Hamilton Junior High School Charter 2014

Our Vision Learning for Life Our Mission Statement Growing success for all Learners. We develop our vision and mission through the HJHS Learner HJHS Learner Respect for Ourselves for Others an! Our "orl! Self Manager Are resilient Are resourceful Set and achieve goals Make informed choices Use their initiative $%plorer Use a range of tools and strategies to access information &akes learning risks 'ind and solve pro"lems Seek new solutions Contri#utor Actively participate - locally nationally !ontri"ute purposefully !onnect with others and their ideas Are colla"orative &hin'er &hink a"out thinking &hink critically &hink creatively Are intellectually curious Apply ( use their knowledge skills and understandings Understand the power of advertising and media on their and others lives Communicator Listen actively #iscuss de"ate e$plain share their knowledge ideas and opinions%points of view clearly Use a range of communication tools Articulate their thoughts e$periences needs

Hamilton Junior High Schools curriculum and teaching programmes reflect: o &he Ministry of )ducations *ational )ducation Guidelines o &he Ministry of )ducations *ational Administration Guidelines o &he Ministry of )ducations *ational !urriculum 'ramework o &he Ministry of )ducations *ational Standards o &he *+,A Units offered "y the School Our Beliefs about Teaching and Leaning are: )veryone is a learner and a teacher - staff students parents and whanau )veryone will learn to their personal "est. )veryone will "e supported and nurtured as individuals. )veryone will have the opportunity to e$perience and acknowledge the "icultural nature of Aotearoa. )veryone will have the opportunity to e$perience and acknowledge the cultural diversity within our school community. )veryone will demonstrate the attri"utes of the ./.S Learner Students will "e encouraged to take responsi"ility to think glo"ally and act locally. &hat the ./.S curriculum will have meaning for everyone connects with their wider lives and engages the support of their families whanau and communities. HJHS School and Community: ./.S is a restricted composite school catering to students in 0ear 1 to 23 from the wider .amilton region. 4t is set in spacious well-maintained grounds with an e$tensive range of facilities. Students are a"le to e$perience and pursue a wide range of educational interests and opportunities that include fully integrated use of e-learning tools a visual art and technology "lock dance and drama science "lock a refur"ished and wellresourced li"rary and gymnasium. Students learn in well-resourced and attractively presented environments and each classroom is e5uipped with up-to-date e-learning tools and ultra-fast "road-"and internet access. &hese "road ranges of educational opportunities ensure we can deliver the school6s vision 7Learning for Life6. Community Consultation is undertaken as follows:

&o undertake community consultation in a meaningful way to ensure student achievement will "e lifted. 8u"lication of our Annual 8lan after the #ecem"er 9:& meeting each year. Whanau community consultation meetings will "e conducted to provide input into strategic planning to share trends and to evaluate progress School Leaning Management System ;LMS< will provide opportunity for parental engagement in student learning progress !ommunity will "e consulted around evaluating the effectiveness of ./.S programmes - a minimum of twice yearly. :pportunity to more effectively engage community through the 9:& !ommunity Liaison6s

The lanning !ears "#$%&"#$'

&he "oard will plan targets each year in relation to the strategic goals and student achievement 4n &erm = of each year the school6s annual performance against the current year6s targets will "e analysed and reported to the community Annual audited accounts are lodged with the Ministry "efore the end of May each year )ach &eam will su"mit findings relating to their plan to lift student achievement annual curriculum targets and annual assessment data to assist in the annual analysis of variance and setting of targets for the following year. All school staff conduct a review of the school strategic and annual plan at the completion of each term. &he school6s draft "udget for the following year is developed in consultation with the school6s accountant in :cto"er each year. &he a"ove receives final approval in #ecem"er for the following year &he a"ove is reviewed "y the "oard in *ovem"er each year.

