realised through actions-utilise an external expert to help and guide staff 8. Establish a Whanau committee for 2013/utilise this group for advice which will contribute to decision-making. 9.Signage in school to reflect biculturalism 10.Develop a register for Maori Learners/target those at risk with appropriate strategies to support 11.Explore possible mentors for students/leaders - across school teachers identified for captain/leaders

Teacher

Maori experience success as Maori. Maori students have a sense of belonging.

Parents are well informed. Evidenced in teacher/home log contacts on e-Tap.

Teachers become aware of strategies which enable staff to work effectively with Maori students.

Targeted students will receive appropriate support. 4. There is a culture of high expectation for all 1. Continued implementation of LSA plan. Principal and Staff Principal On-going Student achievement will be raised.

staff

2. Consistent communication regarding expectations for teaching and learning will occur via every teacher and specifically the Principal. High expectations will be modelled in a range of contexts with every teacher supporting others to maintain high expectations 3. That all teachers will model a belief that every student can achieve.

Consistency in communication of high expectations is evident across the school.

5. Achievement data is used to generate teaching and learning programmes

1. Teachers complete school-wide testing 2. Teachers can show how their programmes and strategies are responding to this data. 3. Moderation meetings will be held regularly within teams and across teams in all curriculum areas. Focus on literacy for 2013. 4. Standard form for moderation to be developed for use across the school. 5. Classroom teachers will ensure that students will be fully aware of the success criteria and formative assessment methods used and

All Staff

DP

Feb Jul Nov Student achievement data informs programmes. Explicit teaching strategies will engage learners to ensure achievement improves.

Team Leaders Classroom Teachers

Moderation features regularly in team meeting minutes. All Staff

Students know what success looks

these will be part of usual practice to ensure achievement levels improve. 6. The Deputy Principal will implement a planned strategy to liaise with contributing school leadership teams on data and where student achievement is at on student entry. DP

like and how to get there. The use of rubrics becomes part of the everyday learning culture. Student lead learning/student engagement lifts.

More accurate data received on new students so that programs are better targeted to individual student need. 2. To develop a professional learning plan to support the school strategic plan and direction. -Targets -HJHS Learner/ Learning for Life -Curriculum design -Restorative practise ($4,000) -Leadership growth - Developing boys learning 1. Develop a 1. Allocation of appropriate PLD for professional learning and the up-skilling of all staff whole development plan linked school and individuals. to the needs of staff in relation to student management Principal SLT On-going TOD linked to direct needs. Staff action their learning from PL and D.

potential -Developing Maori learners learning potential -Self-review direction of Technology Curriculum and Health and P.E Curriculum . 2. PL and D to enable staff to adopt effective classroom and schoolwide practices which address the learning needs of Maori. 1. Provide PLD for all staff using available resources and personnel. 2. Teacher PLD followed by demonstration of how this learning is then utilised/demonstrated in practice. 3. Build better teacher relationships with Maori students to help raise their own expectations of their achievement. All Staff Principal and Staff On-going Maori students to achieve

Boys achievement will improve

Pl and D takes place and is effective in shifting teacher pedagogy.

Appraisal discussion produces evidence of PL and D actions. 3. Provide PLD for all staff related to the needs of students in order to impact on student achievement and especially target groups. Specific PLD provide for Target groups in: -reading Team leader to foster within team -writing writing action plan -maths numeracy action plan Principal Principal All Staff Experts Teacher reflective journals will record PL and D and show reflection and planned action for On-going Time allocated in staff meetings from teachers and feedback from PD.

-Maori student achievement development of an action plan -attendance (92%) - development of an action plan 3. To further develop and 1. Develop, share and raise the quality of teaching implement the schools vision for eLearning -Appraisal -Professional Learning and Development -Staff Recruitment -Effective Planning and Engagement -Inquiry Learning Approach -eLearning 2. Maintain and continue to up-grade the schools information systems for management, administration and planning 1. Further develop the LMS and SMS. 2. Ensure interoperability of all webhosted resources eLearning Facilitator Principal DP on-going 1. Refer to Strategic eLearning Plan 2. Continue our role as lead school for the Connected Cluster 3. Staff participation in PD opportunities provided by the cluster eLearning Facilitator Principal DP On-going

shift in practice.

Refer to eLearning plan

All Staff

eLearning Facilitator

Functional implementation of the SMS and LMS.

