Coming Events:
- Athletic Sports 21 Feb
- Ash Wednesday Liturgy 22nd Feb
|
OBJECTIVE
|
ACTION REQUIRED
|
RESOURCES
|
TIME FRAME
|
TARGETS
|
PERFORMANCE INDICATORS
|
|
That all departmental documentation has specific information on the way in which Catholic Special Character is incorporated into the teaching material and/or pedagogy.
|
a. Schemes checked by DRS.
b. Schemes adapted, where required.
|
DRS.
|
February - December 2011.
|
That staff will have a greater appreciation of their input into the Catholic Character of the College.
Students will realise that the Catholic Character permeates all aspects of the Curriculum.
|
Schemes of work will include specific information on the way in which Catholic Special Character is incorporated into the teaching material and/or pedagogy.
|
|
That in the planning of the Liturgies there be more clarity on liturgical expectations. For example: all sing the entrance hymn and all sing the ordinaries of the Mass.
|
a. DRS and student representatives to ensure that this happens, liaison with the music teacher and presiding priest required.
b. Students to practise in assembly prior to the Termly Mass.
|
DRS.
Student representatives.
Presiding Priest.
Music teacher.
|
February - December 2011.
|
Students and staff will understand the relevance of the liturgical parts of the Mass.
|
Liturgies will include all liturgical expectations.
|
|
That bicultural elements are incorporated into the school prayer, liturgies and Masses.
|
a. DRS to discuss with the principal.
b. DRS to liaise with the Presiding Priest and relevant cultural representatives.
|
Principal.
DRS.
Maori teacher.
|
February - December 2011.
|
Masses will be inclusive of all cultural groups.
|
Masses will include bicultural elements as agreed in consultation with the Parish Priest.
|
|
OBJECTIVE
|
ACTION REQUIRED
|
RESOURCES
|
TIME FRAME
|
TARGETS
|
PERFORMANCE INDICATORS
|
|
That the DRS be involved in the appraisal process for all teachers of RE and that she carries out a formal classroom observation for all such teachers annually.
A requirement for some specific professional development in aspects of RE pedagogy should be part of the annual appraisal for all teachers of RE.
|
a. DRS to meet with RE teachers to discuss observations and PD.
b. Formal Observations and PD scheduled.
|
DRS.
RE Teachers.
|
February - December 2011.
|
That the standard of RE teaching stays at a very high level.
|
That all RE teachers have a formal classroom observation for their RE lessons.
PD will have taken place as required.
|
|
To improve parent, guardian and caregiver knowledge of the curriculum and related issues, the DRS will communicate with the parents, guardians and caregivers through the Principal’s newsletter.
|
a. Agreement on how often.
b. Principal to liaise with DRS over content and time lines.
|
Principal.
DRS.
|
February - December 2011.
|
Parents, guardians and caregivers fully informed via Principal’s newsletter about Curriculum.
|
Newsletters contain updates on RE curriculum for parents, guardians and caregivers.
|
|
That, for the benefit of all students, the DRS works closely with Year Seven and Eight staff in planning the curriculum.
|
DRS to attend a termly planning meeting with the Year Seven and Eight teachers.
|
Dean of Year Seven and Eight.
DRS.
|
February - December 2011.
|
DRS has input into the planning of the RE Curriculum at Year Seven and Eight.
|
DRS meets with the Year Seven and Eight teachers in planning the RE curriculum.
|
|
That the DRS meet regularly with the principal so that they enhance their work together in leading and maintaining the Special Character.
|
a. Discussion between the Principal and DRS.
b. Agreement on how often.
c. Principal to liaise with DRS over Special Character matters.
|
Principal.
DRS.
|
February - December 2011.
|
That the Catholic Special Character permeates all initiatives within the College.
|
DRS and Principal meet on a regular basis to discuss Catholic character.
|
|
That the Special Character representatives work with the DRS to choose students to be part of a committee that liaises with the DRS to assist in planning the liturgies within the school.
|
a. Representatives chosen.
b. Meetings organised to discuss liturgies.
|
DRS.
Special Character representatives.
|
February - December 2011.
|
Student input into the Liturgies will assist in making them more meaningful for the student body.
|
Liturgies are planned with the DRS, Special Character representatives and the committee.
|
|
Students who are communicant members of the Catholic church are encouraged to consider taking communion at the school’s Masses.
|
Teachers to explore the sacrament with the students and help them to understand why the sacrament is important. Teaches to be aware of who can participate.
