CHANEL COLLEGE
STRATEGIC PLAN
2011 – 2015
CURRICULUM
Goal:To continue to improve the standard of teaching and learning.
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OBJECTIVES
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ACTIONS REQUIRED
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RESOURCES
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TIME FRAME
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TARGETS
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PERFORMANCE INDICATORS
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New Curriculum
Teachers to assist students to develop key competencies.
Continue to review and develop schemes that reflect the New Curriculum.
The possible introduction of an evaluation system that analyses teaching and learning.
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Students make use of the competencies in combination with all other resources available to them.
HOD’s will then discuss with their department, trial and report back on the method, with the aim of promoting common styles that suit the Chanel College environment and are student centred.
HOD’s and teaching staff use Department time to develop schemes that reflect the new curriculum.
Discuss, if agreed upon trial and implement.
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Teachers trained on competencies.
Effective pedagogy.
Documents from another Catholic senior college in New Zealand.
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Throughout 2011.
Terms 1-4 as set out in the HOD schedule of meetings and Agenda.
Continuing throughout 2011.
Term 1.
Term 2.
Term 3.
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Competencies continue to develop over time.
Teachers at Chanel are able to teach in a variety of styles.
Year 7 – 10 schemes completed by the end of the 2012 year.
Discuss the system of evaluation. Have students complete an evaluation.
Analyse the results.
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Students will be challenged and supported to develop competencies.
Appraisal of teachers indicates different styles used in the classroom that are student centred.
Schemes are presented on time.
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OBJECTIVES
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ACTIONS REQUIRED
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RESOURCES
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TIME FRAME
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TARGETS
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PERFORMANCE INDICATORS
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Maintain the high standard of level 1 NCEA achievement and improve the level 2 standards.
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Continue with the Literacy and Numeracy catch up programme.
Monitor student progress in their
Meetings with the Deans and tutors.
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Teachers, tutors and Deans.
Release time.
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Scheduled and teachers released as required.
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Level 1 – 75% NCEA results pass rate.
Level 2 – 60% NCEA results pass rate.
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These will be reflected in the 2011 results.
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Assessment Practices
Continue to develop management systems for school-wide assessment practices
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Use assessment information to set targets for 2010 for Y7/8 Literacy and Numeracy, Y7/8 MidYIS, NCEA levels 1-3 and for 2012 for Y9MidYIS.
Review targets at the end of 2010.
Kamar assessment data to be entered.
Departments to analyse data, analysis to inform future planning.
Create annual records of analysis including written commentary.
Set the schedule for reports and exams.
Design the report format.
Students to sit MidYIS tests in Y7-9.
SeLIS used to evaluate progress by students in Y13.
Teachers to make changes to teaching as a result of assessment evidence.
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NCEA results.
MidYIS.
National Standards.
Teacher assessment.
Kamar training.
Departmental planning/meetings.
CEM placement tests.
e-asTTle.
Kamar.
JB.
Staff proof-readers.
MidYIS.
SeLIS.
Departmental / staff meetings.
PD.
NS Framework booklets.
7/8 meetings.
Report format.
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Begun in 2010 and is ongoing.
Begun in
2010 and is ongoing.
Term 1.
Terms 1 and 4.
Term 1.
Term 1.
Terms 1 – 4.
2011 ongoing.
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Targets will be set and reviewed for given groups of students.
Assessment data entered.
Analysis of placement test and e-asTTle assessment data.
Improved reporting systems.
MidYIS and SeLis in place.
Teaching participating in ongoing departmental review of assessment.
National Standards in Literacy/Numeracy implemented.
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Targets set and reviewed.
Kamar markbooks consistent across Y7-10.
Records in place.
Reports are accurate, informative and consistent.
MidYIS and SeLiIS in place.
Departmental assessment practices revivewed.
National Standards in place.
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OBJECTIVES
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ACTIONS REQUIRED
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RESOURCES
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TIME FRAME
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TARGETS
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PERFORMANCE INDICATORS
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Student Well-being
To develop initiatives that promote student well-being at Chanel College.
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Bullying Surveys completed by the Junior School and analysed.
When surveys have been collated create a ‘whole school approach’.
Yr 7 – 10 to be educated about all aspects of bullying in the Junior Health Curriculum.
Involvement of Peer Support Students to give a student perspective.
Examining what are our student needs in relation to Smoke-free and Drug Education.
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Surveys – Created by PC.
Health Teachers, Guidance Counsellor, Committee members,
Outside providers.
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Surveys Distributed and Collated by the end of term 1 2010 then on going 2011.