Cultural (nclusiveness .amilton /unior .igh School aims to take all reasona"le steps to provide &ikanga Maori and &e >eo Maori within the school. &he school will ensure this happens "y? o !onsulting with the community through the 9:& !ommunity Liaisons o 8roviding 8rofessional Learning and #evelopment for staff in &ikanga Maori%&e >eo Maori implementation in the classroom if re5uired. o )$ploring local iwi resources to assist with delivery of programmes and 8rofessional Learning and #evelopment. .amilton /unior .igh School aims to implement programmes of learning that reflect and include reference to *ew +ealand6s uni5ue cultural diversity. &he school will? o :"serve and reflect on national days such as Waitangi #ay and A*+A! day. o 4dentify and utilise local history in order to "ring a"out a sense of identity and "elonging here at ./.S o Make connections with our local Marae and esta"lish an annual marae noho o )nsure all students in 0ear 1 and @ have instruction in &e >eo and &ikanga Maori within their class and that all 0ear groups have an opportunity to opt into a more advanced programmes through our ./.S #ay programme o )ncourage staff to use &e >eo in the playground and during classroom lessons as and when appropriate o *urture our school Aapahaka and Maori 8erforming Arts groups o 'urther develop and strengthen our &ikanga practices such as powhiri and poroporoaki .amilton /unior .igh School aims to implement programmes of learning that reflect and include reference to 8asifika students uni5ue cultural diversity. &he school will? o UtiliBe &he 8asifika )ducation 8lan - C32D - C321 ;8)8< to raise 8asifika learners6 participation engagement and achievement o )na"le 8asifika learners to participate engage and achieve with their learning

o )nsure 8asifika learners are secure in their identities languages and cultures and contri"uting fully to Aotearoa *ew +ealand6s social cultural and economic well"eing. Catering for (n!ivi!ual Learner nee!s

.amilton /unior .igh School recognises that students need to "e catered for in a holistic manner - every child is uni5ue. .amilton /unior .igh School identifies individual student needs through using a range of assessment data. 8rogrammes are specifically planned to meet these needs. Within our programmes specific students are targeted to ensure achievement will "e accelerated. &hese target students are monitored on a regular "asis to ensure accelerated progress is "eing made and sustained. .amilton /unior .igh School provides a range of programs that cater to students with special education needs. &hese include "ut are not limited to? 4)86s >&L9 services and &eaching Assistant support. .amilton /unior .igh School is a culturally inclusive school community which recognises that each student "rings with them their own cultural identity. .amilton /unior .igh School has made a firm commitment to developing effective relationship with all learners "ased around their learning. :ur school is part of the 8ositive 9ehaviour 'or Learning proEect to "e implemented over C32D-C32F.

&ransition .amilton /unior .igh School ensures that we cater for students entering our school and e$iting our school through effective transition. !ear ' and new students entering HJHS will be supported through the following practices: o )ach new student is welcomed to our school "y a senior student via a letter which is mailed to the new student. &his letter outlines "asic information a"out ./.S and welcoming messages from other senior students o All new students and parents are welcomed in /anuary each year through powhiri o ./.S run an annual induction day prior to the start of each year to ensure new students are familiar with staff facilities and grounds head students classroom practices day to day procedures and also our school vision values and "eliefs o ./.S welcomes new parents to attend a num"er of meetings in /anuary and 'e"ruary to help them "ecome a part of our learning community such as parent%teacher meetings goal setting sessions and student lead conferences. o &he school office uses 7Schoollinks6 to effectively communicate notices through te$t and email so that parents remain informed !ear $# lea(ing HJHS in order to mo(e into !ear $$ will be supported through the following practices: o All 0ear 23 students take part in a programme which allows them the opportunity to gain *!)A !redits. o All 0ear G and 23 students take part in a programme which provides e$posure to specialist su"Eect teaching. o All 0ear 23 students e$plore what is needed in order for them to "ecome fully prepared and ready for 0ear 22. o All 0ear G and 23 students take part in career pathways planning so that they have a good knowledge and understanding of the courses they must take if they would like to "e in a particular career%or to satisfy prere5uisites in 0ear 22%2C%2D o 0ear 23 students are encouraged and supported to complete their 0ear 22 enrolment applications and su"Eect choice. &his ensures all of our 0ear 23 students are pre-enrolled "y the set dates and they have chosen appropriate su"Eects for their possi"le career choices.

