Parent Interviews Evening
Our Parent Interviews Evening for all students, both seniors and juniors, will be held on Wednesday 16 April from 4pm to 7.30pm in the College Hall. We are hoping to see a large number of parents at this evening, whether your son’s/daughter’s Interim Report, which will be issued on Friday 11 April, expresses concerns or is positive. The partnership between our parents and teachers is extremely important in ensuring good educational outcomes for our students, so please make every effort to attend.
Book online at www.schoolinterviews.co.nz and then enter the event code 85P9X, and follow the 3 easy steps. A link to this website has also been put on the front page of our school website www.morrcoll.school.nz.
From the Principal
Please find enclosed a general mailout from the Board of Trustees related to Strategic Plan information. The Board chooses to mail this to you annually so that we know that the information will get to you. Parents can also visit our website www.morrcoll.school.nz to view all of these documents in full in the school’s Charter.
Strategic planning is a key improvement strategy for the Board. We are convinced that such planning makes a significant difference to student achievement and to all of the other operations of the school. This planning presents us with the opportunity to set objectives and to annually consider the progress we have made towards these, before setting new objectives for the following year. Such planning is also a requirement of the Education Act.
For parents new to the school, the Board’s procedures in terms of its Strategic Plan are to complete a full review, including full community consultation, every three years, just before a new Board takes office. The last full consultation occurred last year, when a survey was sent out to you. The results of this survey are guiding our decision-making and plan for the future.
Every year the Board publishes its key annual objectives. These are designed to meet the long-term objectives of the Strategic Plan. For those new to the school, this is also an appropriate opportunity to reaffirm the school’s Vision Statement which represents the school community’s overarching vision for this school.
Attached to this letter you will find:
• The Morrinsville College Vision Statement
• A brief extract from the Board Chair’s Annual Report, which summarises our progress towards some of our key 2013 Strategic Goals
• An Analysis of Variance Against the 2013 Targets
• The school’s Targets for Students’ Achievement 2014
• A brief overview of the Board’s key strategic goals in the 2014 Annual Plan.
Should you have any comments to make, or questions to ask, please contact a Board member or me.
Board members and phone contacts are:
Jeanette Cameron, Board Chair 889 6732
Joann Taylor, Deputy Board Chair 889 3672
Irania Hudson 889 0533
Shane Mellow 889 6687
Kirsty Gilroy 887 4087
Tia Wikaira-Wilson 021 169 8086
Shannon Maaka 889 3572
Vance Symon 889 3840
John M Inger, Principal
"Working together to provide a quality education in a caring environment" sums up our school vision. This is based on the National Administration Guidelines and includes a commitment to the following:
The school offers a broad curriculum and subject choice to meet the needs of our diverse range of students. Within this curriculum our students are academically challenged in a context of learner-centred education. Every effort is made to motivate students, and to promote a love for learning and positive attitudes about success, so that they can move successfully into life beyond school.
The school aims to produce confident, tolerant, connected, life-long learners who are actively involved in a balanced lifestyle, who can think quickly and work in teams, effectively manage a wide range of technological tools, manage themselves and understand their complex world, have mature conversations and feel equally comfortable mixing, integrating and socialising with those who are younger or older than themselves.
The school regards parents and caregivers as partners in the education of our students. They are made to feel welcome in the school and encouraged to play an active role in school life wherever possible. The school regularly seeks feedback from the community on its performance and internally reviews its practices, with the constant aim of planning to improve its performance.
The school maintains a professional, high-quality and motivated staff. Within a collegial, warm environment, leadership opportunities are provided at all levels and innovation and reasonable risk-taking are encouraged. Our teaching staff regard themselves as reflective practitioners who are continually endeavouring to improve their teaching practice.
The school endeavours to maintain its physical resources to a high standard. This is essential in providing an environment conducive to quality teaching and learning.
The school ensures effective financial management practices. Key areas for budgeting include new technological equipment and other classroom resources, staff professional learning, administrative support for staff and funding to support the school's Strategic Plan.
The school maintains the right of students to a safe, orderly, positive and caring working environment. All relevant health and safety requirements and regulations are met.
The school will continue to meet its legislative requirements.
BRIEF EXTRACT FROM CHAIRPERSON’S REPORT FOR THE YEAR ENDED 31 DECEMBER 2013
A number of initiatives have been actioned during 2013 to meet the prioritised goals of the Strategic Plan.
Moving Towards the Revised Curriculum
• Significant progress was once again made by all learning areas in 2013 towards implementing the revised National Curriculum, with the embedding of NCEA Level 2 and an emphasis on delivering new NCEA Level 3 standards.
• Considerable progress was made so that all curriculum areas reported at the end of the year on students’ curriculum levels.
Assessment For Learning (AFoL)
• Learning-centred relationships with students continued to improve. Student voice was often encouraged in classrooms and this sometimes allowed students and teachers to co-construct activities and lessons.
Moving Towards Introducing Personal Learning Devices
• Significant problems that we experienced with our IT system early in 2013 meant that our intended trial of PLDs in some classes was not possible. However, by the end of the year our IT infrastructure was hugely improved, with new servers, a robust wireless system and the connection of ultrafast broadband. We are now PLD ready and will be able to undertake a trial in 2014.
• Our PLD facilitator made sound progress over the year, particularly with providing professional learning to full staff, learning areas and individual teachers and with preparing policies that we will be able to implement with the introduction of PLDs.
