Self Review 2015

Board of Trustees Self-Review

Annual Performance Report 2014-2015

Board Self-‐Review – Hagley Community College Performance Report 2015 Page 1

TABLE OF CONTENTS INTRODUCTION .................................................................................................................................................................................................................................................................................... 3

BOT Self-‐Review Model ...................................................................................................................................................................................................................................................................... 5

BOT PERFORMANCE REVIEW 2014 .................................................................................................................................................................................................................................................. 6

A. Leadership ...................................................................................................................................................................................................................................................................................... 6

1. Vision, Mission and Values ........................................................................................................................................................................................................................................................ 6

2. Special Character ...................................................................................................................................................................................................................................................................... 6

3. Charter: Strategic & Annual Plans ............................................................................................................................................................................................................................................. 9

Curriculum Design ........................................................................................................................................................................................................................................................ 10

Modern Learning Environments ................................................................................................................................................................................................................................... 10

Marketing: Inspiring Futures – Transforming Lives ...................................................................................................................................................................................................... 11

Student Engagement .................................................................................................................................................................................................................................................... 11

Student Support Network ............................................................................................................................................................................................................................................ 11

Learning Support .......................................................................................................................................................................................................................................................... 12

Junior Graduating College ............................................................................................................................................................................................................................................ 12

Learning Futures ........................................................................................................................................................................................................................................................... 12

Learning Communities .................................................................................................................................................................................................................................................. 13

Adult Literacy ............................................................................................................................................................................................................................................................... 13

Forte -‐ Itinerant Teachers of Music .............................................................................................................................................................................................................................. 13

Learning Transitions ..................................................................................................................................................................................................................................................... 14

Enrolment ..................................................................................................................................................................................................................................................................... 14

Information Technology ............................................................................................................................................................................................................................................... 14

Financial Planning ......................................................................................................................................................................................................................................................... 15

College Effectiveness .................................................................................................................................................................................................................................................... 15

BOT Performance Review ............................................................................................................................................................................................................................................. 15

4. Programme of Self-‐Review ........................................................................................................................................................................................................................................................... 16

5. Governance & The Treaty of Waitangi ......................................................................................................................................................................................................................................... 17


B. REPRESENTATION ......................................................................................................................................................................................................................................................................... 17

6. BOT Composition & Operation ..................................................................................................................................................................................................................................................... 17

7. Professional Development & Training .......................................................................................................................................................................................................................................... 18

8. Governance Role .......................................................................................................................................................................................................................................................................... 19

9. Delegated Authorities .................................................................................................................................................................................................................................................................. 20

All Portfolios .................................................................................................................................................................................................................................................................................... 21

10. Broad-‐Based Community Support .............................................................................................................................................................................................................................................. 22

C. ACCOUNTABILITY .......................................................................................................................................................................................................................................................................... 23

11. Policy Direction & Policy Review ................................................................................................................................................................................................................................................ 23

12. Resources ................................................................................................................................................................................................................................................................................... 23

13. Student Outcomes & Achievement ............................................................................................................................................................................................................................................ 25

14. Financial Stewardship ................................................................................................................................................................................................................................................................ 27

15. General Legislation Compliance ................................................................................................................................................................................................................................................. 28

Section 1: Board Administration ..................................................................................................................................................................................................................................................... 29

Section 2: Curriculum ...................................................................................................................................................................................................................................................................... 30

Section 3: Health, Safety & Welfare ................................................................................................................................................................................................................................................ 32

Section 4: Personnel ........................................................................................................................................................................................................................................................................ 35

Section 5: Finance ........................................................................................................................................................................................................................................................................... 37

Section 6: Asset Management ........................................................................................................................................................................................................................................................ 38

D. GOOD EMPLOYER ......................................................................................................................................................................................................................................................................... 38

16. Act As A Good Employer ............................................................................................................................................................................................................................................................ 38

17. Principal Appointment & Appraisal ............................................................................................................................................................................................................................................ 39

A. Principal’s Appraisal: ...................................................................................................................................................................................................................................................... 39

B. Principal’s Appointment ................................................................................................................................................................................................................................................. 40

18. Working Relationship With Principal ......................................................................................................................................................................................................................................... 40

19. Staff Standards ........................................................................................................................................................................................................................................................................... 41

20. Principal’s Delegated Authority ................................................................................................................................................................................................................................................. 42

E. HAGLEY BOARD OF TRUSTEES -‐ MEETING ANALYSIS 2014 ................................................................................................................................................................................................... 43

Analysis ............................................................................................................................................................................................................................................................................................ 49


INTRODUCTION Boards are given power under the Education Act 1989 Section 75 to control the management of the school. They are legal bodies (body corporate), with legal obligations to govern the school in accordance with the Acts and Regulations of Parliament and within the school’s own charter. The board is entrusted to work on behalf of all stakeholders and is accountable for the school’s performance. It emphasises strategic leadership, sets the vision for the school and ensures that it complies with legal and policy requirements. Policies are at a governance level and outline clear delegation to the Principal. The board and principal form the leadership team with the role of each documented and understood. The Principal reports to the board as a whole with committees used sparingly and only when a need is identified in order to contribute to board work. The board is proactive rather than reactive in its operations and decision-‐making and does not involve itself in the administrative details of the day to day running of the school. Enhancing student achievement is its focus. The New Zealand Schools Trustees Association describes the Board of Trustees key areas of contribution are to:

• Meet legal requirements for the composition and operation of the board. • Set and, as needed, modify the vision, mission and values. • Protect the special character/values of the school. • Ensure a sensible and feasible Strategic Plan. • Approve and monitor the Annual Plan. • Develop and review the general policy direction. • Monitor and evaluate student learning outcomes. • Appoint, assess the performance of and support the Principal. • Act as good employers. • Provide financial stewardship. • Oversee, conserve and enhance the resource base. • Approve major policies and programme initiatives. • Manage risk. • The board is committed to a programme of professional development that includes new trustee induction. • Build a broad base of community support. • Comply with all general legislation concerning requirements such as attendance, length of the school day and length of the school year. • Exercise governance in a way that fulfils the intent of the Treaty of Waitangi by valuing and reflecting New Zealand’s dual cultural heritage.

The Hagley Community College Board of Trustees has adopted these roles and responsibiliites as the terms of reference on which it will operate. Using this information the Hagley Board of Trustees has agreed that on being elected or co-‐opted to the Hagley BOT they are taking on these terms of reference as their commitments and obligations to the effective governance of the college. The ‘Terms of Reference’ which form the basis of the Hagley Community College BOT performance review are derived from NZSTA’s guidelines on governance and the National Education Guidelines and Education Act 1989. Two additional documents provide guidelines on the roles and responsibilities of each BOT member. The first document is ‘How Schools Work’ (essential information for new school trustees) from the Ministry of Education (2013). The second document is ‘An Introduction To Trusteeship’ (a guide for school trustees) from NZSTA. Each Board member is provided with a copy of these documents upon election or co-‐option to the Board together with a copy of the NZSTA Trustees Handbook.


14/7/2014

Gather information from Interviews Questionnaires Documentation Observations Policies Mission statement Employee handbook Budgets etc

Consider: Current legislation

Possible obstacles Resources available Areas of strength Areas for improvement Strategic plan Succession planning

Board of Trustees Self- Audit Process

Communicate findings to the appropriate people

Develop reccomendationsIdentify areas of success

Identify areas for improvement

Consider; Ongoing student achievement Strategic plan Policies Procedures Resources Continuous improvement Tangible results Current delegations

Who will be responsible for conducting the audit?(ensure delegated authorities are in place)

Support

Planning

Decide who will do these, how they

will be done and in what time frame

All actions have been completed

Who

Collecting data

Review

Present data

Ensure HR self-audit is part of the board self review cycle

Action required

No action required

Evaluating data


BOT Self-‐Review Model

The New Zealand School Trustees Association has also provided guidelines on reviewing effective governance. They have identified that the board has four major areas of responsibility. These areas are: leadership; representation; accountability; and the employer role. The Hagley Board has aligned its agreed terms of reference under these four areas of responsibility to create its model for governance self-‐review. The Hagley Board of Trustees will review its performance annually and will document this performance as part of the annual performance report of the college. Each of the 20 key activities will be reported on under the headings of the four major responsibilities (leadership, representation, accountability, good employer). This BOT self-‐review model is also integrated to the college self-‐review framework under the portfolio of ‘College Effectiveness’. For Hagley, college effectiveness is a comprehensive planning, review and reporting process that enables the college to demonstrate that its performance matches its purpose. This school wide perspective has resulted in tangible improvements and promoted a college culture conducive to informed decision-‐making and creative, innovative solutions. A key to the success of the model is the collection of truly useful information, which can be applied to a number of reporting, planning and operational purposes. The ultimate purpose of our planning and review is to improve the college for the benefit of students. By defining effectiveness and using the results of key performance indicators for planned improvement, the college is best able to celebrate its success.

LEADERSHIP REPRESENTATION ACCOUNTABILITY GOOD2EMPLOYER

Set$and,$as$needed,$modify$the$vision,$mission$and$values.

Protect$the$special$character$and$values$of$the$college.

Ensure$a$sensible$and$feasible$strategic$plan$and$approve$and$

monitor$the$annual$plan.

A$comprehensive$programme$of$self<review$and$repor>ng.

Exercise$governance$in$a$way$that$fulfils$the$intent$of$the$Treaty$of$Waitangi$by$valuing$and$reflec>ng$

NZ’s$dual$cultural$heritage.

Meet$legal$requirements$for$the$composi>on$and$opera>on$

of$the$board.

A$commitment$to$a$programme$of$professional$development$that$includes$new$trustee$induc>on.

Ar>culate$a$clear$understanding$of$its$

governance$role.

A$schedule$of$delegated$authori>es

Build$a$broad$base$ofcommunity$support.

Develop$and$review$thegeneral$policy$direc>on$and$approve$major$policies$and$programme$ini>a>ves.