o 0ear 23 students have the opportunity to talk with 0ear 22 students as to what to e$pect when entering 0ear 22 and top tips for e$periencing success in your first year of *!)A. o 0ear 23 students attend pre-visits to meet the senior leadership at their ne$t school and supported through transition where necessary.

Hamilton Junior High School STRATEGIC PLAN 2014-201 Goals for 2014
1) LI!TING ST"#ENT ACHIE$E%ENT Continue to develop a model of coaching and mentoring to support teacher practice and grow teacher expertise in lifting student achievement. C evelop a model of coaching and mentoring to support teacher practice and grow teacher expertise in teaching through in!uir".
2

Goals for 2015 and 2016

LI!TING ST"#ENT ACHIE$E%ENT
2 C

&ractices for lifting student achievement are em$edded across the school. 'ustain a model of coaching and mentoring to support teacher practice and grow teacher expertise in teaching through in!uir".

LEA#ERSHIP CAPACIT& 2 #o consolidate master" leadership practices across the school.

LEA#ERSHIP CAPACIT& #o provide the opportunit" for staff to $e active learners first and C'%%"NIT& ENGAGE%ENT foremost. 2 #o further strengthen our school learning communities. C #o strengthen the leadership across the school and activel" create an inclusive collegial approach to ensure that student achievement is lifted.
2

C'%%"NIT& ENGAGE%ENT 2 #o underta%e communit" consultation in a meaningful wa" to ensure student achievement will $e lifted.

Hamilton Junior High School ANN"AL PLAN 2014-201

G()* 1+ *,-#,.G '#/ 0.# )C1,02030.# + .)G 14 o &he Ministry of )ducations *ational )ducation Guidelines o &he Ministry of )ducations *ational Administration Guidelines o &he Ministry of )ducations *ational !urriculum 'ramework o &he Ministry of )ducations *ational Standards o &he *+,A Standards offered by the School

LI!TING ST"#ENT ACHIE$E%ENT Continue to develop a model of coaching and mentoring to support teacher practice and grow teacher expertise in lifting student achievement. evelop a model of coaching and mentoring to support teacher practice and grow teacher expertise in teaching through in!uir".
2

'trategic ($5ectives

)nnual ($5ectives

)nnual &lanned )ctions ). 'chool+wide targets will $e set in relation to the national standards in all priorit" areas. 7. 0ach team will anal"se the .ov8-e$ data and identif" their target groups8targets for 2014 across 6eading89riting83aths8 3aori student achievement. C. 'tudents will %now their learning levels through class teacher conferencing. #his will re!uire explicit teaching. . )wards program will continue through the utilisation of &74* funding: in $oth class and schoolwide rewards.

60'& &rincipal and all staff #eam *eader ; #eams

*ed 7" &rincipal &

#8-rame -e$ <ul" .ov

0xpected (utcome #argets are set and distri$uted in -e$ruar" 'tudents will regularl" set and review achievement goals + teachers will $e a$le to show evidence of this.

1. #arget priorit" learners 1.1 #argets will $e set who are not reaching in -e$ruar" their potential + reading + writing + maths + 3aori students

)ll 'taff

Classroom #eacher

(n+going 'tudents are aware of where the" are at in relation to the national standard: where the" need to go and how to get there. 'tudents will have a clear idea of their role in progressing their learning and their teacher=s role.

