2014 Our Directions

1. 2014 Our Directions Te Kura Tuarua oTuranga Wahine Gisborne Girls’ High School (This document is the summary of the GGHS Charter, Strategic Plan, Operational Plan and Targets for 2014)

2. What do we stand for… When we stop …just for a moment.. and reflect.. Ask yourself this… What is my personal philosophy of teaching and learning… What does this look like and how would I explain this to those around me. What is the essence of what I believe about the work that we do every day? How does this fit with the GGHS BOT Priorities & MOE Priorities?

3. What do we stand for… Our Vision: Success for All

4. Our Values

5. Our Student Graduate Profile • Gisborne Girls’ High School students, Turanga Wahine, are our future: they will be confident, culturally connected, actively involved, successful lifelong learners. They will achieve academic success for their future pathways. They will be young women of integrity, self-reliant, yet able to relate effectively with others and eager to take individual and collective responsibility as citizens of their local, national and global communities. Angitu te katoa – Everyone succeeding. Tutuki ai o hiahia – Realise your aspirations. Eke panuku! Eke angitu!

6. Our Teacher Profile • Gisborne Girls’ High School teachers hold the future of our students in their hands: they will be confident, culturally connected, actively involved, successful lifelong learners. They will actively promote and expect academic success for their students. They will model integrity, be self-reliant and able to relate effectively with others while taking individual and collective responsibility as educators of their local, national and global communities. Kumēa te paetawhiti kia tata - Draw closer the distant horizon, Whakamaua te paerewa kia tīna - Hold firm all that affirms, Tukuna te paehiranga kia topa! - Let excellence soar!

7. Our Aims • Participation – Achievement – Engagement Student success is ensured by a strong emphasis on building a learning culture and environment tailored for full participation, engagement and achievement that meets the needs of all students through delivery of the NZ Curriculum. Student success is ensured by a refined emphasis on priority learners and gifted and talented students. • Leadership – Partnership - Relationships Student success is ensured by future focused leadership at all levels of the organisation that support the development of learning relationships and partnerships with Students, Staff, Parents, Whanau and Community. Restorative Practices must be at the heart of all relationships. • Cultural Diversity Student success is ensured by a culturally responsive environment showing respect for all cultures represented in the school and recognises the unique position of Maori students to achieve proudly as Maori.

8. Our Aims • Regular Self Review Cycles Student success is supported by a culture of regular in-depth self-review based on evidence, progress, feedback and feed forward with key stakeholders. • Innovation and Opportunities Student success is supported by the maximisation of innovative and creative opportunities for student learning and engagement. Student Success is supported by equity of access to IT rich learning opportunity through enquiry learning approaches. Student success is also supported by on-going teacher professional learning and inquiry.

9. Our Aspirational Goals • Our goal is to raise the achievement of Maori Students • Our goal is to have Maori achieve proudly as Maori • Our goal is to raise the achievement of all students at Gisborne Girls’ High School • Our goal is to have all students achieve proudly as individuals • Our goal is to actively use Restorative Practices to develop and enhance relationships between students, teachers, Whanau and the wider community.

10. What the BOT Expect: “A school ‘s board must perform its functions and exercise it powers in such a way as to ensure that every student at the school is able to attain his or her highest possible standard in educational achievement.” (Education Act) • The Board and Leadership of Gisborne Girls’ High School are resolute and unrelenting in the pursuit of our goals of raising Maori student achievement and raising all student achievement. In accordance with this underlying goal the Board and Leadership has high expectations of all staff, all students and their whanau & families.

11. What this looks like for our school community: • staff to promote and foster excellence so that all students achieve academic success. • staff to uphold culturally responsive and appropriate pedagogical practices at all times. • attendance levels to exceed 80% for all students. • 80% of students to achieve 80% of their course standards in every class. • data-driven evidenced practice at all levels of the organisation. • the use of disaggregated data and live time review for continuous improvement for Maori student & Priority Learners’ achievement. • parents and whanau to be engaged and informed partners in their student’s education. • to develop school wide relationships with Iwi as informed community consumers. • students to be supported in the development of authentic career pathways. • staff to be agentic practitioners who engage in open and professional communication. • staff to aim to remove the achievement gaps between Maori and non-Maori. • Everyone to be forward looking, innovative and student focused. • Relationships are at the core of everything we do

12. Our 2014 Operational Goals Teaching for Learning • In 2014 the SLT will support, acknowledge and encourage HOF’s and teachers to learn and apply culturally responsive pedagogy of relations to support differentiated teaching and learning with a particular focus on junior classes.

13. Our 2014 Operational Goals Assessment for Learning • In 2014, the SLT will support teachers to explicitly use e-asTTle and other standardised tests as formative assessment tools to raise Maori student academic achievement across different learning areas.

14. Our 2014 Operational Goals Priority Learners • In 2014 the SLT and SENCO will review and co-construct the SENCO and Learning Support roles to ensure they meet the needs of all learners with a particular focus on ORS transition to mainstream and priority learners. • In 2014, the SLT, HoF’s and Year Level Coordinators will actively support teachers to use assessment data to identify and support with next step interventions for those students at risk of under achieving. • In 2014, the SLT, HoF’s and Year Level Coordinators will actively support teachers to use assessment data to identify and support with next step interventions those students who are showing potential of achieving at merit and excellence level and all students sitting UE

15. Our 2014 Operational Goals Attendance for Learning • In 2014, the SLT will continue to refine a comprehensive strategy for whole school community ownership of student attendance as a key to improved learning outcomes.