Teachers to monitor who takes an active part.
|
DRS.
Tutors.
RE teachers.
|
February - December 2011.
|
That 75% or more of students take communion.
|
That 75% of students who are able to receive communion do so.
|
|
OBJECTIVE
|
ACTION REQUIRED
|
RESOURCES
|
TIME FRAME
|
TARGETS
|
PERFORMANCE INDICATORS
|
|
Consideration to be given to appointing an assistant to the DRS
Further to this the appointment of a chaplin to the school or region is needed to met the needs of the college.
|
DRS and Catholic Character Committee to discuss this proposal.
If viable nominations sought and appointment made.
Investigations into providing this support are carried out and an appointment sort.
|
DRS.
Catholic Character Committee.
|
February - December 2011.
2011 school year
|
That the proposal is explored fully.
|
That an assistant is appointed.
That a Chaplin is appointed.
|
|
OBJECTIVES
|
ACTIONS REQUIRED
|
RESOURCES
|
TIME FRAME
|
TARGETS
|
PERFORMANCE INDICATORS
|
|
New Curriculum
|
|
|
|
|
|
|
Continue to review and develop schemes that reflect the New Curriculum.
|
HOD’s and teaching staff use Department time to develop schemes that reflect the new curriculum.
|
TKI website and www.education-for-enterprise.tki.org.nz
|
Continuing throughout 2011.
|
Year 7 – 10 schemes completed by the end of the 2011 year.
|
Schemes are presented on time.
|
|
Student Data
|
The development of a student profile sheet which will include literacy and numeracy information.
The development of a student profile sheet which includes 3 levels of NCEA data on one page.
|
GM JB
|
By the end of term 3 2011
|
Both profile sheets will be available to all staff by the end of term 3
|
Profile sheets available and contain the data needed by staff.
|
|
Literacy Needs data gathered
|
Gather sufficient baseline data to be able to put in place a meaningful professional development programme to begin in 2012
|
AS GM
|
By the end of term 2
|
Data will be used to develop the PD programme for 2012
|
PD programme in place for 2012.
|
|
School baseline data gathered.
|
School (Staff, BOT and Students), Parent, and wider community
|
GM, Julia Atkin
|
End of term 3
|
A plan is formulated based on the evidence collected to address the issues raised.
|
A PD plan is in place for 2012.
|
|
OBJECTIVES
|
ACTIONS REQUIRED
|
RESOURCES
|
TIME FRAME
|
TARGETS
|
PERFORMANCE INDICATORS
|
|
Empowering Student Learning
To develop strategies and resources for teachers to empower student learning
|
To review current staff strategies
- differentiation
- behaviour management
- e-learning
|
Cycle C meeting time
|
Feb – Dec 2011
|
To have available a set of relevant resources for teachers to use.
|
To collate a resource bank on paper and on T drive with the staff handbook to reference location on T drive.
|
|
OBJECTIVES
|
ACTIONS REQUIRED
|
RESOURCES
|
TIME FRAME
|
TARGETS
|
PERFORMANCE INDICATORS
|
|
E-Learning
Raising student achievement by using e-learning
|
Continuing to invest training resources in the use of computers, projectors and interactive whiteboards (ICT) to enhance e-teaching and e-learning.
Encourage staff to use ICT to access and create resources for e-teaching and e-learning. Also to show students how to e-learn effectively.
Suitably experienced staff members to help train staff to set up equipment as required.
Professional e-teaching development to be ongoing as part of a regular cycle.
These cycles will take place after school and at other times when staff are available.
|
Suitable professional development provided to allow targeted staff to use ICT effectively.
Staff development
Staff development
To make use of the e-Dean in staff training. Also to utilise existing staff with specialist skills
|
Feb – Dec 2011
Feb – Dec 2011
Feb – Dec 2011
Feb – Dec 2011
|
e-teaching and e-learning activities and resources will raise student learning outcomes.
Teachers will become confident and proficient in e-learning to enhance the learning process.
To split the staff into small groups that rotate through different skill training sessions during regular professional development after school workshops.
