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CHARTER STRATEGIC PLAN 2017-2020 (2016 RESULTS)
MOUNT MAUNGANUI COLLEGE Strategic Plan 2017-2020 2
CONTENTS
Charter: Te Tūtohinga
SECTION ONE: OUR CHARACTER .................................................................................... 3
1. SCHOOL CONTEXT (HE KŌRERO WHAKATAKI) .................................................................................................. 3
2. SCHOOL ORGANISATION (NGĀ WHAKAHAERE O TE KURA) ............................................................................. 5
3. VISION (TE KITENGA) ......................................................................................................................................... 7
4. STRATEGIC FOCUS (TE RAUTAKI AROTAHI) ....................................................................................................... 7
5. VALUES (NGĀ ŪARA) ......................................................................................................................................... 7
6. TE AO MĀORI ...................................................................................................................................................... 8
7. CULTURAL DIVERSITY (TE AHUREA WHAKAEHU) .............................................................................................. 9
8. PRIORITY LEARNERS (NGĀ AKORANGA TAPU) ................................................................................................ 10
9. SPECIAL EDUCATION: BEHAVIOUR & LEARNING (MĀTAURANGA AKOAKO MĀTAURANGA WHANONGA) .... 11
10. SCHOOL GOVERNANCE (TE MANA WHAKAHAERE O TE KURA) ....................................................................... 11
Strategic Plan: Te Māhere Rautaki
SECTION TWO: OUR COMMITMENTS, OUR ACTIONS ................................................... 13
GOAL 1:
11. OVERVIEW: STRATEGIC DIRECTION: GOAL ONE .............................................................................................. 13
12. GOAL ONE: 2016 ANNUAL PLAN (TE MĀHERE-Ā-TAU) .................................................................................... 14
13. GOAL ONE: STRATEGIC PLAN (2017 – 2020) (TE MĀHERE RAUTAKI) .............................................................. 15
GOAL 2
14. OVERVIEW: STRATEGIC DIRECTION: GOAL TWO ............................................................................................. 16
15. GOAL TWO: 2016 ANNUAL PLAN (TE MĀHERE-Ā-TAU) ................................................................................... 17
16. GOAL TWO: STRATEGIC PLAN (2017 – 2020) (TE MĀHERE RAUTAKI) ............................................................. 18
GOAL 3
17. OVERVIEW: STRATEGIC DIRECTION: GOAL THREE ........................................................................................... 19
18. GOAL THREE: 2016 ANNUAL PLAN (TE MĀHERE-Ā-TAU) ................................................................................. 19
19. GOAL THREE: STRATEGIC PLAN (2017 – 2020) (TE MĀHERE RAUTAKI) ........................................................... 20
MOUNT MAUNGANUI COLLEGE Strategic Plan 2017-2020 3
SECTION ONE: OUR CHARACTER
1. SCHOOL CONTEXT: HE KŌRERO WHAKATAKI SCHOOL HISTORY TE HĪTORI O TE KURA Mount Maunganui College was established as a coeducational secondary school in 1957. The current student roll is 1435, with a decile rating of 6. The College is situated on Maunganui Road, and savors its view(s) of Mauao (our iconic regional mountain), Te Awanui (the inner harbour) and the main ‘Mount Surf Beach’ (traditionally known as Te Moana a Toi). We exist in a very special part of New Zealand, and acknowledge mana whenua – Ngāi Te Rangi and their role as kaitiaki of the local area. Furthermore, we acknowledge our three local iwi – Ngāi Te Rangi, Ngāti Ranginui and Ngāti Pukenga as tangata whenua of the wider region, and from which many descendants have been, and continue to be educated within our school programme. SCHOOL CHARACTER TE AHUA O TE KURA At Mount Maunganui College, we believe in the skills and talents of our community, and in the ability of our students to challenge their potential. We aim to equip our students for a future where they can make a difference – to their family, to their community, to society, and to the world.
OUR COMMITMENT In everything we do, we aim to grow:
A love of learning
Respectful relationships Limitless potential
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MOUNT MAUNGANUI COLLEGE Strategic Plan 2017-2020 5
2. SCHOOL ORGANISATION: NGĀ WHAKAHAERE O TE KURA
SCHOOL EXECUTIVE TE ROOPU WHAKAHAERE
Principal: Russell Gordon
Associate Principal: Tina Yule
Deputy Principal: Ady van der Beek
Deputy Principal: Michelle Ballard
Deputy Principal: Alastair Sinton
Deputy Principal: Brendon-Ray Horlock
BOARD OF TRUSTEES TE POARI O TE KURA
Chairman: Stuart Taylor
Parent Representative: Helen Hies
Parent Representative: Damien Harris
Parent Representative: David Weaver
Parent Representative: Naomi Luckett
Iwi Representative: Riri Ellis
Staff Representative: Graeme Skudder
Student Representative: Louis Donovan
Minute Taker: Donna Beattie DEPARTMENTS NGĀ TARI O TE KURA The College has a total of 17 Departments with 98 Teaching Staff. In addition, 41 support staff are employed, including: teacher support, administration, finance, property, attendance/ truancy, student services, library, sports coordinators and IT systems. The teaching departments are as follows:
DEPARTMENT HEAD OF DEPARTMENT
Art Mike Linklater
Careers Jane Doherty
Commerce Dianne Hodge
Drama/ Dance Wayne Flanagan
English Pip Tinning
Home Economics Claire Fuller
Information Technology Martin Burch
International Students Allan Goodhall
Learning Centre Amanda Devereux / Kate Burns
Māori Te Manaakitanga Pryor
Mathematics Dave Cleland
Music Wendy Stewart
Physical Education Erin Porteous
Science Rose Burggraaf
Social Science Derek Boston
Technology Sean Embling (Acting)
Work Experience Graeme Skudder
MOUNT MAUNGANUI COLLEGE Strategic Plan 2017-2020 6
CHARTER REVIEW & CONSULTATION TE MĀTANGA AROTAKE
Review of the previous Charter and Strategic Plan was undertaken between August 2015 and March 2016 by an independent contractor – Jodie Robertson (Te Raukura Rangahau). The review included four phases:
1. Review of literature (including but not limited to): historical school documentation, internal school initiatives/ research, historical and existing school data and trends of data, He Waka Eke Noa (MMC Māori Strategic Plan), various national and international education reports, and existing national educational initiatives;
2. Stakeholder consultation (school leadership, teachers, support staff, students, parents, community): current strengths of the school, areas for improvement, new ideas, and strategies for change;
3. Pre-testing of Ideas (school leadership, teachers, students): discussion on new ideas and strategies for potential future change; and,