16. Our 2014 Operational Goals Relationships for Learning • In 2014 the SLT will promote Restorative Practice at all levels of the organisation

17. Our 2014 Operational Goals Community Partnership for Learning • In 2014 the BOT and SLT will explicitly work to build community engagement to support improved achievement for Maori students. • In 2014 the BOT and SLT will actively engage with local iwi to further educational partnerships.

18. Our 2014 Targets Student Achievement and Equity -Target 1 • Our target is for more than 80% of junior students to show significant progress in reading, writing and maths in pre and post nationally normed diagnostic tests each year. • Our Target is to have 60% of year 9 students are at or above the required asTTle level by the end of the year in Reading, Writing and Maths scores. • Our Target is to have 75% of year10 students are at or above the required asTTle level by the end of the year in Reading, Writing and Maths scores. • Our target is to increase the number of students achieving NCEA Level 1,2 & 3 to 85% or above • Our target is to reduce the performance gap for Maori in NCEA with an increase of Maori achievement to be equivalent to or above the national average for ‘all student achievement'. • Our target is to increase UE pass equity to levels above national average for all students.

19. Our 2014 Targets Student Attendance and Equity –Target 2 • Our target is to increase attendance to or above 80% for all students and show improving average attendance patterns for each year level with a specific focus on decreasing the overall attendance gap between Maori and other students.

20. Our 2014 Targets Teacher Pedagogical Practice –Target 3 • Our target is to show an increase in ‘discursive practice’ of teachers to 35% or higher for all faculty areas and individual staff by 2014.In 2014 we will use the appraisal process and Te Kotahitanga observation processes as authentic tools for reflection and review in support of this target. • Our target is to collect, analyse, document and share the results of regular self-review to improve quality teaching and learning at faculty and school wide level with a term by term review format.

21. Our 2014 Targets Teacher Restorative Practice – Target 4 • Our target is to show a decrease of 50% in stand down, suspension and section 27’s with a particular focus on reducing over representation of Maori students in the statistics. • Our target is to have 60% of all staff trained in Restorative Practices and all staff has an understanding of Restorative practices. • Our target is to reduce rates of reoffending or further offending by 50 percent.

22. Our 2014 Targets Careers – Target 5 Careers for lifelong learning • Our target is to further develop, implement and evaluate a comprehensive careers plan for Yrs 9-13 with a special focus on priority learners.

23. Our 2014 Targets ICT for Learning – Target 6 • In 2014 our target is to extend the adaptive expertise of teachers to strengthen their capacity for the effective use of ICT in their teaching and learning programmes with explicit links to the Effective Teaching Profile (ETP). • In 2014 the BOT and SLT will continue to explicitly work to rebuild the operational areas of ICT to provide greater 21st Century functionality.

24. Becoming Reflective Practitioners Believing we have ‘agency’ - we can make a difference even when the going gets tough for every student. Settling for nothing less than positive improvement in all that we do for every student. Working smarter with the data in live time. Understanding the focus of NZ education has changed to ‘success for all’. There is no going back.

25. Becoming Reflective Practitioners Readiness for Success – developing a greater understanding of readiness for success. Creating readiness, Capitalising on Readiness, Co-constructing readiness. ‘Teachers as inquirers’ - Recognising we need to continue to improve and targeting ‘reflective practice’ as a focus in 2014 – Regularly analysing data to see where to improve and sharing our documented findings.

26. Our core strands to support continued improvement in 2014 Increase leadership of proactive on-going academic review within faculties by HOFs. Co-constructing courses with students at senior and junior level to ensure success. Improved parental communication with the introduction of a networked school Learning Management Systems accessible from homes – Moodle Continued evolution of cultural awareness for staff and students with a focus on student teacher relationships and increased cultural understanding with Te Kotahitanga Embedding of ‘Restorative Practices within the school and BOT with emphasis on classroom restorative practice Key foci on leadership, collegiality, communication and ‘team work’– same shared vision – same message. High expectations and clear home school communication. Continued evolution of professional learning communities at Gisborne Girls’ High

27. Our core strands to support continued improvement in 2014 Extend Teacher Appraisal to focus on best practice teaching and learning targeting Effective Teaching Profile using inquiry model and linking Te Kotahitanga into appraisal Continue to extend KAMAR usage to support effective proactive student management and data use across achievement, attendance and pastoral care. (Smarter with the data) Continued improvement of student attendance with extended and focussed emphasis on tracking and live monitoring. High expectation and clear home school communication and proactive integrated management of students.All students attending over 80% of the time. Continued evolution of Year Level Coordinator roles as proactive leaders of student achievement, leading and supporting form and class teachers. Continued development of the form teacher role as the primary liaison between home and school for mentoring, engagement and success of each student. Continued live time course refinement through analysis of data to ensure success for all students.