To split the staff into small groups that rotate through different skill training sessions during regular professional development after school workshops.
|
Teachers who attend the professional development sessions will be able to prepare e-teaching sessions
Teachers making use of opportunities and ICT resources in their subject area to help improve their pedagogy.
A better equipped and trained staff for enhancing e-teaching and e-learning by effectively using the colleges ICT equipment and expertise
|
|
OBJECTIVES
|
ACTIONS REQUIRED
|
RESOURCES
|
TIME FRAME
|
TARGETS
|
PERFORMANCE INDICATORS
|
|
Career Education
Goal 1
Create a Tertiary focus for year 9 students
Goal 2
To improve the support for Year 11 students prior to Subject Selection Evening.
Goal 3
Analyse community involvement in School Events
Goal 4
To improve mentoring of Maori and Pasifika students from Year 9-13
Goal 5
To continue the development of all teachers to become Career Educators
|
a. Involve past students/parents to tell their stories
b. A fun event involving students/parents/tertiary providers
c. Victoria/UCOL visit in term 4
a. Include year 11 into subject confirmation before school begins.
b. Better subject information sessions in Deans times
c. Deans interviews one on one before selection
a. Keep rolls
b. Collect data in a centralised place
c. Analyse data
d. Report to Principal/HOD analysis of data
a. Joe Nuku to visit from link’d
b. Liase with PC and KB re year 13’s peer support
c. Identify and encourage greater input from other community role models. (through Samoan Culture group/Kapa Haka group)
|
School room
NL
FC
JD
DD
KB
|
Feb-Dec 2011
Feb-Dec 2011
Feb – Dec 2011
Feb – Dec 2011
Feb – Dec 2011
|
Students are better informed of opportunities beyond school.
Students are better informed.
Accurate data on parent participation/attendance at report evenings, sports events, meet the teacher or community consultation evenings.
Evidence of mentoring is collected analysed and the results reported to SMT.
Meetings are held
|
Past students have been to an information evening/session for year 9 students
Victoria Uni and Ucol speak ot students during term 4.
Students make better course selection choices
SMT use data to inform decision making regarding parent meetings or increasing parental involvement in the school.
Better mentoring results in improved educational outcomes for Maori and
Pacific students.
Staff are better informed and better able to support students in their roles of career educators.
|
|
OBJECTIVE |
ACTION REQUIRED
|
RESOURCES
|
TIME FRAME
|
TARGETS
|
PERFORMANCE INDICATORS
|
|
That all departmental documentation has specific information on the way in which Catholic Special Character is incorporated into the teaching material and/or pedagogy.
|
a. Schemes checked by DRS.
b. Schemes adapted, where required.
|
DRS.
|
February - December 2011.
|
That staff will have a greater appreciation of their input into the Catholic Character of the College.
Students will realise that the Catholic Character permeates all aspects of the Curriculum.
|
Schemes of work will include specific information on the way in which Catholic Special Character is incorporated into the teaching material and/or pedagogy.
|
|
That in the planning of the Liturgies there be more clarity on liturgical expectations. For example: all sing the entrance hymn and all sing the ordinaries of the Mass.
|
a. DRS and student representatives to ensure that this happens, liaison with the music teacher and presiding priest required.
b. Students to practise in assembly prior to the Termly Mass.
|
DRS.
Student representatives.
Presiding Priest.
Music teacher.
|
February - December 2011.
|
Students and staff will understand the relevance of the liturgical parts of the Mass.
|
Liturgies will include all liturgical expectations.
|
|
That bicultural elements are incorporated into the school prayer, liturgies and Masses.
|
a. DRS to discuss with the principal.
b. DRS to liaise with the Presiding Priest and relevant cultural representatives.
|
Principal.
DRS.
Maori teacher.
|
February - December 2011.
|
Masses will be inclusive of all cultural groups.
|
Masses will include bicultural elements as agreed in consultation with the Parish Priest.
|
|
OBJECTIVE |
ACTION REQUIRED
|
RESOURCES
|
TIME FRAME
|
TARGETS
|
PERFORMANCE INDICATORS
|
|
That the DRS be involved in the appraisal process for all teachers of RE and that she carries out a formal classroom observation for all such teachers annually.
A requirement for some specific professional development in aspects of RE pedagogy should be part of the annual appraisal for all teachers of RE.
|
a. DRS to meet with RE teachers to discuss observations and PD.
b. Formal Observations and PD scheduled.
|
DRS.