Action Plan created and distributed Term 2 2010 and then ongoing 2011.
Education through Health ongoing 2011.
Examining Drug Education ongoing 2011 and then ongoing.
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Collation of student, staff and parent surveys to form raw data and identify areas for improvement.
Analyse the data to identify the areas of improvement in
Year 7 – 10 and action needs.
Educate students about Bullying.
Develop and implement new initiatives throughout the school year that promote the well-being of students at Chanel College.
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A whole school approach to reducing bullying is implemented.
Bullying in the Junior School is reduced.
Students are educated about Bullying through the Curriculum and Pastoral System.
Students’ needs are identified.
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OBJECTIVES
ACTIONS REQUIRED
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RESOURCES
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TIME FRAME
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TARGETS
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PERFORMANCE INDICATORS
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To develop further links with our Catholic Primary schools and the Catholic Community
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Principal to talk to students, and parents, join together for Feast days, sporting, academic and cultural exchanges to happen each term. Combined retreats liturgies and fund raising.
Share information for newsletters about the successes of ex students.
Senior leaders to attend end of Yr functions at the schools.
Try to move to a situation where one form will suffice for enrolment.
A commitment from the schools that they will promote Chanel.
A commitment from Chanel that they will inform St Mary’s & St Teresa’s if Yr 7 & 8 pupils try to transfer.
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Interactions to be co-ordinated by the Principal but will could include Deans of Yr 7 & 8 & Yr 9 Senior Student leaders
Ex students from the three Primary schools
Heads of department organising events & exchanges
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Feb – Dec 2011 then ongoing.
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That there is a natural flow on from our three feeder primary schools.
Communication is open and honest.
Students and their parents at the Primary Schools are fully informed about the advantages of coming to Chanel.
Students at the Primary schools enjoy the taster experiences they are given.
The Archbishop approves one preference form for Catholic Children.
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Happy senior primary students and parents at our three feeder Catholic primary schools who see Chanel as the obvious transition College.
Open and honest communication between Principals, Deans and class teachers.
Chanel is promoted above all other Intermediate and College options.
A lot of events and exchanges take place throughout the Year.
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A developed tutor system to enable all students and staff to take ownership of our Catholic Character.
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Tutor session always starts with a prayer.
Attention is given to the administrative tasks.
Individual students are known and they are encouraged to participate in extra-curricular activities.
Contact is made with parents/guardians of each student.
Maintenance of a support network.
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Daily notices and themed resources from the Special Character Committee.
Register, diaries, forms, money bags.
Use of phone, email, text and letter. Written records - use of Kamar.
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Ongoing
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Students participate fully in the Special Character components and extra curricular activities; they feel part of the tutor family and attend every day. Staff encourage Special Character and have good organisation.
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Staff and Students’ living their Catholicity.
Register always taken and returned. Attendance & Diaries always checked, forms given out and monies collected when necessary. A smooth running Tutor group that is a pleasure to teach.
Students’ feel that they belong and are involved in an extra curricular activity.
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To embrace the school wide Behaviour Management Policy.
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Teachers using the ‘Tight 5’.
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Teachers and
outside provider available if required.
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Ongoing
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A steady and purposeful school-wide development of a responsibility-student self management approach to behaviour and school culture.
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Improvement in behaviour throughout the College, especially in Years 9-10.
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OBJECTIVES
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ACTIONS REQUIRED
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RESOURCES
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TIME FRAME
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TARGETS
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PERFORMANCE INDICATORS
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Continue to use ICT to complement the Teaching and Learning.
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To have all staff using KAMAR for electronic attendance. Also to develop the ability of the new KAMAR to integrate with MOODLE. Continue to invest training resources in the use of datashows/projectors and interactive whiteboards to enhance teaching and learning.
Encourage staff to use the internet to access resources for teaching and learning.
Professional development to be ongoing as part of a regular cycle.
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Laptops/Desktop computers to be made available to all staff. Suitable professional development provided to allow staff to use the ICT effectively.
More projectors and interactive whiteboards required.
Staff professional development.
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Feb-Dec 2011 ongoing
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ICT enhanced activities and resources will raise student learning outcomes.
Teachers will become confident and proficient in accessing the internet to help enhance the learning process.
The school will be able to monitor the use of its ICT
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All teachers able to use the new KAMAR for reporting to parents, guardians and caregivers and for internal records. KAMAR will also be used to record student attendance in accordance with ministry guidelines.
Most teachers will be able to prepare computer presentations and use a data projector. The existing interactive equipment will be used by most teachers on a more regular basis,
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Providing for Gifted and Talented Students.