• In Term 4 a professional learning group met regularly to discuss PLD implementation, including the development of new pedagogies to engage students and improve their learning.
• The PB4L team continued to lead the development of PB4L in 2013. Students had our CLEAR expectations reinforced and a survey found that almost all students and teachers know that CLEAR means Contribute, Listen, Engage, Achieve, Respect.
• Data was gathered on behaviour in the school. It showed that a significant proportion of our students are doing very well and being rewarded consistently for positive behaviour through an enhanced rewards system, which now includes ‘coffee cards’, Subway, canteen and movie vouchers and prizes at a special assembly each term.
• We clarified our discipline expectations in all school settings.
Improving Student Motivation Through ‘Readiness For Assessment’ Criteria and RAMPS
• Teachers identified students who were not meeting Readiness For Assessment criteria from early in the year and learning conversations took place and were recorded in KAMAR. Early communication occurred with some parents to warn them that their son/daughter was not meeting our requirements.
• The Year 10 Dean used RAMPS results and worked with teachers to identify Year 10 students who were disengaged and warnings were sent home that they might need to be entered for a two-year Level 1 NCEA course.
Attempts To Improve NCEA Certificate Endorsement Rate
• While our NCEA pass rates continued their pleasing upward trend, our Excellence and Merit endorsements continued to fall short of those gained by students at other decile 6 schools at Levels 1 and 2, although our Level 3 endorsements were very good and above those achieved by other decile 6 schools. Some LALs are offering more standards, rather than fewer, so that students have a choice as to which standards they enter to endeavour to gain an endorsement.
• A number of teachers ran extra classes at lunchtimes, after school and in school holidays for those students who were keen to gain endorsements. A Scholars’ Group of able students met regularly with two senior leaders throughout the year to be mentored and to assist them with study methods to better enable them to gain Excellence and Merit endorsements.
Talent Development Initiatives
• Our annual Morrinsville College Junior Extension and Enrichment Programme was successfully run at the end of Term 3 for 45 of our Years 9 and 10 students in Hamilton.
• Mrs Dawson and Mr Symon liaised with Susan Stokes from DairyNZ to provide scientist mentors and funded visits to Newstead and the Liggins Institute to further develop in our students an interest in Science and Technology research.
Maori Education Initiative (priority learners)
• Our NCEA results for Maori students improved further in 2013, but they still have a way to go so that Maori results are as good as those of other ethnic groups. There will be further focus on this in 2014.
• Mrs Wini Wilson and her team tutored kapa haka. Our group performed outstandingly well at the Regional Kapa Haka Competition and to very high levels at the Piako Cultural Festival and Matamata and Forest View exchanges.
• Eighteen staff completed the Mauri Ora course through Te Wananga O Aotearoa and there was further growth in our staff’s understanding of things Maori in 2013.
Careers and Transition Pathways
• Four of our Year 11 students, three Year 12s and two Year 13s were involved in the Waikato Trades Academy programme in 2013, with considerable success.
• Targeted PL in line with the priorities of the Strategic Plan was delivered at full staff meetings and in the Thursday morning Professional Learning slot. This PL included opportunities to work on the alignment of NCEA to the new curriculum and with other targeted PL including setting targets, strategies to improve students’ learning outcomes, AFoL, PB4L, the Registered Teacher Criteria, working collectively to improve literacy and numeracy, Teaching as Inquiry, NZQA and IT updates.
• The Board approved the purchase of further capital equipment, including new servers, a wireless system and computers. All up the Board spent over $262,000 on capital items in 2013.
• The Student Council and PTA Committee fundraised to replace and add more shade sails in the area between B and C Blocks.
• Our ESOL classroom was completed early in 2013 and is an excellent facility.
JEANETTE CAMERON, CHAIRPERSON, BOARD OF TRUSTEES
GENERAL ACHIEVEMENT TARGETS 2014
• At Year 9 level, in the first six months, our students will raise their numeracy achievement by one e-asTTle sub-level in number, from 3A to 4B
• At Year 9 level, in the first six months, our students will raise their literacy achievement by one e-asTTle sub-level in reading, from 4B to 4P
• At Year 10 level, in the first six months, our students will raise their numeracy achievement by one e-asTTle sub-level in number, from 4B to 4P
• At Year 10 level, in the first six months, our students will raise their literacy achievement by one e-asTTle sub-level in reading, from 4P to 4A
• Years 11 and 12 students in the Learning Hubs will show an improvement in their individual attendance rates
KA HIKITIA TARGETS 2014
• At Year 9 level, in the first six months, our Maori students will raise their numeracy achievement by one e-asTTle sub-level in number, from 3P to 3A
• At Year 9 level, in the first six months, our Maori students will raise their literacy achievement by one e-asTTle sub-level in reading, from 3P to 3A
• At Year 10 level, in the first six months, our Maori students will raise their numeracy achievement by one e-asTTle sub-level in number, from 3A to 4B
• At Year 10 level, in the first six months, our Maori students will raise their literacy achievement by one e-asTTle sub-level in reading from 4B to 4P
• Years 11 and 12 Maori students in the Learning Hubs will show an improvement in their individual attendance rates
• The Principal will run a Learning Hub specifically targeting the NCEA achievement of ten Years 11 and 12 ‘at risk’ Maori students. Other Maori students will be targeted in others’ Hubs
• To further promote the understanding of staff of things Maori with about 18 staff members undertaking the Papa Tikanga course through Te Wananga O Aotearoa