4. Stakeholder Feedback on Draft Charter (school leadership, teachers, support staff, students, parents, community).
Consultation was undertaken in various ways including surveys, discussions, and workshops with a number of different stakeholders, including:
1. Leadership (school executive & Board of Trustees): 10 discussion meetings
2. School Staff (teachers & support staff): 56 discussion meetings, 13 surveys, 1 workshop
3. Students (all year levels): 3 surveys (408 responses), 3 discussion meetings, 10 workshops
4. Parents (existing & new enrolments): 2 surveys (183 responses), 2 discussion meetings
5. Māori Community: 1 discussion meeting, 1 community meeting, prior consultation Information gained throughout the review has been used to inform the vision, strategic goals, and values contained within this document. In addition, information gained has contributed to the development of the three key priority areas and the strategic and annual plan presented in this document. It is the aim of the review to ensure that future planning and focus is connected to voices of the school community.
MOUNT MAUNGANUI COLLEGE Strategic Plan 2017-2020 7
3. VISION: TE KITENGA Together as learners, we are inspired to grow
At Mount Maunganui College we believe it is important for our community to be inspired by a love of learning so that we discover and pursue our aspirations and dreams. We are committed to growing a community that continually strives to be the best that we can be.
“Mā tō rourou, mā tōku rourou, ka ora ai te iwi”
4. STRATEGIC FOCUS: TE RAUTAKI AROTAHI As a community of learners, Mount Maunganui College will: Empower all learners to be confident, connected and to succeed with integrity; Form respectful relationships that are responsive to the needs of all; and, Grow active learners who positively contribute to our society.
5. VALUES: NGĀ ŪARA Manaaki Respect, Generosity and Care for Self and Others
Aroha Love, Compassion and Empathy for Others
Ngākau Tapatahi Integrity, Goodwill, and Fairness towards Others
Ako Connected and shared learning for all
The School Values provide a framework from which respectful relationships are nurtured, therefore providing a foundation for meaningful and engaged learning, that is – Success with Integrity – MANA.
MANA Every step we take, contributes to the growth, integrity and wellbeing of our community.
Ko te iwi katoa ka ora i te ara e takahi nei tātau.
MANAAKI Respect, Generosity and Care for Self and Others
Safe Welcoming Respectful
Helpful Giving
Positive Supportive
Working together
AROHA Love, Compassion and Empathy for Others
Caring Kindness Humility
Thoughtful Understanding of others
Valued Leadership Inclusion
NGĀKAU TAPATAHI Integrity, Goodwill and Fairness towards Others
Honesty Trustworthy
Communication Courageous
Visionary Resilient
Consistency High expectations
Determination Perseverance
AKO Connected and Shared Learning for All
Prepared Punctual
Ready Engaged
Confident Motivated Adaptable
Striving for best Love for learning
MOUNT MAUNGANUI COLLEGE Strategic Plan 2017-2020 8
6. TE AO MĀORI Te Ao Māori is rich in nature through its long history, through legacy and through its strength of survival and the passionate commitment of its people. Te Ao Māori encompasses not only the lived realities of Māori in a modern context, but also the lived realities of all those who have gone before. Te Ao Māori is a worldview founded on rich tradition of tikanga (custom/ correct procedure), kawa (marae customs), and whanonga pono (values) that are connected to both the physical and spiritual realms. Mount Maunganui College acknowledges the importance of protecting this rich history and providing a place whereby Te Ao Māori is legitimised, welcomed and appreciated for its unique contribution to the development of the community as a whole. The College accepts its responsibilities under Te Tiriti o Waitangi and values their relationship with local iwi as partners in educating all Māori students at the College. We further acknowledge that to achieve equitable outcomes for Māori students, we need to work in partnership with whānau, mana whenua, local iwi and regional/ national Māori initiatives. This includes working in alignment with the following key documents:
Te Pae Tukutuku Ahurea o Ngāi Te Rangi: Guidelines for Culturally Responsive Schools
Te Māhere Rautaki Mātauranga o Ngāi Te Rangi (2011-2031) (Ngāi Te Rangi Education Strategy)
He Waka Eke Noa (Mount Maunganui College Māori Strategic Plan)
Mount Maunganui College illustrates our commitment to Te Ao Māori through:
Development and resourcing of He Waka Eke Noa (MMC Māori Strategic Plan)
Provision of Māori representation in school leadership roles, including but not limited to the Board of Trustees and School Executive;
Māori representation throughout school structures which has the ability for Māori authority (i.e. self-determination) or wider consultation with Māori communities;
Encouraging strong Māori student leadership throughout the school;
Continual focus on developing equity for Māori students, through a focus on resourcing, relational pedagogy, meaningful student pathways and equitable student achievement;
Continual focus on developing and promoting cultural self-determination through the availability of school programmes that support Māori students to understand who they are as Māori, and the unique position that they bring to this world, that is: Māori students achieving as Māori;
Implementation of school-wide programmes in tikanga me te reo Māori on offer to students (year 9 – 13) and to the wider school community;
Provision of professional development opportunities for staff members to increase their understanding and skill in te reo me ōnā tikanga Māori;
Creating opportunities for contextual learning for the school community through regular participation in Maori events (local, regional, national);
Encouragement and recognition of the use of te reo me ōnā tikanga Māori within day-to-day school life, and in representation of school at external activities/ events;
Development of a ‘place’ based curriculum that emphasises an understanding of local history and cultural significance of our environment;
Inclusion of Te Tiriti o Waitangi into the curriculum across a number of departments;
Set Māori achievement as a mandatory department goal, with regular progress reporting; and,
Inclusive communication with whānau supporting them to understand how the College works, and what they can do to increase their child’s achievement.
MOUNT MAUNGANUI COLLEGE Strategic Plan 2017-2020 9
Mount Maunganui Colleges acknowledges the relevance and importance of tikanga Māori, and will ensure that correct procedures are followed at school events, including but not limited to: pōhiri for new staff, students and special guests; opening of new buildings; start of close of each school year, and school awards evenings.