All Staff

eLearning Facilitator

3. Enhance practices for 1. Further development of student the innovative use of ICT e-Portfolios

eLearning Facilitator

Principal

On-going

ePortfolios are fully implemented.

by all teachers in teaching and learning

2. Ensure all teachers have a good understanding of eLearning tools and strategies-specific to our HJHS e-learning teacher rubric 3. Implement BYOD policy into classrooms Y7-10

DP All Staff eLearning Facilitator

Personal mobile devices will be used in the classroom for learning. 4. Enable students to develop their ICT capability in order to enhance their learning 1. See 2013 PLD Action Plan and eLearning programmes which include Cyber Safety 2. Implementation of lease to own i-Pad scheme. 1. Regular consultation, meetings and clear lines of communication 2. Clarify leadership roles and communicate these to all staff to ensure transparency of tasks 3. Unit allocation is clearly communicated/performance agreements developed accordingly Units to be allocated for 2013 in: Lifting Student Achievement in Technology Principal SLT Principal On-going High performing leadership team and all staff feel well informed.

5. Monitoring the performance of the Senior Leadership team

Roles and responsibilities/unit allocation is made public each term.

Lifting Student Achievement through Tikanga and Te Reo Maori Lifting Student Achievement through Performance and Music Lifting Student Achievement in Sport Lifting Student Achievement in PE/Health Lifting Student Achievement through eLearning Lifting Student Achievement through PB4L Lifting Student Achievement through Self Review of Science Lifting Student Achievement through Self Review of The Arts DP Principal On-going Appraisal goals aligned to previous appraisal outcomes.

6. Fully, implement a consistent school-wide appraisal process linked to student achievement and professional development that reinforces good practice and identifies areas for development

1. Review appraisal procedures annually 2. Ensure staff appraisal goal are aligned to school annual plan and are specific to growing their capacity to lift achievement/staff PLD will need to be aligned to help support staff to meet their appraisal goals 3. Performance agreements are by developed all staff.

4. Appraisal discussion based on lifting student achievement with Team Leader/Lead appraiser and teacher concerned

Performance agreements will be evident and documentation completed.

Raised staff profile in the community in terms of quality teaching and learning.

7. Recruit staff on the 1. Criteria for recruitment of staff basis of school need and must be clear suitability 2. Robust appointment process must be in place which reflects the schools policy and procedures 3. Succession planning needs to be actively planned and implemented 4.To conduct self-reviews and implement the recommendations 1. A Lead reviewer is appointed to collaboratively design the terms of reference with the BOT for reviews. Finish implementation and ensure sustainability Self-reviews are carried out and recommendations made to BOT/Staff.

Principal SLT

Principal

As required

Staff appointment policy and procedures are adhered to.

Quality practitioners across the school.

Principal and BOT

Lead Reviewer

1 Year

Self-review recommendations are implemented fully.

-Health and P.E and Technology (implement) -( Arts to conduct)

-( Science to conduct)

2. The recommendations from self-reviews undertaken in 2012/2013 are monitored through the Principal and regularly reported to the staff and BOT in terms of progress. 1. Review and develop the Hamilton Junior High School curriculum implementation plan. 1. Design a Hamilton Junior High School Curriculum as per the NZC All Staff DP 1 year

The self-reviews will inform the 2014 plan actions.

5. To design and begin implementation of a Hamilton Junior High School Curriculum framework aligned with NZC.

A curriculum framework that reflects the culture of Hamilton Junior High School and clearly reflects the NZC.

2 Provide an innovative 1 Continuity of curriculum and and engaging teaching achievement and learning 2. Strengthen careers based programme which programmes across Year 7-10 with caters for the needs of links to the wider community. emerging adolescent students 3. Links to vocational pathways initiative (MOE) and ITOs. 3. Strengthen the 1. An inquiry unit will be developed in transition from Yr 9 & Term 2 of 2013 for Year 10 learners 10 to the students next only based around transition. place of learning 2. Collect data from prior students about their perceived preparedness

All Staff

DP

on-going

DP Y9/10 staff

DP

Higher success for Hamilton Junior High School student at secondary school.

for transition into secondary school 3. Access past students to come back DP students to come back to the school and talk about their successes after leaving Hamilton Junior High School. 4. Set up a tracking plan to explore how ex-Hamilton Junior High School students have transitioned and are achieving at secondary school to help inform future changes needed DP

DP 6.To develop a restorative ethos 1. Ensure there is regular and systematic review of current student management procedures. 1. All staff attend a 1 day refresher workshop with Pilgrim on restorative ethos. 2. Student management programme is regularly monitored through the work of the newly set up Hauora Committee 3. Review of current practices at the DP beginning of each term with students and staff 4.Hauora Committee actively operates and clearly communicated student care and management DP Principal on-going

programmes to staff 5. Staff will actively incorporate the Hamilton Junior High School Learner and rules into their teaching programmes as part of everyday practice.