Monitor$and$evaluatestudent$outcomes.

Provide$financial$stewardship.

Oversee,$conserve$and$enhancethe$resource$base$and$to$

manage$risk.

Comply$with$all$general$legisla>on$concerning$requirements$such$as$aOendance,$length$of$the$school$day$and$length$of$the$school$year.

Act$as$a$good$employer.

Appoint,$assess$the$performance$of$and$support$the$Principal.

Maintain$a$posi>ve$working$rela>onship$with$the$Principal.

Ensure$all$staff$maintain$proper$standards$of$integrity,$conduct$and$concern$for$the$public$interest$and$

the$well<being$of$students.$

Delegate$to$the$Principal$responsibility$for$the$day<to<day$educa>onal,$personnel$and$

administra>ve$affairs.


BOT PERFORMANCE REVIEW 2014

A. LEADERSHIP

1. Vision, Mission and Values The Board of Trustees has reviewed and amended the college’s vision statement and re-‐confirmed the college’s mission as ‘ lifelong learning that is accessible to all’. The Hagley Board of Trustees through consultation with the community has reconfirmed that the college is a unique educational institution in New Zealand. Hagley College is recognised as a leader in innovation and educational change. It is also recognised in making a significant positive impact upon adolescent and adult student lives. Hagley College has developed a reputation of capturing students back into education by creating opportunities for them to be successful learners. The college actively supports the concept of lifelong learning for our secondary education adult and adolescent students and for the students within our cohesive learning networks. Hagley’s successful future is about organisational renewal and transformation, raising student achievement and building a cohesive network of communities. This successful future will be achieved by teachers making a difference to students’ learning through effective teaching practice; by adapting, where necessary, the management arrangements within the College to better support teaching and learning; and by continuing to develop a strong culture of innovation, collaboration and high expectations of student success. The Hagley BOT has revised the vision for Hagley College. The vision for the college is to be a leader in creating innovative learning opportunities that provide dynamic learning experiences and support for students across diverse communities in our region and supported by robust learning infrastructures. We do this to inspire students futures and to transform their lives by raising their achievement and successful transitions to further learning.

Hagley’s values are based around the four key aspects of: ourselves as individuals; our place which includes the college and its environment; our practice relating to what we do; and our people representing our diverse communities. Hagley’s values are also underpinned by the core Māori values of whanaungatanga (relationships), turangawaewae (a place to stand) and rangatiratanga (self determination).

The BOT are committed to developing and implementing a culture that enacts the following values.

• Individuals at Hagley, in all actions and interactions, practise and engender trust, respect, integrity and personal responsibility.

• Hagley is a transformative environment where diversity and individuality are valued and opportunities for all are provided. It is a place where authentic learning and relationships are of paramount importance and all systems are transparent and meaningful.

• Hagley challenges individuals in a supportive, dynamic and optimistic learning environment to influence their lives in positive ways.

• All groups within Hagley communicate with and relate to others with inclusiveness, openness and cooperation in order to empower all.

2. Special Character The Hagley Community Board of Trustees has identified through community consultation and collaboration the unique special character of the college. It has determined that the special character of Hagley is so unique that it is applying to become a designated character school under Section 156 of the Education Act 1989. The unique and special character of Hagley Community College is a collaborative model of education implemented for the greater good of the wider Christchurch education network in raising student achievement, especially for those who are disadvantaged and disenfranchised. Hagley Community College’s special character is closely aligned to the Ministry of Education’s policy and strategy to improve education for all. The


special character is also closely aligned to the government’s priorities and education targets within Better Public Services. Hagley Community College is actively working across the greater Christchurch network of secondary schools to achieve and collaboratively support these targets. Special character school status confirms the unique role Hagley plays for the 4,770+ full and part-‐time students who study each year in its extended school day structure from 8.40 am to 9 pm, as well as weekends, and its diverse outreach programmes. Its special character is embodied within its mission statement: Lifelong learning that is accessible to all; or, in the words of a Hagley parent: “We don’t challenge conventional schools. We provide a genuine alternative which is based on sound research, good practice and is proven to work”. The college has produced a published document called ‘What Makes Hagley Special Character?’, that describes the case for becoming a designated character school. In addition the college has produced a ‘key points’ paper for the Ministry of Education that clearly articulates what the BOT and the wider Hagley Community identify as the college’s special character. The Hagley BOT in conjunction with the community have identified and articulated that Hagley is a unique New Zealand secondary educational institution whose philosophy is embodied in its mission statement: “lifelong learning that is accessible to all”. It is recognised as a leader in innovation and educational change. Hagley is also recognised for making a significant positive impact on adolescent and adult learners for whom existing secondary schooling options have not proved successful or effective. Hagley has a strong reputation for re-‐connecting students to education. For these students, Hagley is a transformative environment where diversity and individuality are valued. It is a place where authentic learning and building relationships are of paramount importance. The Hagley BOT have also produced and adopted a ‘Special Character Vision Statement’. Hagley’s special character vision is to act as a regional ‘re-‐start learning’ hub dealing exclusively with students, particularly those of post compulsory age, who have experienced barriers that have prevented them from successfully engaging in learning. Hagley provides these students with a significantly different learning environment achieved through delivery models not offered in conventional high school settings in order to reconnect them with learning and renew their opportunities for success. This type of education is not available at any other state secondary school in the region. The granting of special character status formalises the unique nature and structure of Hagley and its vital role within the wider Christchurch secondary education network. The Hagley BOT have adopted the following aims as their intention of achieving the special character of Hagley Community College.

• To act as a unique regional ‘re-‐start learning’ hub across the greater Christchurch schools network. [What Makes Hagley Special Character? references: ‘Identifying the Problem’ and ‘Distribution’, p8-‐10]

• To provide a significantly different learning environment for an identifiable student body who have experienced barriers which prevent them from engaging successfully in secondary education. These students exhibit the following dominant characteristics:

o Disengagement from their age-‐based school cohort o Not achieving to their potential or aspiration in their previous school setting o Disenfranchised due to personal outlook, difference or individuality

[What Makes Hagley Special Character? references: ‘Student Stories’ and ‘Student Groups’, p15-‐18]

• To address barriers to engagement through delivery models not offered in other high school settings. These delivery models are complex and varied in nature and often of significant scale and scope. The models are characterised by the following features:

o Personalising solutions to barriers each learner faces in re-‐connecting with learning. o Establishing individual learning pathways at all levels and in particular enabling learners to transition successfully from secondary to tertiary education


o Access to onsite learning at times that suits learners’ circumstances by extending the school day from mid afternoon into the evening. The use of an extended day structure significantly increases learning provision in a fiscally responsible manner.

o The de-‐annualisation of programmes where courses are structured around the timeliness of student provision and not the conventional annual school year cycle. o Continuous enrolment so that learners can join courses at any time independent of annual funding schedules. o Accelerated solutions including compressed and short term targeted programmes. o Immersion programmes based around learners’ interests and strengths o Access to courses based on student interest, potential and passion, not limited by prior achievement or other pre-‐requisites.

[What Makes Hagley Special Character? references: ‘Access’ and ‘Structures’, p30; ‘Regional Resource’, p31; ‘Responsiveness’, p32; ‘Programmes’, p33; ‘Communities’, p34].

• To transform achievement for disengaged students so that they re-‐connect with learning and succeed in national qualifications. [What Makes Hagley Special Character? references: ‘Add Value’ and ‘Data Collection’, p39-‐41]

The purpose of Hagley’s special character is to provide an educational environment for disadvantaged and disenfranchised students which removes barriers to engagement in learning in which students can: re-‐establish their educational goals; re-‐connect with learning; and renew their confidence in themselves as successful learners. The Hagley BOT have also identified and approved the following enrolment and entry requirements for all students. For enrolment, students will need to identify the relevance of the purpose statement to their current status and learning goals. For enrolment of each student, the College will:

• identify the barriers that are preventing a student from engaging in learning • analyse a range of data including diagnostic assessment to make professional evaluations to identify that the College is able to make a difference to a student’s learning and future

pathways. • determine that a student can positively participate in the Hagley culture that values trust, integrity, respect and celebrates diversity and acceptance. • In conjunction with the student, determine that there are programmes and infrastructures to address identified barriers to their engagement • identify that there are places available in suitable learning programmes.

The college has also identified and approved key objectives that underpin the college’s efforts to attain and maintain the special character.

• To design a curriculum that is responsive to students who are experiencing learning barriers and effectively promotes their re-‐engagement, progress and achievement. • To establish flexible infrastructures that remove barriers to engagement for these students. • To provide a coherent curriculum for these students based on whole programmes of learning. • To enable learning that is student focused and centred in their world, profoundly personalised, inclusive and promotes hauora. • To give these students relevant choices and pathways and inspire their successful transition through secondary schooling on to further education and employment. • To improve students’ learning so that they can become “confident, connected, actively involved, lifelong learners”. • To combine flexibility in delivery with accountability in results.

The BOT through its beliefs, commitments and practice is ensuring the protection of this identified special character and is continuing to act as guardians for this special character as Hagley continues to develop its future across the greater Christchurch secondary school network. The Ministry of Education has developed a legal definition for the designated character of Hagley College.


Hagley College will provide a unique education for students who would not otherwise access learning within mainstream education. It will offer a broad curriculum that allows students across Christchurch City to access a relevant education designed around their individual needs. Students who demonstrate a willingness to be adaptive, flexible, and work collaboratively with Hagley College will be given preference for enrolment. This designated character is lived out:

• by ensuring the Board, staff, students and the culture of the school is one that values trust, respect, integrity and personal responsibility • by being open for instruction between the hours of 8.40am – 9pm to enable access to education by adult students • by acknowledging students’ differences, supporting them as they learn and celebrating their successes • by providing innovative learning programmes which:

a) include core curriculum, specialist pathways and collaboration with other regional groups. b) provide for full time and part time students who are based both on the Hagley College campus and in collaborative learning experiences across the city. c) are for both adolescents (secondary students) and adults. d) provide for disengaged adolescents and adult learners, students with previously limited aspirations and for those who now want to engage with learning but are finding it

difficult to do so.