Specific programmes offered at Mount Maunganui College include:
He Waka Eke Noa (Māori Strategic Plan, including a strategic change team)
Responsive & Relational Pedagogy programme
Kaupapa Māori Student Council
Te Kura Tuarua o Mauao Kapa Haka
Waiariki Wānanga Series
Te Reo Māori instruction (year 9 – 13)
Inter-house Haka Competition
Year 9 Māori Student Induction Programme
Mount Maunganui College does not offer full immersion programmes in te reo Māori. However guidance will be given to any parent/ student wishing to pursue this option. Our College would like to acknowledge the kura Māori within the Tauranga area that provide full immersion te reo Māori education and we support these kura with their endeavors.
7. CULTURAL DIVERSITY: TE AHUREA WHAKAEHU
General Student Roll 64% NZ European 29% Māori 2% Pacific Island 4% Asian 1% Other International Students (61 (4.22%) of whole school population as of February 2016) 55.7% Europe 29.5% North, South, Central America 14.7% Asia
At Mount Maunganui College, we aim to provide a learning context where students can acquire the knowledge, skills, and attitudes to equip them for life in a multi-cultural world. At our College we value pedagogy that supports students to understand and respect diverse viewpoints, values, customs, and languages. Furthermore, we recognise that ethnicity is just one characteristic that contributes to diversity, and that cultural diversity occurs within ethnic groups.
Our College aims to ensure that teacher pedagogy is culturally responsive and relational, through:
Teachers and support staff being aware of students’ different cultural identities;
Learning programmes and classroom environments incorporating relevant cultural contexts;
Teachers demonstrating awareness of own culturally-based beliefs and practices and how these play out in the classroom and teaching practice;
Recognising diversity within cultures, e.g: gender, socio-economic background, and religion;
Celebrating diversity through practical opportunities to share language and cultural experiences;
Providing a safe place for students to respectfully express their cultural values and beliefs in the classroom; and,
Treating all students with respect and dignity.
MOUNT MAUNGANUI COLLEGE Strategic Plan 2017-2020 10
8. PRIORITY LEARNERS: NGĀ AKORANGA TAPU
Mount Maunganui College identifies priority students as those learners who have inequitable success in the New Zealand schooling system. This includes many Māori, Pacific Island, those learners from low socio-economic backgrounds, and students with special education needs. It is Mount Maunganui College’s intention to accelerate priority students’ achievement through a focus on learning progression in the Junior Curriculum (years 9-10). Priority cohorts are consistently monitored throughout the year to ensure early detection of any learning difficulties and timely intervention to ensure learning progression is being achieved. The College identifies that not all students with learning needs are necessarily identified within the above four groups, therefore Professional Learning Groups (teachers, support staff, deans, guidance) have been established to further identify and monitor any students with learning needs that require intervention and assistance across Year 9, Year 10, and selected senior students. It is the intention of the Professional Learning Groups to establish a culture of shared responsibility for student learning and wellbeing.
At Mount Maunganui College, teachers are expected to have a clear understanding of:
1. The expected learning students should make (performance, developmental/ achievement expectations)
2. The learning students have made (prior learning, achievement and progress)
3. The learning students need to make (gaps between expectations and prior learning and achievement)
Strategies employed to support priority learners include:
Viewing the progression and growth of our priority learners as an indicator of key success for the College;
Increased focus on supporting priority learners to be present, engaged and achieving, with a specific focus on years 9-10;
Set priority learner achievement as a mandatory department goal, with regular reporting;
Junior School Learning Progression rubrics to highlight the progress of students across all subjects;
Creating contexts that excite and engage learners, and that affirm their identities, languages and cultures;
Responding to students’ learning needs by adapting programmes and resources;
Use information on students’ strengths, interests and needs to inform programme review; and,
Supporting students to manage transitions within and into the workforce or further study.
We aim to ensure that every student is noticed and receives support for their success. Tauana te whanaungatanga kua mōhio ngā ākonga anei te āwhina mōu.
Every student knows that they matter. Kia mōhio ngā ākonga katoa he whakahirahira rātau.
MOUNT MAUNGANUI COLLEGE Strategic Plan 2017-2020 11
9. SPECIAL EDUCATION – BEHAVIOUR & LEARNING MĀTAURANGA AKOAKO, MĀTAURANGA WHANONGA Mount Maunganui College has a commitment to inclusive practices for our students with identified special needs. Students with special needs includes students that experience difficulty in one or more of the following areas: learning needs (gifted and priority), communication, emotional, behavioural, intellectual, sensory, and physical impairments. Central to the Mount Maunganui College approach is the importance of inclusive and supportive learning. It is crucial that students learn in an environment that fosters growth in self-confidence and self-esteem. Our goal is for each student to experience school in a way that builds on their strengths and leaves them feeling included, empowered, and accepted. Through identification, assessment and careful planning, students are integrated into the mainstream curriculum (differentiated curriculum where needed). In addition, students receive targeted individual support based on their needs. This occurs across a continuum, from in-class support to small groups, to an individual one-on-one session with the learning centre support team. The Mount Maunganui Learning Centre is developed and monitored by the Special Education Needs Coordinators (SENCO), including the support and professional development of school staff in developing inclusive practices for students with special needs. Student need is established by regular diagnostic, formative and summative assessment by SENCO, ORRS specialist teacher, class teachers, senior management or other referral. Partnership between parents/ caregivers and the school is maintained through the Individual Educational Programme (IEP) process, and access to SENCO and specialist teachers.
Each student has the ability to experience success, regardless of impairment or learning difficulty. Kia rongo i a ākonga ki te reka o te angitū ahakoa te aha.
Every student knows that they matter. Kia mōhio ngā ākonga katoa he whakahirahira rātau.
10. SCHOOL GOVERNANCE: TE MANA WHAKAHAERE O TE KURA
PERSONNEL KAIMAHI The Board of Trustees will implement personnel and industrial policies which promote high levels of staff performance, use resources effectively, recognise the needs of students as well as being a good employer as defined by the State Sector Act 1988. FINANCE PŪTEA The Board of Trustees will allocate funds according to school’s priorities as established in the School Charter, including but not limited to:
Allocate funds according to school’s priorities
Monitor and control school expenditure
Comply with current asset management agreement
Implement a maintenance programme to ensure building compliance
Provide a safe and healthy learning environment. PROPERTY HAUTAONGA The Board of Trustees will ensure development of a 10 year Property Plan (10YPP) to provide the right quantity and quality of school property to achieve the best physical environment for learning, including oversight of the day-to-day management of school property to ensure it is in good order and repair. Alignment between the School’s Charter and the Property Plan is monitored by the Board of Trustees.