&ositive $ehaviour is evident with a focus on developing the 1<1' *earner. 1.2 3onitor and respond to trends in student achievement ). ) whole school exploration on achievement is and loo%s li%e in 2014. 7. )ll assessment reports include specific data on priorit" learners >3(0 priorit" learners) C. )ll teachers regularl" communicate with our students= whanau a$out achievement. . ) commitment to ?a 1i%atia polic" and #ataia%o competencies. 0. #i%anga83aori protocols are evident at 1amilton <unior 1igh 'chool. -. 0sta$lish a 9hanau committee for 2014. G. 'ignage in school to reflect $iculturalism. 1. evelop a register for 3aori *earners8target those at ris% with appropriate strategies to support. ,. 0xplore possi$le mentors for students8leaders across school. &rincipal & #eam *eader 3aori )chievement /nit 1older )ll 'taff &rincipal -e$ <ul" .ov 'tudents: staff and parents will develop a wider understanding of achievement and success will grow >as will achievement). )ll students experience success. 3aori students have a sense of $elonging and the" will experience success as maori. 9hanau are well informed a$out their child=s progress and achievement. #eachers $ecome aware of strategies which ena$le staff to wor% effectivel" with 3aori students. )ll students will receive appropriate support.

1.@ #here is a culture of ). Consistent communication &rincipal and high expectations regarding expectations for 'taff teaching and learning will occur via ever" staff mem$er. 1igh expectations will $e modelled in a range of contexts with ever" teacher supporting others to maintain high expectations 7. #hat all teachers will model a $elief that ever" student can

&rincipal

(n+going Consistenc" in communication of high expectations is evident across the school. 'tudent achievement will $e raised.

achieve. 1.4 )chievement data is ). evelop and use more effective )ll 'taff used to inform effective assessment practices. #eam *eaders teaching and learning 7. &lan more effective Classroom programmes programmes to meet student needs #eachers as identified in the data. C. Classroom teachers will utilise effective formative practices to ensure students clearl" understand the learning. . 3oderation meetings will $e held regularl" within teams and across teams in all curriculum areas. 0. #eachers will develop a more ro$ust understanding of curriculum levels and (#<=s 2. #o further develop and 2.1 #eachers will explore ). &* around in!uir" as a &rincipal raise the !ualit" of ,n!uir" as a teaching teaching strateg" > a variet" of & teaching and learning tool. methods) )ll staff 7. &* around conceptual framewor%s and understandings >$ig ideas) C. #eachers will learn how to support students at var"ing levels of in!uir" capa$ilit" 2.2 0nhance practices ). 0nsure all teachers have a good for the innovative use of understanding of e*earning tools ,C# $" all teachers to and strategies+specific to our 1<1' accelerate learning. e+learning teacher ru$ric 7. ,mplement 7A( polic" into classrooms AB+10 &rincipal e*earning -acilitator )ll 'taff & -e$ <ul .ov 'tudent achievement data informs programmes. 0xplicit teaching strategies and appropriate contexts will engage learners to ensure increased achievement. 3oderation features regularl" in team meeting minutes. 'tudents %now what success loo%s li%e and how to get there. #he use of ru$rics $ecomes part of the ever"da" learning culture. 'tudent led learning8student engagement and achievement lifts.

&rincipal &

(ngoing

'taff will provide a more authentic teaching and learning context which will improve student engagement and achievement.

&rincipal & e*earning -acilitator

(n+going ,C# will $e used alongside effective teaching practices to enhance or transform learning. &ersonal mo$ile devices will $e used flexi$l" in the classroom for learning.

@. #o design and $egin implementation of a 1amilton <unior 1igh 'chool Curriculum framewor% aligned with .CC.

@.1 6eview and develop ). esign a 1amilton <unior 1igh )ll 'taff the 1amilton <unior 'chool Curriculum as per the .CC 1igh 'chool curriculum.

&

1 "ear

) curriculum framewor% that reflects the culture of 1amilton <unior 1igh 'chool and clearl" reflects the .CC.