3. Charter: Strategic & Annual Plans There has been significant work undertaken to strengthen the link between the college’s mission and vision and the key strategic goals the college has for its continuous improvement through the 16 portfolios. The college has identified and approved six major long-‐term strategies that underpin the college’s mission and vision. Within each strategy are a number of portfolio’s that plan, implement and review the effectiveness of that strategy. The strategies and associated portfolio’s are:

1. Learning Opportunities: Creating learning opportunities for students through effective, creative and innovative curriculum design. a. Curriculum Design Portfolio b. Modern Learning Environments Portfolio c. Marketing Portfolio

2. Learning Experiences: Providing dynamic learning experiences that support students’ wellbeing, involvement and learning.

a. Student Engagement Portfolio b. Student Support Portfolio c. Learning Support Portfolio d. Graduating Colleges Yrs 9-‐11 Portfolio

3. Teaching & Learning Practice Across Communities: Engaging with all the college’s diverse communities especially those who are disenfranchised or disadvantaged and to make a

difference to their lives through best practice in teaching, learning and assessment. a. Learning Futures Portfolio b. Learning Communities Portfolio c. Adult Literacy Portfolio d. Itinerant Teachers of Music Portfolio e. Learning Transitions

4. Resource Base: Maintaining a comprehensive resource base through effective and robust infrastructures to support and empower learners and learning.


a. Enrolment Portfolio b. Information Technology Portfolio c. Financial Planning Portfolio

5. College Performance & Student Achievement: Building a culture of organisational renewal and transformation to raise student achievement and successful transitions to further

learning, training or employment. a. College Effectiveness Portfolio b. Analysis of Variance Portfolio c. Student Achievement Portfolio

6. Governance: Providing effective governance through strategic leadership, purposeful direction and high college-‐wide performance on behalf of all stakeholders.

a. BOT Performance Review Portfolio Each college portfolio has a goal and a number of critical success factors that are essential to bring about the success and achievement of that goal. These are documented in the college’s portfolio development plans and reviewed within the annual portfolio performance reports. A review of the portfolio goals and critical success factors has been undertaken which has resulted in changes and amendments. The approved goals and revised critical success factors by the BOT are presented below. This has also been documented in the 2015 college charter.

Curriculum Design 1. The provision of effective and innovative learning opportunities for diverse learners through the development of a robust, comprehensive and relevant curriculum. This goal will be

achieved through the following critical success factors: a. Environmental Education Scanning: The effective use of environmental scanning to identify and monitor changing trends and patterns in education and to assess their

organisational impact on the college’s curriculum. b. Programme Design: The identification and application of key programme design characteristics for the development of a robust and relevant curriculum profile that meets

the needs of students. c. Curriculum Models: The establishment of a range of curriculum models to meet the diverse needs and circumstances of learners. d. Programme Initiatives:The development and implementation of new programme initiatives based on effective programme design and curriculum models. e. Programme Infrastructure: The implementation of an integrated and comprehensive infrastructure to align resources with programmes of learning. f. Programme Evaluation: An analysis of programmes and courses to evaluate their performance in providing effective learning opportunities for students.

Modern Learning Environments 2. The creation of modern learning environments to enhance effectice curriculum design and support innovative learning opportunities for students. This goal will be achieved through

the following critical success factors: a. Innovative Physical Environments For Learning: The development and implementation of innovative physical learning environments. b. Property Maintenance: A planned replacement programme to meet the requirements of learning programmes and support services. c. The Physical Landscape: The implementation of a programme of maintenance and development of the physical environment. d. Health & Safety : The implementation of all legislative requirements to ensure the safety and well being of students and employees. e. Master Property Plan: The development of a master property plan to align with the future direction and designated special character of the college. f. Sustainability & Energy Efficiency: An active sustainability and energy efficiency programme to support the effective maintenance of the environment.


Marketing: Inspiring Futures – Transforming Lives 3. The improved perception, increased understanding, broadened awareness and stregthened support by the community in Hagley College as a transformational education

environment that inspires students futures and transforms their lives. This goal will be achieved through the following critical success factors: a. Vision and Direction: The identification of Hagley’s core services, products, vision and direction and the understanding of Hagley’s role within the region. b. Brand Development: The development of a clear brand, with logo, colours, byline and imagery to accurately incorporate all of Hagley services. c. Brand Consistency: All brand and marketing material is consistent and clear both in layout and messaging.. d. Target Groups:The identification of core target groups with the utilisation of specific messages through appropriate media. e. Financial Alignment.: The refinement of expendiure and budget based upon marketing priorities. f. Accessible Information: Increased opportunities and methods of distribution to ensure information is current and accessible to all interested groups.

Student Engagement 4. The engagement of students in their learning by developing strategies for student wellbeing and their involvement in learning to create the maximum opportunity for effective

learning to take place. This goal will be achieved through the following critical success factors: a. Broad Concepts of Student Engagement: The implementation and monitoring of the broad concept of student engagement across the college. b. A Model of Engagement: The development and implementation of a specific model of student engagement that incorporates the key strategies of student wellbeing and

student involvement. c. Student Wellbeing: The provision of explicit learning opportunities for students to develop skills, abilities and understandings important to the development of wellbeing

for learning. d. Student Involvement: The development of three profound influences on student involvement in learning that include: the relationship teachers have with their students;

the classroom environment; and the quality of the experiences teachers provide for their students. e. Inpact of A.R.T.: The impact of engagement on the achievement, retention and transitions (A.R.T.) of students.

Student Support Network 5. The development, implementation amd maintenance of student support networks to assist student engagement and retention in their learning. This goal will be achieved through

the following critical success factors: a. Support Network Framework: The identification of key student support functions and the building of these functions into a comprehensive and holistic student support

framework. b. Student Services: The performance of individual support services and their impact on the student support network. c. Maori Mentoring Programme: The mentoring and support of Maori students to improve engagement and achievement. d. Student Attendance: The monitoring of student attendance across the college and the use of attendance data to inform student support provision. e. Safe Learning Environments: The provision of a safe physical and emotional learning environment for students. f. Career Pathways: Effective career pathway plans for all students from Years 9 -‐ 13.


Learning Support 6. The improvement of student learning through the effective implementation of integrated student learning support services. This goal will be achieved through the following critical

success factors: a. Learning Support Framework: The identification of key student learning support functions and the building of these functions into a comprehensive and integrated student

learning support framework. b. Learning Support Services: The performance of individual learning support services and their impact on the student learning support network. c. Student Placement: Accurate student placement into appropriate programmes of learning. d. Diagnostic Assessment: Students at risk in their learning are identified through the analysis of diagnostic and other assessment information. e. Skill & Programme Development: A range of teacher skill development and learning support programmes are identified, developed and implemented to keep students

successfully in learning. f. Literacy-‐Numeracy & The ART Strategy: The application of the A.R.T. strategy to identify student achievement in NCEA Level 1 literacy and numeracy, using the analysis to

develop interventions for both students and programmes.

Junior Graduating College 7. The development of successful learners in Years 9 and 10, so that on graduation students can meaningfully engage in national qualifications at Year 11. This goal will be achieved

through the following critical success factors: a. Programmes of Learning: Programmes of learning are responsive in meeting the learning needs of students. b. Student Profile & Credit Achievement: The improvement of student performance in the essential learning skills and learning objectives. c. Student Performance and Graduation: Every student will graduate from the Junior College with a Diploma in Learning. d. Safe Environment: The development and maintenance of a safe physical and emational environment for students. e. Learning Environment: High levels of satisfaction expressed by students in the Junior Graduating College. f. Student Enrolment & Retention: High levels of enrolment into the junior college and high levels of retention into the senior college.

Learning Futures 8. The building of teacher capacity across the college to design and implement curriculum and assessment programmes based on best practice and the initiatives of next practice. This

goal will be achieved through the following critical success factors: a. Quality Teaching, Learning & Assessment: The development and implementation of generic principles about quality teaching, learning and assessment that are responsive

to diverse learners across the college in all learning areas. b. Evidence Based Approaches That Improve Student Achievement: The implementation of evidence based approaches that improve student achievement. c. Innovation & Best Practice: The establishment and development of innovation and best practice in approaches to curriculum and assessment with teachers across the

college. d. Qualification Coordination: The coordination of all aspects of qualifications offered at Hagley College. e. Response to Reviews: The coordination and implementation of Hagley’s actions in reponse to reviews and feedback from external agencies including the Education Review

Office and NZQA. f. Best & Next Practice: The integration of ‘best practice’ and ‘next practice’ initiatives with development within other portfolios within the college.


Learning Communities 9. The development of collaborative learning communities that support life-‐long learning and increase responsiveness to diversity. This goal will be achieved through the following

critical success factors: a. Cohesive Intrgrated Structure: The establishment and implementation of a cohesive and integrated structure for the development of collaboration, participation and

partnerships across our learning communities. b. ELL Provision: The provision of English Language Learning that prepares students for community, employment and academic pathways. c. Programme Design: The implementation of curriculum, pedagogy and assessment practices which reflect diversity and are culturally responsive. d. Learning Programmes: The development and implementation of flexible and responsive community learning programmes and pathways. e. Support Services: The establishment of support and services for our communities where diversity is the norm. f. ELL Performance: The evaluation and review of ELL performance in meeting the needs and aspirations of students.

Adult Literacy 10. The primary goal of the Hagley Adult Literacy Centre is to develop students’ skills for employment or further education by providing appropriate and accessible learning programmes.