MOUNT MAUNGANUI COLLEGE Strategic Plan 2017-2020 12
KEY IMPROVEMENT STRATEGIES: SCHOOL ORGANISATION
PROPERTY
HAUTAONGA
Increased seating and shelter throughout school grounds
Creating innovative & modern learning environments to facilitate collaborative teaching in the English/ Social Science department
Creating environments to encourage student interaction
Creating a bi-cultural entrance to the main school car park
Development of a ‘Rainbow Room’ (toilet/ shower/ changing) for the LGBTI student population
Development of a secure storage facility for student laptops and personal items
Development of school gate numbers (for emergency access)
Increasing a school-wide focus on rubbish and recycling
Review of departmental IT needs, including preparedness for online/ digital submission of work/ assessments
FINANCE
PŪTEA
Increased transparency of school budget timeline, process and decision-making for school staff members
Investigate increasing teacher aide support in the junior curriculum (level 2/3)
Investigate the increase of department budgets following Head of Department proposal
Investigate additional administrative/ technical support in learning areas as required
PERSONNEL
KAIMAHI
Development of the MMC Code of Conduct “The Mount Way” in collaboration with all staff members, students and parents
Development of a Staff Management System for resolving inconsistencies in staff performance & behaviour
Continuation of voluntary First Aid Training for all staff members, including increased staff awareness of school emergency procedures
Review of school administration, technical support, and teacher relief needs
Developing (with staff) the key tenants of a collaborative and safe learning environment
PROFESSIONAL DEVELOPMENT NGĀ WHANAKE NGAIO
Departmental focus on learning progression rubrics for each subject area
Departmental focus on strengthening the use of technology within each subject area
Continuation of the Responsive & Relational Pedagogy programme
Continued focus on improving pedagogy across all school areas
Department identified Professional Development
COMMUNITY ENGAGEMENT TE TŪ A HĀPORI
Exploration of opportunities for local industry involvement in student learning
Increased opportunities for engagement with parents, including a stronger focus on parent-student pathway planning
Increased opportunities for engagement with our wider Māori community, including but not limited to: Ngāi Te Rangi iwi, Māori parents, local Māori industry, and regional/ national connections.
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VE
the
ave
rag
e n
ati
on
al e
xpec
tati
on
fo
r th
at
yea
r le
vel.
MO
UN
T M
AU
NG
AN
UI
CO
LL
EG
E S
trat
egic
Pla
n 2
01
7-2
02
0
14
12
. G
OA
L O
NE:
20
17
AN
NU
AL
PLA
N:
TE M
ĀH
ERE-
Ā-T
AU
TE W
HA
ING
A T
UA
TAH
I
EMP
OW
ER A
LL L
EAR
NER
S TO
BE
CO
NFI
DEN
T, C
ON
NEC
TED
, AN
D T
O S
UC
CEE
D W
ITH
INTE
GR
ITY
Kia
wh
ai k
ah
a t
e ā
kon
ga
kia
tū
to
a t
ū m
āia
i ro
to i
ng
ā m
ah
i
STR
ATE
GIE
S TI
ME-
FRA
ME
RES
PO
NSI
BIL
ITY
R
ESO
UR
CIN
G
PR
OG
RES
S IN
DIC
ATO
RS
CO
NTI
NU
E: E
mb
edd
ing
lear
nin
g p
rogr
essi
on
ru
bri
cs
201
7
HO
Ds
/ B
a /
Sb
Pro
fess
ion
al D
evel
op
men
t R
elie
f Le
arn
ing
Pro
gres
sio
ns
in s
tud
ent
/ p
aren
t la
ngu
age
sup
po
rted
by
ann
ota
ted
exe
mp
lars
CO
NTI
NU
E: T
eac
her
as
Inq
uir
y, S
tud
ent
Vo
ice
201
7
HO
Ds
/ B
a /
SLT
In h
ou
se p
rofe
ssio
nal
d
evel
op
men
t o
pp
ort
un
itie
s A
pp
rais
al c
on
vers
atio
ns
CO
NTI
NU
E: P
arti
cip
atio
n in
Pro
fess
ion
al
Dev
elo
pm
ent
201
7
HO
D S
ub
Co
mm
itte
e /
HO
Ds
/ B
a P
rovi
ded
on
an
as
nee
ds
bas
is
Staf
f ca
pac
ity
and
cap
abili
ties
TRIA
L: S
olo
tax
on
om
y &
lear
nin
g p
rogr
essi
on
s 2
017
H
OD
Su
b C
om
mit
tee
/ H
OD
s /
Ba
Pro
vid
ed o
n a
n a
s n
eed
s b
asis
St
aff
cap
acit
y an
d c
apab
iliti
es
PLA
N: I
nte
grat
ed C
urr
icu
lum
Cla
ss a
nd
Li
tera
cy/
Nu
mer
acy
pro