@.2 Creating clear learning pathwa"s which cater for the needs of learners

). 'trengthen careers $ased )ll 'taff programmes across Aear B+10 with lin%s to the wider communit". 7. *in%s to vocational pathwa"s initiative >3(0) and ,#(=s.

&

on+going

'tudents will have clear career pathwa"s.

'$ERARCHING G'AL(T' RAISE ST"#ENT ACHIE$E%ENT

G()* 2 4 *0) 06'1,& C)&)C,#A+ .)G @D
LEA#ERSHIP CAPACIT& #o provide the opportunit" for staff to $e active learners first and foremost. C #o strengthen the leadership across the school and activel" create an inclusive collegial approach to ensure that student achievement is lifted.
2

'trategic ($5ective 1. #o provide the opportunit" to staff to $e active learners first and foremost.

)nnual ($5ectives 1.1 evelop a professional learning and development plan lin%ed to the annual plan goals 1: 2: @ + eveloping learner potential 1.2 &* to ena$le staff to adopt effective classroom and school+wide practices which address the learning needs of all learners.

)nnual &lanned )ctions ). )llocation of appropriate &* for the up+s%illing of all staff E whole school and individuals.

6esp &rincipal

*ed $" '*#

#8-rame (n+going

0xpected (utcome #( lin%ed to direct needs. 'taff action their learning from &* .

). &rovide &* for all staff )ll 'taff using availa$le resources and personnel. 7. #eacher &* followed $" demonstration of how this learning is then utilised8demonstrated in practice. C. 7uild $etter teacher8learner relationships to ensure we can move learner achievement ). #eam *eaders will explore an appropriate model for coaching and mentoring at a team level. 7. ,mplement individualised coaching8mentoring for all staff.

&rincipal and (n+going 'taff

&* ta%es place and is effective in shifting teacher pedagog". )ppraisal discussion produces evidence of &* actions.

2. #o strengthen the 2.1 evelop a coaching and leadership across the mentoring model which school and activel" supports *'). create an inclusive collegial approach to ensure that student

#eam *eaders will $ecome confident with coaching and mentoring staff within their teams. 'taff will feel safe: valued and well supported.

achievement is lifted.

G()* @ C(33/.,#A 0.G)G030.#4

C'%%"NIT& ENGAGE%ENT #o underta%e communit" consultation in a meaningful wa" to ensure student achievement will $e lifted. 'trategic ($5ective 1. #o underta%e communit" consultation in a meaningful wa" to ensure student achievement will $e lifted. 2. #o support the development of a 9hanau group )nnual ($5ectives 1.1 #o further develop the capacit" of our 7(# to effectivel" govern 1amilton <unior 1igh 'chool. )nnual &lanned )ctions 6esp *ed $" 7(# #8-rame on+going 0xpected (utcomes 7(# training occurs.

). #he 7(# design a strateg" of 7(# the actions the" will ta%e to engage Communit" our communit" *iaison

2.1 ,mprove relationships with whanau so that home and school can wor% in partnership to improve learning

). *ift levels of parent: whanau )ll 'taff and8or ,wi engagement so that Communit" learners= education is $etter *iaison supported 7. *ocate local people resources and incorporate them in &* programme C. ,ncorporate advice from parents: whanau or iwi in the programme so that 3aori cultural context is reflected . Consult iwi8whanau in decision ma%ing. &rincipal 0mma 'hane Case"

&rincipal

)ll Aear

&arents8whanau will feel well informed ,ncreased engagement with the communit". 0ncouraging parents8whanau to $e more involved in their child=s learning.

@. #o explore and develop a framewor% model for Co+ Curricular opportunities to more effectivel" engage students and

@.1 #o design an action plan to support this goal.

7(# &rincipal

)ll Aear

) plan will $e devised and we will have higher participation in school events and a more active role in our contri$uting schools.

communit"