These programmes are delivered on-‐site at HALC, and by the community programmes, workplace programmes, and work undertaken with Industry Training Organisations. This goal will be achieved through the following critical success factors:

a. To diversify to deliver a wide range of literacy and numeracy provision in the wider community. This is achieved by building on existing programmes, developing wider networks and responding to community needs.

b. To provide excellence in literacy and numeracy provision and innovative programmes. HALC is constantly reviewing current methodologies, trialling new techniques and obtaining the latest resources.

c. To develop programmes that are in alignment with government priorities and meet TEC requirements. d. To deliver quality programmes that reflect best practice teaching methodologies. HALC has a strong professional development programme linked to the appraisal system. e. For students to experience success and a high level of satisfaction with their personal well-‐being and progress in their programme of learning. HALC cultivates a learning

environment where learners are respected as individuals and cultural diversity is embraced. f. To ensure the College’s capability and capacity for delivering TEC provision.

Forte -‐ Itinerant Teachers of Music 11. The engagement of students in developing practical knowledge, technical mastery, musical perception and aesthetic sensitivity in music by the provision of quality itinerant music

tuition to schools throughout the Canterbury / Westland region. This goal will be achieved through the following critical success factors: a. The ITM Model: The development and implementation of a collaborative delivery model for the teaching of itinerant music in the Canterbury region. b. Schools’ Participation: A high participation and engagement by schools throughout the region into the ITM programmes. c. Music programmes: The development and implementation of a range of personalised music programmes across a diversity of music disciplines. d. Student Performance: The undertaking of a performance review on the impact of ITM music tuition on students achievement in music. e. Professional Development: The implementation of an integrated and comprehensive infrastructure to align resources with programmes of learning. f. Regional Music Contribution: The identification and impact of the itinerant teachers of music to the extracurricular contribution of music to the region.


Learning Transitions 12. The provision of opportunities to enable students to gain the understandings and qualifications to effectively transition into their next stage of learning.

This goal will be achieved through the following critical success factors: a. Sustainable Programme Stuctures: The provision of sustainable structures for programmes which enable learning transitions. b. Diverse Programmes: The development of diverse programmes which enable students to transition to tertiary programmes. c. Research & Professional Learning: The implementation of research and professional learning to inform teaching practice and delivery. d. UE Literacy Coordination: The development and implementation of cross-‐curricular UE strategies and the reporting of student achievement in UE literacy. e. Effective Relationships: The building of effective relationships with key stakeholders to develop clear understandings of academic pathways for students. f. Programme Evaluation: The undertaking and reporting of a performance review of student achievement in transition programmes.

Enrolment 13. The support and implementation of the college’s commitment to student access, equity and diversity by effectively enrolling all students into the college.

This goal will be achieved through the following critical success factors: a. Annual Student Enrolment: The undertaking and successful completion of an annual enrolment cycle. b. Effective Customer Service: The achievement of high levels of customer service based on the following criteria: showing a willingness to help enrolling students students;

listening to and understanding students’ needs; and taking responsibility to ensure customer needs are met. c. Robust Quality Systems: The establishment and implementation of robust quality systems to maximise access for potential students and to improve the efficiency and

effectiveness of enrolment provision to all students. d. Full & Accurate Records: The provision of full and accurate student enrolment records on the database that are completed at the point of entry for every student with any

changes being dealt with in a timely and accurate manner. e. Strong Operational Relationships: The development of strong operational relationships between the key areas of Finance, Marketing, IT, Learning Support and Student

Support to ensure enrolment effectively supports the roles of these portfolios. f. Multi-‐Skilled Team: The development of a team of multi-‐skilled staff to meet all the requirements of all student enrolments.

Information Technology 14. The provision of an IT service that effectively supports learners and teachers and encourages innovative practice, giving them every opportunity to use IT to enhance and personalise

their learning and teaching. This goal will be achieved through the following critical success factors: a. Robust Network Infrastructure: The implementation and maintenance of a robust network infrastructure and the associated applications and services that are reliable,

coherant, sustainable, managed and supported. b. Access To IT: The development and implementation of a plan to improve and increase access to IT, IT services and technical applications. c. e-‐Learning & Personalisation: The establishment of a culture whereby e-‐learning and personalisation are an embedded part of Hagley life. d. IT Processes & People: The development and implementation of IT processes and the people required to drive the development of the systems and technologies to achieve

the vision of IT at Hagley College. e. Research, Evaluation & Review: The development of a culture of researching, evaluating and reviewing hardware, software, business processes and IT educational practice. f. Support & Business Processes: The implementation of plans for improving services and processes that support the learners and educators.


Financial Planning 15. The provision of financial resources that are fiscally responsible to meet the college’s strategic priorities and to manage the distribution of these resources through an effective

budgetary system. This goal will be achieved through the following critical success factors: a. Portfolio Financial Priorities: The establishment of annual priorities by the BOT of resource allocation to all portfolio areas with effective distribution of financial resources

through detailed budgets. b. Financial Performance Summary: The implementation of an annual review and summary of financial performance. c. Managed Expenditure: An annual review and analysis of all portfolio budgets demonstrates well managed expenditure. d. Financial Effectiveness: The development and implementation systems and policies to ensure financial effectiveness. e. Audited Financial Data: The implementation of financial audit(s) to ensure the stability of financial resources. f. External Funding: The improvement of external funding to the college.

College Effectiveness 16. The integration of strategic planning, review and reporting to demonstrate educational effectiveness and ensure public accountability in order to improve the performance of the

college and the achievement of students. This goal will be achieved through the following critical success factors: a. Documented Charter: The development and approval of an annual documented charter that identifies college goals, strategic priorities and critical success factors for

effective performance. b. Portfolio Performance Plans: The establishment and implementation of annual portfolio plans for every portfolio in the college that sets targets for the key activities and

achievement objectives for the year. c. College Review: A comprehensive annual review of all portfolio areas is undertaken within the college’s effectiveness cycle. d. College-‐Wide Performance: The implementation of a documented annual performance report based on the review of all college portfolios. e. Analysis of Variance: The implementation and reporting of a comprehensive analysis of variance on the college’s annual strategic priorities. f. Student Qualification Achievement: An analysis of the achievement of students across the college in national qualifications using a range of performance standards and

benchmark data to compare how students are performing regionally and nationally g. BOT Review: The BOT regularly reviews and evaluates its governance roles and responsibilities.

BOT Performance Review 17. The development and implementation of a comprehensive model of governance self-‐review to ensure the Hagley Board of Trustees meets its obligations, roles and responsibilities in

providing effective governance to the college. This goal will be achieved through the following critical success factors: a. Leadership: The provision of strategic leadership and direction to the college through the charter and policy framwork which gives direction to guide all college activities

and decisions. b. Representation: The development of systems and strategies to ensure the BOT and individual trustees act in an independent stewardship role on behalf of others who

cannot sit around the board table. c. Accountability: The development and implementation of structures, systems and models to ensure its accountability for the performance of students and the college is well

managed, well prepared and on track towards achieving its vision, goals and targets. d. Good Employer Role: The understanding and implementation of the ‘good employer’ principles and responsibilities. e. Special Character: The commitment and obligation to identify the college’s special character and to ensure that it is protected and inacted in all activities the college

undertakes to insure that it is inspiring students futures and transforming students lives.


4. Programme of Self-‐Review

The College has reviewed and modified its cycle of review and the reporting of performance within the college effectiveness model. This has included the amendment of the College Effectiveness Cycle to meet the needs of the government’s planning and reporting requirements and the changes to the College Charter. A new analysis of variance has been established that aligns the strategic priorities to actual performance based around identified targets. The revised College review model highlights the distinction between ‘best practice’ (maintenance of quality systems) and ‘next practice (innovation and development) which operate in different time frames. ‘Best practice’ is an annual cycle of planning, review and reporting while ‘next practice’ is a biennial cycle giving the opportunity for effective planning of major initiatives or innovations from data analysis and effective implementation.

The College has established a strategic planning structure that requires a systematic interaction, consensus and collaboration on appropriate actions and outcomes and ultimately provides parameters for specific operational decisions. The ultimate purpose of planning and review is to improve the College for the benefit of students. By defining effectiveness and using the results of key performance indicators for planned improvement, the College is best able to celebrate its success. The BOT are particularly concerned with questions such as:

• What kind of organization are we, and what do we want to become? • What accomplishments will make us most proud? • What will it take to satisfy those we intend to serve? • What are the core values and beliefs we want to ensure that new members will

embrace and uphold? • How do we identify, import, and develop the knowledge we need to engage in the

kinds of continuous innovation required to survive and thrive in a constantly changing education environment?

• How will we know when we succeed, and how will we measure success? The Hagley Board of Trustees clearly sees the college as a learning organisation that utilises school effectiveness research as a strategy for renewal and improvement. For Hagley, school effectiveness is a comprehensive planning, review and reporting process that enables the College to demonstrate that its performance matches its purpose. This school wide perspective has resulted in tangible improvements and promoted a College culture conducive to informed decision-‐making and creative, innovative solutions. A key to the success of the model is the collection of truly useful information, which can be applied to a number of reporting, planning and operational purposes.


5. Governance & The Treaty of Waitangi

The Hagley BOT has a strong commitment to National Education Goals 9 and 10 which challenge the college to bring about Increased participation and success by Māori through the advancement of Māori education initiatives and to have respect for the diverse ethnic and cultural heritage of New Zealand people, with acknowledgment of the unique place of Māori. The BOT is also mindful of the BPS targets for Maori students (and all students) of 85% NCEA L2 achievement and successful transitions into higher learning at NQF level 4+. To assist the BOT’s governance of the college in fulfilling these obligations and commitments the college has used the evaluation findings of He Kākano as a framework for its work on Māori learners being actively engaged in their learning, progressing and achieving well and succeeding as Māori. The key focus areas the BOT is committed to are:

• developing partnership with Maori; • creating aspirational not deficit messages and these aspirations to be accompanied by high expectations; • professional learning programme(s) for culturally responsive leadership to enhance support for Māori students achieving educational success as Māori; • action planning that will help drive aspirational goals through action oriented aims for key personnel; • analysis tools that can be used for qualification achievement comparison; • initiatives that have as their ultimate goal the enhancement of student outcomes.