gram
me
201
7
Ba
/ SL
T /
Iden
tifi
ed
teac
her
s P
lan
nin
g ar
ou
nd
inte
rdis
cip
linar
y p
roje
ct b
ased
lear
nin
g Th
at t
he
liter
acy
and
nu
mer
acy
pro
gram
me
will
beg
in a
s o
f 2
01
8
TRIA
L: M
āori
Iden
tity
pro
gram
me
(Yr
9-
10
) 2
017
H
k /
He
Wak
a Ek
e
No
a
Pro
vid
ed o
n a
n a
s n
eed
s b
asis
Th
at k
ey M
aori
iden
tity
val
ues
an
d
char
acte
rist
ics
hav
e b
een
iden
tifi
ed
PR
OV
IDE:
Op
po
rtu
nit
ies
to u
se m
od
ern
IT
in t
eac
hin
g &
lear
nin
g 2
017
B
a /
Yl /
Mj
Pro
vid
ed o
n a
n a
s n
eed
s b
asis
IT
Su
rvey
DEV
ELO
P:
Spec
ial N
eed
s le
arn
ing
reso
urc
es
201
7
Yl /
Dx
/ B
a /
Kb
P
rovi
ded
on
an
as
nee
ds
bas
is
Incr
ease
d u
se o
f IT
in t
he
Lear
nin
g C
en
tre
PLA
N:
Year
9/1
0 sc
ho
ol c
ult
ure
th
resh
old
2
017
Yl
P
rovi
ded
on
an
as
nee
ds
bas
is
Incr
ease
d p
arti
cip
atio
n in
sch
oo
l wid
e ac
tivi
ties
alo
ng
wit
h t
he
dev
elo
pm
ent
of
a ju
nio
r sc
ho
ol p
rofi
le
IMP
LEM
ENT:
Car
eers
Ser
vice
rev
iew
2
017
Yl
P
rovi
ded
on
an
as
nee
ds
bas
is
Co
mp
leti
on
of
Car
eers
Ser
vice
Rev
iew
INV
ESTI
GA
TE:
incr
ease
d d
epar
tmen
t p
roje
ct b
ased
lear
nin
g 2
017
Sb
/ B
a /
Wx
Pro
vid
ed o
n a
n a
s n
eed
s b
asis
Fi
nd
ings
to
hel
p in
form
th
e cr
eati
on
of
a cr
oss
cu
rric
ula
r cl
ass
in 2
01
8
INV
ESTI
GA
TE:
Idea
s fr
om
sch
oo
l lea
rnin
g st
ruct
ure
s re
view
2
017
SL
T P
rovi
ded
on
an
as
nee
ds
bas
is
A p
rop
osa
l fo
r fu
ture
sch
oo
l
MO
UN
T M
AU
NG
AN
UI
CO
LL
EG
E S
trat
egic
Pla
n 2
01
7-2
02
0
15
13
. G
OA
L O
NE:
STR
ATE
GIC
PLA
N (
20
17
– 2
02
0):
TE
MĀ
HER
E R
AU
TAK
I
TE W
HA
ING
A T
UA
TAH
I Th
e o
verv
iew
of
stra
tegi
c d
irec
tio
n o
utl
ined
bel
ow
list
s a
nu
mb
er o
f ke
y ar
eas
for
Pla
nn
ing
or
Rev
iew
. Tr
ial o
f th
ese
area
s w
ill o
nly
occ
ur
if t
he
Pla
nn
ing
or
Rev
iew
p
rovi
des
evi
den
ce t
hat
a T
rial
is f
avo
ura
ble
to
th
e d
irec
tio
n o
f th
e sc
ho
ol.
CO
RE
STR
ATE
GIE
S –
STR
ATE
GIC
GO
AL
ON
E -
LEA
RN
ING
EM
PO
WER
ALL
LEA
RN
ERS
TO B
E C
ON
FID
ENT,
CO
NN
ECT
ED, A
ND
TO
SU
CC
EED
WIT
H IN
TEG
RIT
Y
Kia
wh
ai k
ah
a t
e ā
kon
ga
kia
tū
to
a t
ū m
āia
i ro
to i
ng
ā m
ah
i
201
8
201
9
20
20
CO
NTI
NU
E: T
eac
her
as
Inq
uir
y, S
tud
ent
Vo
ice,
V
isib
le L
earn
ing
CO
NTI
NU
E: P
arti
cip
atio
n in
Pro
fess
ion
al
Dev
elo
pm
ent
CH
ECK
PO
INT:
Rev
iew
of
lear
nin
g p
rogr
essi
on
ru
bri
cs
IMP
LEM
ENT:
So
lo T
axo
no
my
& le
arn
ing
pro
gres
sio
ns
IMP
LEM
ENT:
Lit
erac
y/ N
um
erac
y p
rogr
amm
e
REF
INE:
Māo
ri C
ult
ura
l Id
enti
ty p
rogr
amm
e
DEV
ELO
P: U
se o
f m
od
ern
IT in
tea
chin
g &
lear
nin
g
DEV
ELO
P:
Spec
ial N
eed
s le
arn
ing
reso
urc
es
TRIA
L: Y
ear
9/1
0 M
aste
ry
PLA
N:
Year
11
Mas
tery
REF
INE:
Id
eas
resu
ltin
g fr
om
Car
eers
Ser
vice
re
view
DEV
ELO
P: O
pp
ort
un
itie
s fo
r p
roje
ct b
ased
lear
nin
g
IMP
LEM
ENT:
Gu
est
Spea
ker
sch
ed
ule
REF
INE:
Id
eas
resu
ltin
g fr
om
sch
oo
l lea
rnin
g st
ruct
ure
s re
view
CO
NTI
NU
E: T
eac
her
as
Inq
uir
y, S
tud
ent
Vo
ice,
V
isib
le L
earn
ing
CO
NTI
NU
E: P
arti
cip
atio
n in
Pro
fess
ion
al
Dev
elo
pm
ent
CH
ECK
PO
INT:
Lit
era
cy/
Nu
mer
acy
pro
gram
me
IMP
LEM
ENT:
Māo
ri C
ult
ura
l Id
enti
ty p
rogr
amm
e
DEV
ELO
P: U
se o
f m
od
ern
IT in
tea
chin
g &
lear
nin
g
REF
INE:
Ye
ar 9
/10
Mas
tery
TRIA
L: Y
ear
11
Mas
tery
CH
ECK
PO
INT:
Rev
iew
of
Gu
est
Spea
ker
sch
edu
le
CH
ECK
PO
INT:
Rev
iew
of
pro
ject
bas
ed le
arn
ing
ou
tco
mes
IMP
LEM
ENT:
Id
eas
resu
ltin
g fr
om
sch
oo
l lea
rnin
g st
ruct
ure
s re
view
CH
ECK
PO
INT:
Rev
iew
of
sch
oo
l lea
rnin
g st
ruct
ure
s
CH
ECK
PO
INT:
So
lo t
axo
no
my
& le
arn
ing
pro
gres
sio
ns
CH
ECK
-PO
INT:
Ye
ar 9
-11
Mas
tery
Pro
ject
CH
ECK
PO
INT:
Rev
iew
of
Car
eers
& P
ath
way
P
lan
nin
g
REV
IEW
: A
ll G
oal
On
e C
ore
Str
ateg
ies
CO
NSU
LT:
Futu
re d
irec
tio
n in
pre
par
atio
n f
or
nex
t St
rate
gic
Pla
n
MO
UN
T M
AU
NG
AN
UI
CO
LL
EG
E S
trat
egic
Pla
n 2
01
7-2
02
0
16
14
. O
VER