DP/Team Leaders

DP

Hauora Committee

DP

DP DP

OVERARCHING GOAL = TO RAISE STUDENT ACHIEVEMENT

GOAL 2: LEADERSHIP CAPACITY - NAG 3
To provide the opportunity for staff to be active learners first and foremost. To strengthen the leadership across the school. Strategic Objective 1. Build our capacity to lead learning across the school Annual Objectives Annual Planned Actions Resp Led by T/Frame Expected Outcome

1. Role models lead by example and actively seek to improve their leadership across the school. 2. Feedback, acknowledgement of what has been achieved 3. Nurturing and encouraging leadership occurs through the Principal 4. provide opportunity for all staff to learn from each other 5. Continue Leadership Training in Term 1 of 2013.

1. Devise a plan which will support growing the leadership capacity to include the external support required for coaching and mentoring/leadership journals become part of usual practice 2. Identify those staff with potential for leadership to include in the devised plan

The BOT and Principal

The Principal and external personnel with expertise

on-going

Leadership capacity is grown and journals utilised.

2. To further develop and implement the Student Leadership framework and training programme.

1. Ensure framework is in place and is embedded across the school. Continue to implement student leadership (training) and support for students so they can develop positive relationships.

1. Opportunities for all students to be leaders across the school 2. Appropriate training and mentoring will be provided for all identified student leaders 3. A programme for training will be written and implemented for 2013

DP and Team Leaders

DP

on-going

A diary of forecasted events for leaders developed.

DP

Weekly training sessions with student leaders.

DP Students developing and leading more school wide activities.

A broad range of students involved in leadership roles throughout the school. 3. To ensure financially stability for HJHS and to implement sustainable procedures/me asures in all areas of finance. 1. To utilise our LSM Finance to stabilise the schools financial situation. 2. To put processes in place across all areas of finance to ensure stability and future proof. The BOT and Principal The BOT and Principal on-going The school will become financial stable in the future.

LSM Finance LSM Finance

OVERARCHING GOAL = TO RAISE STUDENT ACHIEVEMENT GOAL 3: COMMUNITY ENGAGEMENT

Strategic Objective 1. To provide support for effective school governance Annual Objectives Annual Planned Actions To actively support our BOT and staff to engage our community To promote an increased range of school learning programmes to more effectively engage our community Resp Led by T/Frame Expected Outcomes

To further develop the capacity of our BOT to effectively govern Hamilton Junior High School.

1. The BOT members all train in governance during 2013. 2. The BOT design a strategy of the actions they will take to engage our community 3. The BOT will actively attend school events to engage with teaching staff and community

BOT

BOT

on-going

BOT training occurs.

2. To support the development of a Maori Whanau group BOT reflect Maori perspective

1. Improve relationships with whanau so that home and school can work in partnership to improve learning

1. Lift levels of parent, whanau and/or Iwi engagement so that learners education is better supported 2. Teachers to phone home at set times to keep clear lines of communication which support student learning. 3. Locate local people resources and incorporate them in PLD programme 4. Incorporate advice from parents, whanau or iwi in the programme so

All Staff

Principal

All Year

Parents/whanau will feel well informed

Increased engagement with the community.

Encouraging parents/whanau to be more involved in their childs learning.

that Maori cultural context is reflected 5. Leaderships displays understanding of Maori culture and the concept of whanau. 6. Consult iwi/whanau in decision making. 3. To explore and develop a framework model for CoCurricular opportunities to more effectively engage students and community 4. To build our profile and credibility as a viable educational option. 1 To design an action plan to support this goal. Unit Holder Principal All Year A plan will be devised and we will have higher participation in school events.

1. To raise the schools credibility and profile

1. Utilise the school bus to bring in students from across the city 2. Enhance relationships with the school community 3. Form performance groups to promote Hamilton Junior High School at contributing schools earlier in the year 5. Continue to promote the school

Principal Staff BOT

Principal

All Year

Observe other practitioners in practice.

Variety of on-going mentoring with leadership coaches.

positively through the vehicle of newsletters etc. 6. Promote the school and upcoming events through signage etc. 7. Seek funding for advertising our school 8. Develop forum groups in 2013 as consultancy groups students, staff and parents