For planning and reporting purposes these focus areas will be incorporated into the new Student Engagement Portfolio.

B. REPRESENTATION

6. BOT Composition & Operation Trustees are elected by the parent community, staff members and, in the case of schools with students above Year 9, the students. The principal is also a member of the board. The board can also co-‐opt additional trustees. Co-‐option cannot be used to fill casual vacancies on a board; a board must hold a by-‐election to fill the casual vacancy or fill the casual vacancy by selection having first given consideration to the requirements of section 105 of the Education Act 1989. A standard board of trustees' membership includes: • between three and seven parent elected trustees • the principal of the school • one staff elected trustee • one student elected trustee (in schools with students above Year 9) • co-‐opted trustees • up to four trustees appointed by the proprietor (in state integrated schools only). Boards of trustees must hold elections for parent and staff trustees every three years (triennial election). A board may also decide to adopt a mid-‐term (staggered) election cycle where half the parent representatives are elected at a mid-‐term election (18 months after the triennial election) and the remainder are elected at the triennial election. Elections for student trustees must be held annually in September in schools with students above Year 9. The Hagley College Board of Trustees meets the requirements of the regulations governing BOT composition. The Hagley BOT is composed of:

• Five elected parent representatives o Sara Gordon (Chairperson) o John Davey (Deputy Chairperson)


o Adian Te patu o Derek Benfield (Finance) o Catherine Scott-‐Hewitt

• One staff representative o Julie Mitchell

• One student trustee representative o Jimmy Walker

• The Principal of Hagley College o Brent Ingram

• Board secretary o Anne Johnston

The Hagley Board of Trustees meets regularly on the first Tuesday of every month and on-‐call for extraordinary meetings as required. The BOT has two main sub-‐committees: finance and student discipline.

7. Professional Development & Training Over the last 36 months the BOT has had the opportunity for further training and development. This has included:

• Student representative training • Conferences • Parent trustee training • Staff trustee training • Mentoring • Co-‐option of new parent representatives to give experience in how a BOT operates.

A new Board of Trustees was elected in April 2012 for Hagley Community College. The trustees have a mix of experience as school trustees and in governance roles. Since this time new BOT members have been added building the skill capacity of the Hagley Community College Board. The BOT continues to support trustees with a schedule of training workshops from NZSTA to deliver introductory and induction training to new BOT members and refresher training to more experienced BOT members. The following programmes were attended by members of the Hagley BOT: Professional Development Programme

1. Effective Trusteeship – Make the Difference! - definition of governance and its roles and responsibilities - key skills and attributes and how they can best be of value to the Board - useful tools and documents (such as a Governance Manual, Strategic Plan, Policies), where to find them and how to interpret them.


2. Effective Measurement of Performance – Measure the Difference! What should the Board measure? - the strategic goals, curriculum achievement, Principal performance, Board performance, policy outcomes, etc. How should we measure performance? - interviews, surveys, curriculum results, external exam results, ERO reports, reports. How do we interpret results? - benchmarking, CEO recommendations, analysis, NZQA comparison, discussion.

3. Effective Key Relationships and purposeful Meetings – Highlight the Difference! The relationships within the Board: - the Chair, staff and student trustees, communication plan, issues of confidentiality and conflicts of interest. The relationships between the Board and the Principal and staff: - delegations, reporting, appraisal. The relationships between the Board and others: - the community, Ministry of Education, Education Review Office, intergrated schools. Meetings: - effective and efficient processes, the principles and purposeful meetings.

4. Effective Leadership – Create a Difference! At the conclusion of this session new trustees will know the information they require in order to be effective governance leaders. A high-‐performing Board demonstrates such leadership by clearly articulating a vision of the future and putting into place a plan to achieve it. - The Charter is the binding agreement between the Minister and the Board. W will cover what it contains and what each section means. - What do our policies mean? What do we do with them? - What is the Board’s role in Strategic Planning?

Board members are also encouraged to attend the annual NZSTA Conference and are financially supported to enable them to do so. During 2014 members of the Board of Trustees were involved in a range of professional development opportunities from within the college and outside agencies such as the School Trustees Association. Board members attended the NZSTA National Conference as well as a range of local training sessions on: the role of the chairperson; the relationship between Board and Principal; representation; leadership; accountability; and student achievement. The Hagley Board of Trustees has a designated professional development budget of $2,000 and expended $1,100. There is capacity within the existing budget to grow and enhance further training for the BOT. Internal professional development has been focused on the college effectiveness portfolio and the role that it plays in planning, self-‐review and reporting and exploring an in-‐depth analysis of student achievement.

8. Governance Role All of New Zealand's state and state-‐integrated schools have a board of trustees. The board of trustees is the Crown entity responsible for the governance and the control of the management of the school. The board is the employer of all staff in the school, is responsible for setting the school's strategic direction in consultation with parents, staff and students, and ensuring that its school provides a safe environment and quality education for all its students. Boards are also responsible for overseeing the management of personnel, curriculum, property, finance and administration.


The Hagley College Board of Trustees has an evidence based confidence that the college is run in the best interests of students and our communities. The Board through annual performance review processes can assure the government that:

• students in the college are receiving a high quality standard of education • national priorities for school education are being addressed in the school • resources are being used prudently to ensure the highest possible quality programmes are provided for students.

The Hagley BOT is achieving these assurances to Government by fulfilling the following essential roles: • Ensuring the college has a clear sense of purpose by establishing its strategic objectives, documenting these in the charter, and monitoring progress in achieving these objectives. • Setting priorities and goals for improvement of learning and achievement in the school • Seeking assurance from the management (principal and senior staff) that the programmes being implemented in the school can achieve the goals • Monitoring the school’s performance against student achievement outcomes • Seeking assurance from the school's management that the school's resources are being used optimally to deliver the agreed outcomes, ensuring, for example, that resources are

available to ensure the knowledge and skills of the teachers are up to date • Being accountable for the exercise of decision-‐making rights.

The college charter and the annual performance reports, as part of the college effectiveness model, are the key foundation documents for providing the evidence for the BOT of the college meeting the above commitments, obligations and aspiration. This informs the BOT and enables the College to demonstrate that its performance matches its purpose.

9. Delegated Authorities The Board delegates the following authorities with respect to Hagley College:

• The Deputy Principal, Ros Jackson, or in her absence one of the other Deputy Principals (Chris Doyle and Mike Fowler), be appointed Acting Principal in the absence of the Principal from school for one whole day or more; and that, in particular, the Deputy Principal be delegated the powers of the Principal pursuant to Section 14 of the Education Act 1989 and the rules promulgated regarding this section of the Act.

• The appointment of staff be carried out by the Deputy Principal in consultation with the Principal in accordance with the Board’s Appointment Policy. • The Principal carry out staff competency procedures in accordance with the applicable employment agreement provisions. • The Principal be the Privacy Officer. • The Principal carry out initial enquiries into complaints and undertake initial investigations with respect to complaints against staff members in accordance with the applicable

employment agreement provisions. • The Principal shall delegate to the Deputy Principal (Staffing) the power to act on his behalf in all enquiries, relevant to section v) above, not involving a conflict of interest for the

Deputy Principal. • The Principal be delegated the power to suspend an employee in the case of serious misconduct in accordance with the relevant employment agreement of the employee. • The Principal sign agreements, contracts and Ministry of Education documents which require the Principal’s signature. • The Deputy Principals may, in the absence of the Principal from duty and for the full period or periods of such absence, exercise and perform all powers and duties of the Principal as

required. • The Director of Resource Management be the OSH Officer.


These delegations remain valid indefinitely or until amended by the Board at an Annual General, or Special General, Meeting. The director of each of the College’s sixteen portfolios has delegated authority from the Board to act in their portfolio and is required to report to the BOT through the Principal’s report and Annual Performance Agreement. The Board of Trustees has a schedule of approved financial delegated authorities. Administration Delegated By Delegated To Remarks 1 Authorisation of invoice payments Principal Relevant Account Managers Purchases made by departments and supported by documentation. 2 Issue of cheques Principal Financial Services Officer Supported by authorised cheque requisitions with supporting evidence as in 1. above. 3 Petty Cash Principal Financial Services Officer Supported by authorized petty cash dockets and receipts. 4 Preparation of College annual budget. Principal Financial Systems Manager Approved by full BOT meeting 5 Preparation and monitoring of

financial performance against the approved annual budget.

Principal Financial Systems Manager

Reports to be presented at monthly BOT Finance Committee meetings.

6 Preparation and monitoring of BOT operating expenses budget

Principal Business Manager

7 Preparation of draft annual financial reports

Principal Financial Systems Manager

8 Review of draft annual financial reports

Principal Business Manager Final reports to BOT for acceptance and signing.

9 Authority to enter into contracts on behalf of the College.

Board Principal Only the Principal may authorise contracts, leases or financial agreements on behalf of the College. The BOT is to be notified of contracts at the next Board meeting.

10 Purchases on behalf of third parties Board Principal All purchases on behalf of third parties must be personally authorised by the Principal. Third parties include individuals and organizations. The request must be in writing and the approval tabled at the first available Finance Committee meeting. Such purchases must be demonstrably in the interests of the College and linked to the strategic plan.

All Portfolios Delegated By Delegated To Remarks 1. Setting of Portfolio Budgets BOT Principal This forms the Expenditure section of the College’s Annual Budget 2 Allocation within Budget categories Principal Director of each Portfolio Variations, subsequent to budget, require BOT Finance Committee approval 3 Approval of Portfolio Budgets Principal Director of each Portfolio Directors will use their appropriate committees to support the approval process. 4 Authorisation of invoice payments Directors Account Managers All authorisation to be within set budgets 5 Monitoring of budgets Director Finance Director of each Portfolio Director of Finance to provide regular printouts of payments etc. Each portfolio Director reports regularly to the:

• Principal on the critical success factors, the key performance indicators and the strategies in their Performance Agreement; • BOT on all aspects of the portfolio; • Principal’s Team to support and integrate whole College planning, development and implementation; and


• Staff to keep them informed of developments within the portfolio.