VIE
W:
STR
ATE
GIC
DIR
ECTI
ON
: GO
AL
TWO
TE
WH
AIN
GA
TU
AR
UA
FO
RM
RES
PEC
TFU
L R
ELA
TIO
NSH
IPS
THA
T A
RE
RES
PO
NSI
VE
TO T
HE
NEE
DS
OF
ALL
M
ā t
e w
ha
kaw
ha
na
un
ga
tan
ga
me
te m
an
aa
kita
ng
a e
ta
e te
wa
ka k
i uta
B
asel
ine
dat
a fr
om
th
e St
rate
gic
Pla
n R
evie
w p
roce
ss c
on
du
cte
d in
20
15
(te
ach
er, s
tud
ent
& p
aren
t co
nsu
ltat
ion
) in
dic
ated
dis
crep
anci
es in
tea
cher
ped
ago
gy a
nd
te
ach
er/
stu
den
t re
lati
on
ship
s. T
hes
e d
iscr
epan
cies
incl
ud
ed:
Staf
f fe
edb
ack
ind
icat
ing
a p
erce
pti
on
th
at s
om
e st
aff
(an
d s
om
e d
epar
tmen
ts)
are
mo
re ‘c
om
mit
ted
to
th
e ca
use
’ th
an o
ther
s;
Stu
den
t fe
edb
ack
ind
icat
ing
that
so
me
teac
her
s p
rovi
de
a su
pp
ort
ive
and
nu
rtu
rin
g le
arn
ing
en
viro
nm
ent,
wh
ilst
oth
er t
eac
her
s d
o n
ot;
an
d,
Par
ent
feed
bac
k in
dic
atin
g th
at s
om
e te
ach
ers
(an
d s
om
e d
epar
tmen
ts)
can
te
ach
th
eir
child
bet
ter
than
oth
ers.
Th
e C
olle
ge is
co
mm
itte
d t
o d
evel
op
ing
a co
mm
un
ity
that
str
ives
to
be
the
‘bes
t th
ey c
an b
e’.
This
sta
rts
wit
h p
rovi
din
g h
igh
qu
alit
y an
d c
on
sist
ent
ped
ago
gy s
o t
hat
“T
oge
ther
as
lear
ner
s, w
e in
spir
e ea
ch o
ther
to
gro
w”.
Ou
r C
olle
ge b
elie
ves
that
res
pec
tfu
l rel
atio
nsh
ips
are
the
fou
nd
atio
n t
o a
ll le
arn
ing
rela
tio
nsh
ips.
Th
is in
clu
des
m
ain
tain
ing
a h
igh
sta
nd
ard
of
exp
ecta
tio
ns
and
beh
avio
urs
wit
hin
ou
r le
arn
ing
envi
ron
men
ts.
MO
UN
T M
AU
NG
AN
UI
CO
LL
EG
E S
trat
egic
Pla
n 2
01
7-2
02
0
17
15
. G
OA
L TW
O: 2
01
7 A
NN
UA
L P
LAN
: TE
MĀ
HER
E-Ā
-TA
U
TE
WH
AIN
GA
TU
AR
UA
FOR
M R
ESP
ECTF
UL
REL
ATI
ON
SHIP
S TH
AT
AR
E R
ESP
ON
SIV
E TO
TH
E N
EED
S O
F A
LL
Mā
te
wh
aka
wh
an
au
ng
ata
ng
a m
e te
ma
na
aki
tan
ga
e t
ae
te w
aka
ki u
ta
STR
ATE
GIE
S TI
ME-
FRA
ME
RES
PO
NSI
BIL
ITY
R
ESO
UR
CIN
G
PR
OG
RES
S IN
DIC
ATO
RS
CO
NTI
NU
E: H
e W
aka
Eke
No
a St
rate
gic
Pla
n
201
7
Hk
/ H
e W
aka
Eke
N
oa
Pro
vid
ed o
n a
n a
s n
eed
s b
asis
A
fu
rth
erin
g o
f th
e M
aori
Str
ate
gic
Pla
n
(Ap
pen
dix
)
CO
NTI
NU
E: R
esp
on
sive
& R
elat
ion
al P
edag
ogy
p
rogr
amm
e 2
017
H
k /
He
Wak
a Ek
e
No
a P
rovi
ded
on
an
as
nee
ds
bas
is
A f
urt
her
ing
of
the
Mao
ri S
trat
egi
c P
lan
(A
pp
end
ix)
DEV
ELO
P:
Op
po
rtu
nit
ies
for
acti
ve in
tera
ctio
n o
f st
aff
and
stu
den
ts in
sch
oo
l / s
tud
ent
org
anis
ed
even
ts (
fun
) 2
017
St
ud
ent
Lead
ers
/ St
aff
Soci
al
Co
mm
itte
e
Pro
vid
ed o
n a
n a
s n
eed
s b
asis
M
ore
op
po
rtu
nit
ies
for
stu
den
ts a
nd
sta
ff t
o
be
invo
lve
d in
join
t ac
tivi
ties
INV
ESTI
GA
TE:
Incr
ease
d b
i-cu
ltu
ral c
urr
icu
lum
an
d
pla
ce r
esp
on
sive
lear
nin
g co
nte
xts
201
7
Hk
/ H
e W
aka
Eke
N
oa
Pro
vid
ed o
n a
n a
s n
eed
s b
asis
A
fu
rth
erin
g o
f th
e M
aori
Str
ate
gic
Pla
n
(Ap
pen
dix
)
TRIA
L: I
dea
s fr
om
Fo
rm T
ime
and
Ho
use
Str
uct
ure
re
view
2
017
SL
T /
Stu
den
t Le
ader
s P
rovi
ded
on
an
as
nee
ds
bas
is
Idea
s fr
om
Fo
rm T
ime
and
Ho
use
Str
uct
ure
re
view
imp
lem
ente
d
REV
IEW
: Sch
oo
ls r
esp
on
sive
nes
s to
cu
ltu
ral d
iver
sity
2
017
H
k /
SLT
Pro
vid
ed o
n a
n a
s n
eed
s b
asis
Sc
ho
ols
re
spo
nsi
ven
ess
to c
ult
ura
l div
ersi
ty
surv
ey c
om
ple
ted
CO
NSU
LT:
Sch
oo
l co
mm
un
ity
on
rev
iew
s 2
017
SL
T /
Va
Pro
vid
ed o
n a
n a
s n
eed
s b
asis
Sa
fe a
nd
Co
llab
ora
tive
Rev
iew
an
d Y
ou
ng
Wo
men
’s R
evie
w s
har
ed w
ith
sta
ke h
old
ers
MO
UN
T M
AU
NG
AN
UI
CO
LL
EG
E S
trat
egic
Pla
n 2
01
7-2
02
0
18
16
. G
OA
L TW
O: S
TRA
TEG
IC P
LAN
(2
01
7 –
20
20
): T
E M
ĀH
ERE
RA
UTA
KI
TE
WH
AIN
GA
TU
AR
UA
Th
e o
verv
iew
of
stra
tegi
c d
irec
tio
n o
utl
ined
bel
ow
list
s a
nu
mb
er o
f ke
y ar
eas
for
Pla
nn
ing
or
Rev
iew
. Tr
ial o
f th
ese
area
s w
ill o
nly
occ
ur
if t
he
Pla
nn
ing
or
Rev
iew
p
rovi
des
evi
den
ce t
hat
a T
rial
is f
avo
ura
ble
to
th
e d
irec
tio
n o
f th
e sc
ho
ol.