RE Teachers.
|
February - December 2011.
|
That the standard of RE teaching stays at a very high level.
|
That all RE teachers have a formal classroom observation for their RE lessons.
PD will have taken place as required.
|
|
To improve parent, guardian and caregiver knowledge of the curriculum and related issues, the DRS will communicate with the parents, guardians and caregivers through the Principal’s newsletter.
|
a. Agreement on how often.
b. Principal to liaise with DRS over content and time lines.
|
Principal.
DRS.
|
February - December 2011.
|
Parents, guardians and caregivers fully informed via Principal’s newsletter about Curriculum.
|
Newsletters contain updates on RE curriculum for parents, guardians and caregivers.
|
|
That, for the benefit of all students, the DRS works closely with Year Seven and Eight staff in planning the curriculum.
|
DRS to attend a termly planning meeting with the Year Seven and Eight teachers.
|
Dean of Year Seven and Eight.
DRS.
|
February - December 2011.
|
DRS has input into the planning of the RE Curriculum at Year Seven and Eight.
|
DRS meets with the Year Seven and Eight teachers in planning the RE curriculum.
|
|
That the DRS meet regularly with the principal so that they enhance their work together in leading and maintaining the Special Character.
|
a. Discussion between the Principal and DRS.
b. Agreement on how often.
c. Principal to liaise with DRS over Special Character matters.
|
Principal.
DRS.
|
February - December 2011.
|
That the Catholic Special Character permeates all initiatives within the College.
|
DRS and Principal meet on a regular basis to discuss Catholic character.
|
|
That the Special Character representatives work with the DRS to choose students to be part of a committee that liaises with the DRS to assist in planning the liturgies within the school.
|
a. Representatives chosen.
b. Meetings organised to discuss liturgies.
|
DRS.
Special Character representatives.
|
February - December 2011.
|
Student input into the Liturgies will assist in making them more meaningful for the student body.
|
Liturgies are planned with the DRS, Special Character representatives and the committee.
|
|
Students who are communicant members of the Catholic church are encouraged to consider taking communion at the school’s Masses.
|
Teachers to explore the sacrament with the students and help them to understand why the sacrament is important. Teaches to be aware of who can participate.
Teachers to monitor who takes an active part.
|
DRS.
Tutors.
RE teachers.
|
February - December 2011.
|
That 75% or more of students take communion.
|
That 75% of students who are able to receive communion do so.
|
|
OBJECTIVE
|
ACTION REQUIRED
|
RESOURCES
|
TIME FRAME
|
TARGETS
|
PERFORMANCE INDICATORS
|
|
Consideration to be given to appointing an assistant to the DRS
Further to this the appointment of a chaplin to the school or region is needed to met the needs of the college.
|
DRS and Catholic Character Committee to discuss this proposal.
If viable nominations sought and appointment made.
Investigations into providing this support are carried out and an appointment sort.
|
DRS.
Catholic Character Committee.
|
February - December 2011.
2011 school year
|
That the proposal is explored fully.
|
That an assistant is appointed.
That a Chaplin is appointed.
|
|
OBJECTIVES |
ACTIONS REQUIRED
|
RESOURCES
|
TIME FRAME
|
TARGETS
|
PERFORMANCE INDICATORS
|
|
New Curriculum
|
|
|
|
|
|
|
Continue to review and develop schemes that reflect the New Curriculum.
|
HOD’s and teaching staff use Department time to develop schemes that reflect the new curriculum.
|
TKI website and www.education-for-enterprise.tki.org.nz
|
Continuing throughout 2011.
|
Year 7 – 10 schemes completed by the end of the 2011 year.
|
Schemes are presented on time.
|
|
Student Data
|
The development of a student profile sheet which will include literacy and numeracy information.