10. Broad-‐Based Community Support Hagley College has a very significant broad-‐based community support for in excess of 4,700 students. The BOT has consulted widely with its diverse communities especially in the feedback and consultation process of the college’s application to become a designated character school. Hagley is a unique secondary school offering a wide range of learning options for students of many ages, stages and cultures. The college focuses on each individual and their learning needs. Our goal is to help students to discover their passion, and to find out their identities along the way. Every year Hagley Community College engages with a significant number of students in education across the Canterbury region. In 2014 the number of students enrolled in education programmes totalled 4,775. The students engaged in these learning programmes participate across three major education frameworks as shown in the diagram below. These frameworks are unique for a secondary school in the Canterbury region. Hagley Community College is a large collection of diverse communities. Over 33 percent of Hagley’s population consists of students from culturally and linguistically diverse backgrounds. As a result there continues to be a growing responsiveness within the school at an individual and cultural level to the needs of these students. Lifelong learning is central to the philosophy of Hagley, which provides opportunities for multiple pathways and learning both within and outside the school day. This provision of learning occurs at Hagley, and also occurs in the homes, within organisations and at other sites and schools in Christchurch. The BOT has approved a Learning Communities portfolio that is unique in New Zealand. The clustering of Learning communities is providing steps towards achieving the Government’s goal of raising achievement for priority learners and achieving the goals of the National Refugee Resettlement Strategy. The programmes target groups of students that are potentially at risk of being excluded from the social and economic capital that enable communities of people to thrive in our society. Hagley acts as a regional hub and integral to this is the collaboration and partnerships with a wide range of organisations involved in the education and delivery of services in the community. These include primary and secondary schools, tertiary providers, adult education groups, Pegasus Health and other private providers. The college has community representation on the: Canterbury Refugee Council; National Refugee Resettlement Forum; Interagency Forum for the Refugee and Migrant Sector; partnerships with the office of Ethnic Affairs; Pegasus Health; Christchurch City Council and PEETO. Learning Communities staff are involved in whole school self review at classroom level and in mentoring and coaching roles. Three managers have responsibility for reporting at School and Ministry levels and we are acknowledged as best practice providers of MOE initiatives and the delivery of our programmes. The programmes have evolved and changed in response to community needs. Our annual reporting templates are used by the Ministry for other schools to report on the programmes they offer (Refugee Flexible Funding pool).

CurriculumCORE

SpecialistPATHWAYS

RegionalCOLLABORATION

Junior College (Yrs 9−10) - 200

Year 11 Graduating College - 150

Senior College (Yrs 12-13) - 252

Schools Within Schools - 285

Transition Programmes - 290

Migrant-Refugee ELL - 273

After 3 Re-Entry Programme - 670

Forte ITM + VC Music - 2000+

Cultural Capacity Training - 120

Refugee HW Centre - 109

Workplace Literacy - 80

Community Literacy - 346

Students602

Students1518

Students2655

Total4775


C. ACCOUNTABILITY

11. Policy Direction & Policy Review Hagley College’s policies are its guiding principles, its statements of intent, the rules and boundaries that provide direction for the board and principal to work within. All policies developed by the BOT are consistent with government legislation, regulations, the charter of the college, and relevant employment contracts. When developing and adopting policy the BOT has been vigilant not to stray into management responsibilities or telling the principal how to achieve the outcomes expected. These are generally the responsibility of the principal in his day to day management of the college. The BOT reviews all its policies on a 2 year cycle. A new cycle of review begins in 2015. Policies are linked to each portfolio. Every BOT member has an iPad which is linked to the cloud through ‘dropbox’ so that all BOT documentation and college-‐wide documentation is available on-‐demand. All BOT policies are stored in the cloud and are accessible to the BOT.

12. Resources Based on each portfolio performance review and college-‐wide staff appraisal the Principal’s Team annually submits to the BOT the annual strategic priorities to ensure alignment with the BOT’s long-‐term strategies and goals and to enable financial and resource decisions to be made through the annual budget. For 2014 / 2015 the Hagley BOT have approved the following strategic priorities to meet the College’s commitment to improve engagement, achievement, retention, and transitions for priority learners and students ‘at risk’ of not meeting the BPS targets of 85% student leaver achievement in NCEA Level 2+ and transitions to achievement in Level 4+ qualifications.

A. The development of new models of educational delivery at Year 12 and Year 13 to achieve deep and sustained student engagement resulting in increased achievement, retention and transitions to higher learning.

a. School of Cuisine

b. Early Childhood Education

c. Pre-‐Nursing Studies

d. School of Dance

e. School of Music

f. School of Fashion

g. Hagley/Canterbury Tertiary College Partnership

h. The Canterbury Summer School

i. Mentoring Year 12 ‘at risk’ students.

j. Mentoring of Maori students.

k. School of Apps

l. Primary Industries pathway

m. Animation & Digital Design

n. ‘Passport’ – A full immersion Y12 programme in Social Sciences.

o. Theatre Company – Gi60 Project


B. The Implementation of a range of strategies for dealing with achievement in the literacy and numeracy component of qualifications.

C. The growth of a strong self-‐review model to improve student engagement, retention, achievement and transitions.

D. The establishment, implementation and maintenance of a diverse range of learning opportunities for students to meet their learning needs and educational achievement. Redesigning the senior curriculum.

a. Expanding curriculum choice

b. Packaged programmes

c. Full-‐focus courses

d. Partnership programmes

e. Schools within Schools initiative.

f. Subject immersion

g. Clustering communities

E. The development of new models of educational achievement to enable students to effectively transition to university and polytechnics for National Certificates at Level 5 (Diploma) and Level 6 (Degree).

a. Catch-‐Up College

b. Certificate in University Preparation (CUP).

F. The identification of a broad range of effective learning pathways for students that are sequential, robust and built around qualifications.

G. Developing the case for Hagley to become a designated special character school.

H. Building the bicultural strategy by growing the understanding, ownership and personal commitment throughout the college.

I. The implementation of the ‘effective teacher profile’ (Bishop & Berryman) within the wellbeing portfolio that enables and empowers:

J. Relationships and interactions between teachers and students in the classroom that are key to effective teaching incorporating the concept of ako.

K. Teachers taking positive, non-‐deficit views of students, and see themselves as capable of making a difference for them.

L. Employing effective interactions which rely which rely on: caring for students and acknowledging who they are; managing the classroom to promote learning; using a range of dynamic, interactive teaching styles; and teachers and students reflecting together on their achievement in order to move forward collaboratively.

M. Growing the regional hub – strategies and practice

N. Redesigning the programmes portfolio into a new major portfolio called ‘Learning Opportunities’ that incorporates the critical success areas of: environmental scanning; curriculum models; programme design; programme initiatives; and programme implementation and evaluation.

O. Developing the MLE (Modern Learning Environments) / MLP (Modern Learning Pedagogies) master plan for Hagley’s future capital works using the college’s MOE approved project manager (Luisa Viettoni – DD Architects).

P. Defining and marketing the ‘Hagley brand’.

The Hagley BOT has ensured that the resource allocation supports the maintenance of its long-‐term strategies and for the development and implementation of the above priorities.


13. Student Outcomes & Achievement

The Hagley Board of Trustees has students at the centre of its work. The BOT wants all its students to be successful learners. Our mission is to build, for every student, their success, achievement and a desire for lifelong learning. There are four key intended student outcomes that the college has identified for all students to enable them to be successful: engagement; retention; achievement and transitions.

1. Engagement: The college is creating the organisational conditions around culture, structure and time to become an ‘engaging school’ to improve and deepen the engagement of students in their learning. This involves the development and implementation of design principles for learning programmes and the establishment of new models of educational delivery. It also involves the building of reflective teaching practice around teaching as inquiry and the active development of student wellbeing especially with a focus on authentic relationships and the building of teachers becoming a significant adult in the lives of their students.

2. Retention: The retaining of students in appropriate programmes of learning and having students closely connected to their learning environments is vital to student success. This is particularly true with students who have had poor or disillusioning experiences with their previous schooling and who lack self-‐management, confidence and resilience. The college is committed to retaining students in their programmes of learning until they have reached their goals. These goals will include qualifications, pathways and transitions to further learning, training or work.

3. Achievement: The development of essential learning skills and the gaining of formal qualifications is fundamental to student achievement. The college is committed to raising student achievement both within the college and at a regional level. The Governments Better Public Service (BPS) targets for NCEA L2 will form the base line index for student achievement together with strategies for L4+ transitions.

4. Transitions: When students leave the college we have a commitment and an undertaking to know where they go. In advance of their leaving we will play a strong role in the establishment of appropriate pathways for students to take and we will support them in transitioning into their ‘next steps’. Positive outcomes for all our students are the advancement to on-‐going learning, training and work.

The development of essential learning skills and the gaining of formal qualifications is fundamental to student achievement. The college is committed to raising student achievement both within the college and at a regional level. The Governments Better Public Service (BPS) targets for NCEA L2 form the base line indice for student achievement together with strategies for L4+ transitions. The college has identified 10 critical performance targets in college-‐wide (generic) student achievement for 2015.

The Board of Trustees requires of the Principal the monitoring and analysis of student achievement and to report on a regular basis how the college is achieving its goals and targets. An in-‐depth qualifications analysis is undertaken across the college for all students and specifically for Måori students. The findings give rise to the development of a comprehensive range of strategic priorities to make a difference to student outcomes and achievement. The Principal and the Principal’s Team provide regular feedback to the BOT on progress towards student outcomes and achievement and a full analysis is undertaken in the annual performance reports.