CO
RE
STR
ATE
GIE
S –
STR
ATE
GIC
GO
AL
TWO
- R
ELA
TIO
NSH
IPS
FOR
M R
ESP
ECTF
UL
REL
ATI
ON
SHIP
S TH
AT
AR
E R
ESP
ON
SIV
E TO
TH
E N
EED
S O
F A
LL
Mā
te
wh
aka
wh
an
au
ng
ata
ng
a m
e te
ma
na
aki
tan
ga
e t
ae
te w
aka
ki u
ta
201
8
201
9
20
20
CH
ECK
PO
INT:
Rev
iew
of
He
Wak
a Ek
e N
oa
Stra
tegi
c P
lan
CH
ECK
PO
INT:
Rev
iew
Res
po
nsi
ve &
Re
lati
on
al
Ped
ago
gy
DEV
ELO
P:
Op
po
rtu
nit
ies
for
acti
ve in
tera
ctio
n o
f st
aff
& s
tud
ents
in s
cho
ol/
stu
den
t o
rgan
ised
eve
nts
(f
un
)
TRIA
L: B
i-cu
ltu
ral c
urr
icu
lum
an
d p
lace
res
po
nsi
ve
lear
nin
g co
nte
xts
REF
INE:
New
Fo
rm T
ime
& H
ou
se S
tru
ctu
re
CO
NSU
LT:
Sch
oo
l co
mm
un
ity
on
rev
iew
s
CO
NTI
NU
E: H
e W
aka
Eke
No
a St
rate
gic
Pla
n
TRIA
L: Id
eas
- R
esp
on
sive
& R
elat
ion
al P
edag
ogy
p
rogr
amm
e
DEV
ELO
P:
Op
po
rtu
nit
ies
for
acti
ve in
tera
ctio
n o
f st
aff
& s
tud
ents
in s
cho
ol/
stu
den
t o
rgan
ised
eve
nts
(f
un
)
TRIA
L: B
i-cu
ltu
ral c
urr
icu
lum
an
d p
lace
res
po
nsi
ve
lear
nin
g co
nte
xts
CO
NSU
LT:
Sch
oo
l co
mm
un
ity
on
rev
iew
s
REV
IEW
: A
ll G
oal
Tw
o C
ore
Str
ateg
ies
CH
ECK
PO
INT:
Rev
iew
of
Bi-
cult
ura
l cu
rric
ulu
m a
nd
p
lace
re
spo
nsi
ve le
arn
ing
CH
ECK
PO
INT:
Rev
iew
Fo
rm T
ime
& H
ou
se
Stru
ctu
re
CO
NSU
LT:
Futu
re d
irec
tio
n in
pre
par
atio
n f
or
nex
t St
rate
gic
Pla
n
MO
UN
T M
AU
NG
AN
UI
CO
LL
EG
E S
trat
egic
Pla
n 2
01
7-2
02
0
19
17
. O
VER
VIE
W:
STR
ATE
GIC
DIR
ECTI
ON
: GO
AL
THR
EE
TE W
HA
ING
A T
UA
TOR
U
GR
OW
AC
TIV
E LE
AR
NER
S W
HO
PO
SITI
VEL
Y C
ON
TRIB
UTE
TO
OU
R S
OC
IETY
H
e p
oip
oi r
an
ga
tira
hei
āra
hi i
te
iwi
Bas
elin
e d
ata
fro
m t
he
Stra
tegi
c P
lan
Rev
iew
pro
cess
co
nd
uct
ed
in 2
01
5 (
teac
her
, stu
den
t &
par
ent
con
sult
atio
n)
ind
icat
ed t
hat
all
stak
eho
lder
s d
esir
e a
stro
nge
r fo
cus
on
d
evel
op
ing
stu
den
ts w
ho
can
po
siti
vely
co
ntr
ibu
te t
o s
oci
ety
up
on
exi
t fr
om
th
e C
olle
ge.
This
incl
ud
ed:
Stu
den
ts e
qu
ipp
ed w
ith
th
e sk
ills
nec
ess
ary
for
gain
ing
mea
nin
gfu
l em
plo
ymen
t;
Stu
den
ts e
qu
ipp
ed w
ith
th
e n
eces
sary
life
-ski
lls t
o b
e fu
nct
ion
al m
emb
ers
of
soci
ety;
Stu
den
ts e
qu
ipp
ed w
ith
a s
tro
ng
valu
e b
ased
fo
un
dat
ion
; an
d,
Stu
den
ts w
ho
are
co
nn
ecte
d t
o t
he
loca
l co
mm
un
ity.
O
ur
Co
llege
is c
om
mit
ted
to
co
ntr
ibu
tin
g to
th
e gr
ow
th, w
ellb
ein
g &
inte
grit
y o
f o
ur
com
mu
nit
y. W
e a
ckn
ow
led
ge o
ur
role
in e
qu
ipp
ing
stu
den
ts w
ith
th
e sk
ills,
val
ues
an
d k
no
wle
dge
to
co
ntr
ibu
te t
o s
oci
ety
mea
nin
gfu
lly.