The development of a student profile sheet which includes 3 levels of NCEA data on one page.
|
GM JB
|
By the end of term 3 2011
|
Both profile sheets will be available to all staff by the end of term 3
|
Profile sheets available and contain the data needed by staff.
|
|
Literacy Needs data gathered
|
Gather sufficient baseline data to be able to put in place a meaningful professional development programme to begin in 2012
|
AS GM
|
By the end of term 2
|
Data will be used to develop the PD programme for 2012
|
PD programme in place for 2012.
|
|
School baseline data gathered.
|
School (Staff, BOT and Students), Parent, and wider community
|
GM, Julia Atkin
|
End of term 3
|
A plan is formulated based on the evidence collected to address the issues raised.
|
A PD plan is in place for 2012.
|
|
OBJECTIVES |
ACTIONS REQUIRED
|
RESOURCES
|
TIME FRAME
|
TARGETS
|
PERFORMANCE INDICATORS
|
|
Empowering Student Learning
To develop strategies and resources for teachers to empower student learning
|
To review current staff strategies
- differentiation
- behaviour management
- e-learning
|
Cycle C meeting time
|
Feb – Dec 2011
|
To have available a set of relevant resources for teachers to use.
|
To collate a resource bank on paper and on T drive with the staff handbook to reference location on T drive.
|
|
OBJECTIVES
|
ACTIONS REQUIRED
|
RESOURCES
|
TIME FRAME
|
TARGETS
|
PERFORMANCE INDICATORS
|
|
E-Learning
Raising student achievement by using e-learning
|
Continuing to invest training resources in the use of computers, projectors and interactive whiteboards (ICT) to enhance e-teaching and e-learning.
Encourage staff to use ICT to access and create resources for e-teaching and e-learning. Also to show students how to e-learn effectively.
Suitably experienced staff members to help train staff to set up equipment as required.
Professional e-teaching development to be ongoing as part of a regular cycle.
These cycles will take place after school and at other times when staff are available.
|
Suitable professional development provided to allow targeted staff to use ICT effectively.
Staff development
Staff development
To make use of the e-Dean in staff training. Also to utilise existing staff with specialist skills
|
Feb – Dec 2011
Feb – Dec 2011
Feb – Dec 2011
Feb – Dec 2011
|
e-teaching and e-learning activities and resources will raise student learning outcomes.
Teachers will become confident and proficient in e-learning to enhance the learning process.
To split the staff into small groups that rotate through different skill training sessions during regular professional development after school workshops.
To split the staff into small groups that rotate through different skill training sessions during regular professional development after school workshops.
|
Teachers who attend the professional development sessions will be able to prepare e-teaching sessions
Teachers making use of opportunities and ICT resources in their subject area to help improve their pedagogy.
A better equipped and trained staff for enhancing e-teaching and e-learning by effectively using the colleges ICT equipment and expertise
|
|
OBJECTIVES |
ACTIONS REQUIRED
|
RESOURCES
|
TIME FRAME
|
TARGETS
|
PERFORMANCE INDICATORS
|
|
Career Education
Goal 1
Create a Tertiary focus for year 9 students
Goal 2
To improve the support for Year 11 students prior to Subject Selection Evening.
Goal 3
Analyse community involvement in School Events
Goal 4
To improve mentoring of Maori and Pasifika students from Year 9-13
Goal 5
To continue the development of all teachers to become Career Educators
|
a. Involve past students/parents to tell their stories
b. A fun event involving students/parents/tertiary providers
c. Victoria/UCOL visit in term 4
a. Include year 11 into subject confirmation before school begins.
b. Better subject information sessions in Deans times
c. Deans interviews one on one before selection
a. Keep rolls
b. Collect data in a centralised place
c. Analyse data
d. Report to Principal/HOD analysis of data
a. Joe Nuku to visit from link’d
b. Liase with PC and KB re year 13’s peer support
c. Identify and encourage greater input from other community role models. (through Samoan Culture group/Kapa Haka group)
|
School room
NL
FC
JD
DD
KB
|
Feb-Dec 2011
Feb-Dec 2011
Feb – Dec 2011
Feb – Dec 2011
Feb – Dec 2011
|
Students are better informed of opportunities beyond school.
Students are better informed.
Accurate data on parent participation/attendance at report evenings, sports events, meet the teacher or community consultation evenings.
Evidence of mentoring is collected analysed and the results reported to SMT.
Meetings are held
|
Past students have been to an information evening/session for year 9 students
Victoria Uni and Ucol speak ot students during term 4.
Students make better course selection choices
SMT use data to inform decision making regarding parent meetings or increasing parental involvement in the school.
Better mentoring results in improved educational outcomes for Maori and
Pacific students.
Staff are better informed and better able to support students in their roles of career educators.
|