College-‐wide analysis of achievement in qualifications for the BOT covers the following key areas:

• Better Public Service Targets (BPS) for NCEA L2+ • Qualification Achievement Performance versus Return on Government Investment • Participation Based Annual Qualification Achievement • Student Leaver Attainment.


COLLEGE-‐WIDE QUALIFICATION ACHIEVEMENT BASED ON BPS TARGETS (NCEA L2+)

Target Area Targets

Better Public Service Target (BPS) For NCEA L2+

The college has realigned its targets based upon the Governments release of the BPS target in 2012 (85% NCEA L2 by 2017). In 2011 the college’s leaver attainment for full-‐time students was 69%. To reach the BPS target of 85% over the next 6 years required an annual improvement increment of 2.6%. All groups including Maori and Pasfika are required to meet this target. The target for 2015 is that 79.4% of student leavers will attain NCEA Level 2 or higher.

Achievement Performance versus Return on Government Investment

Hagley students will achieve NCEA Level 2+ (as a % of school FTE roll) above the upper 95% mean in relation to Christchurch secondary schools. A stretch target for the college is set at 40% of total school FTE roll. Hagley students will achieve NCEA Level 3 (as a % of school FTE roll) above the upper 95% mean in relation to Christchurch secondary schools. A stretch target for the college is set at 10% of the total school FTE roll.

Participation Based Annual Qualification Achievement

75% of students participating in NCEA Level 2 qualifications will gain a full NCEA Level 2 qualification in 2015. 75% of students participating in NCEA Level 3 qualifications will gain a full NCEA Level 3 qualification in 2015.

Student Leaver Attainment Over 80% of student leavers (MOE defined) in will achieve a full National Certificate of Educational Achievement at Levels 1, 2 or 3. A stretch target of 70% has been established for student leavers attaining a full NCEA Level 2 (or higher) in 2015. Thirty percent of Hagley student leavers (MOE defined) will leave with a full National (NCEA) Certificate at Level 3. The percentage of school leavers with Year 13 qualifications will exceed the National decile 5 mean of 36%. The percentage of school leavers with less than Year 12 qualifications will be below the National decile 5 mean of 31%. Students leaving with little or no formal attainment will be less than 5% based on the National decile 5 mean.

COLLEGE-‐WIDE QUALIFICATION ACHIEVEMENT FOR MĀORI STUDENTS BASED ON BPS TARGETS (NCEA L2+)

Target Area Targets

Better Public Service Target (BPS) For NCEA L2+

The college has realigned its targets based upon the Governments release of the BPS target in 2012 (85% NCEA L2 by 2017). In 2011 the college’s leaver attainment for full-‐time students was 69%. To reach the BPS target of 85% over the next 6 years required an annual improvement increment of 2.6%. All groups including Maori and Pasfika are required to meet this target. The target for 2015 is that 79.4.8% of student leavers will attain NCEA Level 2 or higher.

Achievement Performance versus Return on Government Investment

Hagley Maori students will achieve NCEA Level 2+ (as a % of school FTE Maori roll) above the upper 95% mean in relation to Christchurch secondary schools. A stretch target for the college is set at 40% of total school FTE Maori roll. Hagley students will achieve NCEA Level 3 (as a % of school FTE Maori roll) above the upper 95% mean in relation to Christchurch secondary schools. A stretch target for the college is set at 10% of the total school FTE Maori roll.

Māori Participation Based Annual Qualification Achievement

75% of Maori students participating in NCEA Level 2 qualifications will gain a full NCEA Level 2 qualification in 2015. 75% of Maori students participating in NCEA Level 3 qualifications will gain a full NCEA Level 3 qualification in 2015.

Māori Student Leaver Attainment Over 80% of Māori leavers (MOE defined) will achieve a full National Certificate of Educational Achievement at Levels 1, 2 or 3. A stretch target of 70% has been established for Māori leavers attaining a full NCEA Level 2 (or higher) in 2015. Thirty percent of Hagley Māori leavers (MOE defined) will leave with a full National (NCEA) Certificate at Level 3. The percentage of Māori school leavers with Year 13 qualifications will exceed the National decile 5 mean of 36%. The percentage of Māori school leavers with less than Year 12 qualifications will be below the National decile 5 mean of 31%. Māori students leaving with little or no formal attainment will be less than 5% based on the National decile 5 mean.


14. Financial Stewardship

The College is a state owned institution which is primarily resourced by government funds. Accountability for financial management to both the government and the College's community is required to be in accordance with the provisions of the Public (Sector) Finance Act (1989) and the Education Act (1989) and their subsequent amendments. Section 64 of the Education Act 1989 places responsibility for the management, organisation and administration of the College on the Board of Trustees. Section 66 of the Act allows a Board to create special committees and delegate any of its powers or functions to those committees. Section 67 of the Act allows a Board to delegate any of its powers or functions to its employees. The Board has delegated responsibilities and these are documented in the ‘Schedule of Delegated Authorities’. These delegated authorities are reviewed annually. There are five important areas of delegated authorities that support the financial management of the College. The roles and responsibilities of these five areas are described below:

1. Board of Trustees: The Board of Trustees retains primary responsibility for the overall financial management of the College in accordance with governance obligations. 2. BOT Finance Committee: The BOT has created the Finance Committee to take responsibility for overseeing the day-‐to-‐day management of the College’s financial resources,

commitments and obligations. The committee shall oversee the preparation of budgets, monitor the collection of revenue, monitor expenditure and provide advice to the BOT and to the Principal on financial matters.

3. Principal: The Principal will manage this policy on the Board of Trustees’ behalf and ensure appropriate structures and systems are in place to safeguard the College’s assets. The Principal is also responsible for:

a. Informing staff how the budget relates to the long-‐term plan b. Establishing the Financial Development Plan in conjunction with the Director of Financial Planning c. Enforcing deadlines and procedures d. Reviewing and negotiating with managers until objectives are met.

4. Director of Financial Planning: The Director of Financial Planning will be responsible for the implementation of the Financial Development Plan. These responsibilities include: a. Distributing monthly financial statements, including budget detail, within 10 working days after the close of the prior month b. Coordinating and compiling approved monthly budgets submitted by other portfolio managers into the master budget c. Reviewing capital expenditure requests d. Reviewing inventory purchase requests e. Analysing monthly cash flow and project cash flow for the same month of the subsequent year f. Preparing the annual budget documents submitted to the approving body g. Serving as a staff resource person for technical accounting and tax issues relating to the budget h. Compiling the annual cash flow budget.

5. Portfolio Directors: Each Portfolio Director is responsible for the implementation of their Portfolio Development Plan(s) and the management of all budgets within those portfolios. These responsibilities include:

a. Allocation within budget categories b. Approval of portfolio budgets c. Authorisation of invoice payments d. Monitoring of budgets and the reporting of unusual variances against budget.


Financial management is crucial to the health of the College in terms of providing adequate funding for day-‐to-‐day needs and in planning for the future. Hagley Community College is committed to having an efficient and effective financial management system to ensure the Board of Trustees and the Principal have:

• Accurate financial data • Understandable financial statements that meet the needs of the College • Timely financial statements • Actual versus budget figures for the period presented • An annual audit by an independent certified public accounting firm.

Responsibility for compliance lies with the Board of Trustees. The Board is charged with ensuring that its funding is used to meet the aims of its charter. The Financial Planning portfolio reports on Hagley’s ability to implement robust learning infrastructures by making strategic decisions in the acquisition and distribution of limited resources to maximise productivity and efficiency while at all times being fiscally responsible. The primary goal of the Financial Planning portfolio is to be fiscally responsible in providing the financial resources to meet the College’s strategic priorities and to manage the distribution of these resources through an effective budgetary system. This portfolio has the following key outcomes:

• Annual prioritisation by BOT of financial resource allocation to all portfolio areas with effective distribution of financial resources through detailed budgets • Improved financial effectiveness in all College portfolios • Stability of financial resources through audited financial data • Improved external funding to the College.

15. General Legislation Compliance The Education Act 1989, under section 60A provides the legislative basis for the establishment of National Education Guidelines which have five components including the National Administration Guidelines that places responsibility on boards of trustees to focus on high quality outcomes for students. This legal framework provides a baseline for all boards. It is important that the Hagley BOT monitors and reviews its performance to ensure that it is taking all reasonable steps to meet the legal requirements with which it must comply in order to promote high quality outcomes for all students. Compliance with legal requirements is an integral part of the provision of an environment that supports students' learning. The Hagley College BOT has used the guidelines and audit checklists from the Education Review Office as the template for self-‐review in relation to general legislation compliance. In summary the Hagley College board has taken all reasonable steps to meet its legal requirements including those detailed in Ministry of Education circulars and other documents related to the compliance areas documented in the above table.

Compliance Area Yes No Unsure

1 Board Administration ✓

2 Curriculum ✓

3 Health, Safety and Welfare ✓

4 Personnel ✓

5 Finance ✓

6 Assets ✓


As part of the Hagley BOT self-‐review the board have completed the following self-‐audit checklist.

Section 1: Board Administration

Please tick all questions including bullet points or write N/A if not applicable. Yes No Unsure

1 Is the board properly elected and constituted? [section 94 Education Act 1989]. ✓

2 Are any conflicts of interest of board members fully declared? [s 103A Ed Act 1989; Clause 8(8) Sixth Schedule Ed.Act 1989)]. ✓

3 Are board meetings properly run? [Parts 7/8 Local Government Official Information and Meetings Act 1987; Clauses 7/8 Sixth Schedule Ed Act 1989]. ✓

4 Are minutes of board meetings properly kept (especially minutes of meetings that exclude the public – commonly called “in committee”)? [Good practice; Local Government Official Information and Meetings Act 1987, Public Records Act 2005].

✓

5 Does the charter reflect the purposes set out in section 61(2) of the Education Act 1989 (i.e. establish the mission, aims, objectives, directions, and targets of the board that give effect to the national education guidelines), and provide a base against which the board’s actual performance can be assessed?