18
. G
OA
L TH
REE
: 20
17
AN
NU
AL
PLA
N:
TE M
ĀH
ERE-
Ā-T
AU
TE W
HA
ING
A T
UA
TOR
U
GR
OW
AC
TIV
E LE
AR
NER
S W
HO
PO
SITI
VEL
Y C
ON
TRIB
UTE
TO
OU
R S
OC
IETY
He
po
ipo
i ra
ng
ati
ra h
ei ā
rah
i i t
e iw
i
STR
ATE
GIE
S TI
ME-
FRA
ME
RES
PO
NSI
BIL
ITY
R
ESO
UR
CIN
G
PR
OG
RES
S IN
DIC
ATO
RS
TRIA
L: L
ife
Skill
s &
Val
ues
Lea
rnin
g (Y
ear
9)
201
7
Ht
/ W
g
Pro
vid
ed o
n a
n
as n
eed
s b
asis
Li
fe S
kills
& V
alu
es L
earn
ing
(Ye
ar 9
) tr
iale
d w
ith
at
leas
t o
ne
Year
9 c
lass
PLA
N:
Life
Ski
lls &
Val
ues
Lea
rnin
g (Y
ear
11
-13
) 2
017
Yl
P
rovi
ded
on
an
as
nee
ds
bas
is
Life
Ski
lls &
Val
ues
Lea
rnin
g p
lan
ned
fo
r Ye
ar 1
1-
13
cla
sses
INV
ESTI
GA
TE:
Co
mm
un
ity
Serv
ice
and
Vo
lun
tee
rin
g p
rogr
amm
e fo
r al
l yea
r gr
ou
ps
201
7
Ba
/ Yl
/ V
a P
rovi
ded
on
an
as
nee
ds
bas
is
Co
mm
un
ity
Serv
ice
and
Vo
lun
teer
ing
pro
gram
me
for
all y
ear
gro
up
s in
vest
igat
ed
DEV
ELO
P:
Rel
atio
nsh
ips
wit
h lo
cal m
ana
wh
enu
a (N
gāi T
e R
angi
), T
aura
nga
Mo
ana
iwi,
and
ku
ra
Māo
ri (
refe
r to
He
Wa
ka E
ke N
oa
)
201
7
Hk
/ G
r P
rovi
ded
on
an
as
nee
ds
bas
is
Stre
ngt
hen
ed r
elat
ion
ship
s w
ith
loca
l man
a w
hen
ua
(Ngā
i Te
Ran
gi),
Tau
ran
ga M
oan
a iw
i, an
d k
ura
Māo
ri (
Ap
pen
dix
)
DEV
ELO
P:
Rel
atio
nsh
ips
wit
h lo
cal i
nd
ust
ry a
cro
ss
dep
artm
ents
2
017
SL
T /
Car
eers
P
rovi
ded
on
an
as
nee
ds
bas
is
Incr
ease
d s
tud
ent
visi
ts t
o lo
cal i
nd
ust
ries
MO
UN
T M
AU
NG
AN
UI
CO
LL
EG
E S
trat
egic
Pla
n 2
01
7-2
02
0
20
19
. G
OA
L TH
REE
: STR
ATE
GIC
PLA
N (
20
17
– 2
02
0):
TE
MĀ
HER
E R
AU
TAK
I
TE W
HA
ING
A T
UA
TOR
U
The
ove
rvie
w o
f st
rate
gic
dir
ecti
on
ou
tlin
ed b
elo
w li
sts
a n
um
ber
of
key
area
s fo
r P
lan
nin
g o
r R
evie
w.
Tria
l of
thes
e ar
eas
will
on
ly o
ccu
r if
th
e P
lan
nin
g o
r R
evie
w
pro
vid
es e
vid
ence
th
at a
Tri
al is
fav
ou
rab
le t
o t
he
dir
ecti
on
of
the
sch
oo
l.
CO
RE
STR
ATE
GIE
S –
STR
ATE
GIC
GO
AL
THR
EE -
CO
MM
UN
ITY
G
RO
W A
CTI
VE
LEA
RN
ERS
WH
O P
OSI
TIV
ELY
CO
NTR
IBU
TE T
O O
UR
SO
CIE
TY
He
po
ipo
i ra
ng
ati
ra h
ei ā
rah
i i t
e iw
i
201
8
201
9
20
20
REF
INE:
Lif
e Sk
ills
& V
alu
es L
earn
ing
(Yea
r 9
-10
)
TRIA
L: L
ife
Skill
s &
Val
ues
Lea
rnin
g (Y
ear
11
-13
)
TRIA
L: C
om
mu
nit
y Se
rvic
e &
Vo
lun
tee
rin
g P
rogr
amm
e
DEV
ELO
P: R
elat
ion
ship
s w
ith
loca
l man
a w
hen
ua
(Ngā
i Te
Ran
gi),
Tau
ran
ga M
oan
a iw
i, an
d k
ura
M
āori
(ref
er t
o H
e W
aka
Eke
No
a)
REF
INE:
Ye
ar 9
-10
Tas
ter
Op
tio
ns
TRIA
L: D
epar
tmen
tal/
Lo
cal I
nd
ust
ry in
itia
tive
s
REF
INE:
Lif
e Sk
ills
& V
alu
es L
earn
ing
(Ye
ar 1
1-1
3)
REF
INE:
Co
mm
un
ity
Serv
ice
& V
olu
nte
erin
g P
rogr
amm
e
REV
IEW
& R
EFIN
E: R
elat
ion
ship
s w
ith
loca
l man
a w
hen
ua
(Ngā
i Te
Ran
gi),
Tau
ran
ga M
oan
a iw
i, an
d
kura
Māo
ri
(ref
er t
o H
e W
aka
Eke
No
a)
REF
INE:
Dep
artm
enta
l/ L
oca
l In
du
stry
init
iati
ves
REV
IEW
: A
ll G
oal
Th
ree
Co
re S
trat
egie
s
CH
ECK
PO
INT:
Rev
iew
of
Life
Ski
lls &
Val
ues
Le
arn
ing
Pro
gram
me
CH
ECK
PO
INT:
Rev
iew
of
Tast
er
Op
tio
ns
CO
NSU
LT:
Futu
re d
irec
tio
n in
pre
par
atio
n f
or
nex
t St
rate
gic
Pla
n