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Meeting the needs of Gifted and Talented Students through Inquiry Learning and Thinking Tools.
Identifying G&T Students.
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Assessment Group for G&T education.
Victoria University G&T advisor
Wairarapa G&T cluster group
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Ongoing
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Teachers able to identify gifted and talented students in their teaching groups and be able to offer appropriate work.
Taking advantage of any opportunities through the Wairarapa cluster that become available for these students.
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A school wide process in place for the identification of all G&T students in the college. A regularly updated G&T register kept through Kamar. All teachers aware of G&T students and able to offer appropriate teaching and resources to aid their
further development.
Assessment Group working with HOD’s to direct the students to outside activities that become available.
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OBJECTIVES
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ACTIONS REQUIRED
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RESOURCES
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TIME FRAME
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TARGETS
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PERFORMANCE INDICATORS
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To ensure that Maori and Pacific Island students are enjoying educational success.
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All staff to be aware of who these students are.
Teachers to initially engage with these students, by introducing themselves fully.
Teachers to provide learning contexts that are meaningful for the learner and provide accurate assessment and responsive feedback that supports further learning.
If teachers encounter any difficulties, they must work with the whanau-school partnership to ensure presence, engagement and achievement.
It is imperative that teachers have positive non judgemental relationships; Maori in particular need to be part of the learning conversation.
Use the Maori teachers to help with this process.
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Maori teachers,
PD whole school
Ka Hikitia - Managing Success
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Ongoing
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Teachers engaged in professional development to enable effective teaching and learning.
Maori and Pacific Island students are engaged and active in school life. They have stronger foundation of literacy and numeracy competencies and higher level qualifications.
Year 9 and 10 Maori and Pacific Island students have relevant information, tools and support to identify their gifts and interests to make sound decisions about future educational choices.
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The Principal leading and supporting professional development and can account for Chanel’s performance in lifting Maori and Pacific Island students, presence, engagement and achievement.
Maori and Pacific Island student voices are contributing to school improvement practices.
Parents and whanau are actively involved in decision making.
Teachers are more confident in working with Maori and Pacific Island students.
Using and acting on evidence that makes the greatest difference for and with Maori.
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To encourage healthy eating initiatives throughout the college
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Y7-10 to gain knowledge about healthy eating and initiatives in their health lessons.
In Science lessons grow vegetables for food tech classes and community projects.
Continue to develop menu available at the tuck shop
Reduce the number of students leaving school at lunchtime and going to fast food places.
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Health teachers.
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Ongoing.
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Implement new initiatives throughout the school year.
Improve tuck shop menu
Reduce the amount of senior students going to McDonalds and other fast food places at lunchtime.
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The tuck shop menu is improved.
Students will be surveyed and the results should show that the students are better informed and make healthy choices both at home and at school
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Ensure that the appraisal process embeds good teaching practice and the Catholic Character dimensions are met by all teachers.
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Teachers to receive specific feedback or next steps for their development.
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Classroom
Observation sheets.
DRS available to assist HOD’s with schemes of work.
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Ongoing
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Improvement in teaching and learning - teachers aware of the next steps in their learning cycle.
All teachers aware that the Catholic Special Character is a shared responsibility.
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A greater understanding by all teachers of the Catholic dimensions within their subject area and the College and how to improve personal teaching practice.
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OBJECTIVES
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ACTIONS REQUIRED
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RESOURCES
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TIME FRAME
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TARGETS
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PERFORMANCE INDICATORS
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The Gateway Project Years 11, 12 and 13.
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Identified group of students. Good working relationship with local employers.
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Gateway co-ordinator.
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Ongoing
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Motivated students. Happy employers and jobs available for school leavers.
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Improved exam results.
Improved destinations for school leavers.
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Designing Careers Pilot for Year 10 students.
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Every Year 10 student to have a learning plan.
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Careers co-ordinator, HOD Social Studies.
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Ongoing
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Students clear as to why they are studying their group of subjects.
Staff supportive of their plans.
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Students have a career plan that motivates them to achieve in order to reach their goals.
Staff assisting the students.
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Library Focus programme – all years.
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Continuation of five year plan.
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Librarian.
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Ongoing
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Improvement in the use of the library and the library facilities and resources.
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Improvement in the use of the library and the library facilities and resources.
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To keep abreast of all Ministry learning initiatives.
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Training given where required.
Networking between colleagues encouraged.
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Use of staff meetings to discuss initiatives.
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Ongoing
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Staff and student knowledge to improve.
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Staff and students to feel more confident about teaching initiatives.
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