✓

6 Have newly elected, co-‐opted or appointed trustees confirmed to the board that they are eligible to be trustees? [s 103B Ed Act 1989]. ✓

7 Has the board met all the requirements for planning and reporting? [School Charter; s 61 Ed Act 1989]. ✓

For questions 8 – 14, has the board, with the principal and teaching staff:

8 Developed a strategic plan which documents how they are giving effect to the NEGs through their policies, plans and programmes, including those for curriculum, National Standards, assessment, and staff professional development? [NAG 2(a)].

✓

9 Maintained an on-‐going programme of self-‐review in relation to the above policies, plans and programmes, including evaluation of information on student achievement? [NAG 2(b)].

✓

10 Reported to students and their parents on the achievement of individual students, and Reported to the school’s community:

• on the achievement of students as a whole, and • on the achievement of groups (identified through NAG 1(c) (i.e students who are not achieving, or are at risk of not achieving or who have special

needs).

• including the achievement of Māori students against plans and targets referred to in NAG 1(e) (i.e plans and targets for improving the achievement of Māori students) ] [NAG 2(c)]

Received regular and useful information about the achievement of Māori students in the school?

✓

✓

✓

✓

✓

11 Used National Standards, in alignment with requirements set in NAG 1, to: Report to students (enrolled in Years 1–8) and their parents on the students’ progress and achievement in relation to National Standards? and Report to parents in plain language in writing at least twice a year? [NAG2A (a)]

N/A

12 Completed an annual update of the school charter, and provided the Secretary for Education with a copy of the updated school charter before 1st March each year. [NAG 7]

✓

13 Provided to the Secretary for Education before 1st March each year, a statement providing an analysis of any variance between the school’s performance and the relevant aims, objectives, directions, priorities, or targets set out in the school charter when providing the updated charter under NAG 7.

✓

14 Does the school’s charter have targets on student achievement, including assessment of students in accordance with the National Standards published ✓


under section 60A(1)(ba) of the Education Act 1989? [section 61(4) Education Act 1989].

15 Did the board’s annual report include a statement which provides an analysis of any variance between the school’s performance and the relevant aims, objectives, directions, priorities or targets set out in the school charter? [section 87(2)(e)Education Act 1989].

✓

16 Is the board satisfied that the school has been open for instruction for at least the minimum required number of hours per day and days per year? [s 65A and s 65B Ed.Act 1989; NAG 6].

✓

17 Is the board satisfied student absences are correctly recorded, monitored and followed up? [s 25 Ed Act 1989; NAG 6; Education School Attendance Regulations 1951].

✓

18 Does the board ensure all procedures and practices relating to the stand-‐down/suspension/exclusion and/or expulsion of any student are implemented in accordance with the relevant provisions of the Education Act, the Education Stand-‐down, Suspensions, Exclusions, and Expulsion Rules 1999 and guidance issued by the Ministry of Education? [ss 13-‐18 Ed Act 1989].

✓

19 Are there policies/procedures to ensure compliance with legislation, including the non-‐discrimination provisions in the Human Rights Act? Are these policies/procedures regularly reviewed, and implemented appropriately by the board? [Good practice].

✓

✓

20 Has the board complied with the conditions prescribed by the Minister of Education by Gazette notice under section 71 of the Education Act 1989 in relation to students who undertake work-‐based learning or work experience? [Write N/A if not applicable].

✓

21 Does the board have guidelines relating to compliance with the Copyright Act 1994 and are they implemented? [Good practice]. ✓

22 Has the board complied with the Public Records Act 2005 in relation to the retention and disposal of school records? [also refer to MOE/Archives NZ web-‐site -‐ School Records Retention/Disposal Information Pack]

✓

Section 2: Curriculum Has the board, through the principal and staff: Yes No Unsure

1 Developed and implemented teaching and learning programmes ✓

(i) providing all students in years 1-‐10 with opportunities to achieve for success in the following areas:

• The Arts ✓

• English ✓

• Health & Physical Education ✓

• Mathematics and Statistics ✓

• Science ✓

• Social Sciences ✓

• Technology ✓

(ii) giving priority to student achievement in literacy and numeracy, especially in years1-‐8? ✓

(iii) giving priority to regular quality physical activity that develops movement skills for all students, especially in years 1-‐6 ✓


2 Through a range of assessment practices, gathered information that is sufficiently comprehensive to enable the progress and achievement of students to be evaluated, giving priority first to:

(i) student achievement in literacy and numeracy especially in years 1-‐8 and then to: ✓

(ii) breadth and depth of learning related to the needs, abilities and interests of students, the nature of the school's curriculum, and the scope of the New Zealand Curriculum as expressed in The New Zealand Curriculum?

✓

3 On the basis of good quality assessment information, identified:

(i) students and groups of students who are not achieving? ✓

(ii) students and groups of students who are at risk of not achieving? ✓

(iii) students and groups of students who have special needs (including gifted and talented students)? ✓

(iv) aspects of the curriculum which require particular attention? ✓

4 Developed and implemented teaching and learning strategies to address the needs of students and aspects of the curriculum identified in 3 above? ✓

5 In consultation with the school's Mäori community, developed and made known to the school's community, policies and/or procedures, plans and targets for improving the achievement of Mäori students?

✓

6 Provided appropriate career education and guidance for all students in Year 7 and above, with a particular emphasis on specific career guidance for those students who have been identified by the school as being at risk of leaving school unprepared for the transition to the workplace or further education/training?

✓

7 (a) (b)

Ensured that teachers of students with disabilities, and other contact staff, have a sound understanding of the learning needs of students with disabilities? Where necessary, put in place support systems centred on each individual with disabilities? [NAG 1; NEG 7; NZ Disability Strategy in Schools].

✓

✓

8 Ensured that current practice meets the requirement to base teaching and learning programmes on The New Zealand Curriculum national curriculum statements for:

• The Arts ✓

• English ✓

• Health and Physical Education ✓

• Mathematics and Statistics ✓

• Science ✓

• Social Sciences ✓ • Technology ✓

OR Ensured that current practice meets the requirement to base teaching and learning programmes on Te Marautanga o Aotearoa if the school has chosen to adopt the foundation curriculum policy statements based on Te Marautanga o Aotearoa


9 Developed and implemented teaching and learning programmes based on Te Marautanga o Aotearoa in a bilingual class or classes where Māori in one of the languages of instruction. [Note: schools with a bilingual class or classes may develop and implement the teaching and learning programmes – reference NZ Gazette Notice 29 October

2009, page 3812]

N/A

10 Developed and implemented a curriculum, as expressed in The New Zealand Curriculum, for students in Years 1-‐13:

• that is guided by the Vision ;

• that is underpinned by the Principles;

• in which the Values as expressed are encouraged and modelled and are explored by students; and

• that supports students to develop the five Key Competencies. [The National Curriculum:Foundation Curriculum Policy Statements]

✓

✓

✓

✓

11 Worked towards offering students opportunities for learning second or subsequent languages (Years 7-‐10)? [The New Zealand Curriculum]. ✓

12 Complied with the requirement to adopt a statement on the delivery of the health curriculum, at least once in every two years, after consultation with the school community? [Section 60B Education Act 1989].

✓

Section 3: Health, Safety & Welfare

Does the board have health and safety policies, and procedures/guidelines/practices linked to: Yes No Unsure

1 Physical and emotional health of students? [NAG 5]. ✓

2 Child abuse? (prevention and reporting) [NAG 5; Good practice]. ✓

3 Behaviour management? [NAG 5; Good practice]. ✓

4 Discipline procedures? [Good practice]. ✓

5 Guidance counselling? [NAG 1(vi); s 77 Ed Act 1989]. ✓

6 Dealing with smoking, drugs and alcohol? [NAG 5]. ✓

7 Management and recording/administering of medication? [Good practice]. ✓

8 Prohibiting the use of force? (corporal punishment)[s 139A Ed Act 1989]. ✓

9 Cross cultural awareness? [Good practice]. ✓

10 Dealing with parents who are subject to court orders affecting day to day care of, or contact with, a child at school? [NAG 5; Good practice]. ✓

11 Complaints? [Good practice]. ✓

12 • Internet safety? And

• Has the Internet Safety Policy been implemented in the last year? (Write N/A if no reason(s) to implement in the last year) [NAG 5; Good practice].

✓

N/A

13 The Code of Practice for School Exempt Laboratories approved by the Environmental Risk Management Authority, about the use of hazardous substances for the teaching of science and technology?

✓

✓


The Code of Ethical Conduct for the use of Animals in research and teaching in schools? [refer to www.nzase.org.nz/ethics]

14 Protection for staff and students from excessive UV radiation exposure over the summer months? [NAG 5; Good practice]. ✓

15 Prevention of sexual harassment? [ss 62, 68 Human Rights Act 1993; ss 108, 117, 118 Employment Relations Act 2000]. ✓

16 Collection, storage and access to personal information? [Privacy Act 1993]. ✓

17 The systematic identification and remedying of existing and potential hazards? [s7 Health and Safety in Employment Act 1992]. ✓

18 First aid/notification of accidents, in particular, recording of all accidents as required by the Ministry of Education Health and Safety Code? [Good practice]. ✓

19 Plant and machinery safety? [NAG 5; Health and Safety in Employment Act 1992]. ✓

20 Civil defence preparedness? [National Civil Defence Emergency Plan Order 2005; Good practice]. ✓

21 Management of crisis situations including pandemic planning? [NAG 5; Good practice]. ✓

22 School trips/education outside the classroom – risk management procedures? [NAG 5; Good practice -‐ EOTC Guidelines]. ✓

23 Visitors to the school? [Good practice]. ✓

24 Care and safety of students in hostels under the Education (Hostels) Regulations 2005, and off site facilities? [Write N/A if not applicable]. N/A

25 Has the board regularly reviewed the policies and procedures and/or guidelines/practices linked to health and safety in questions 1 – 24 above, and Satisfied itself, through reports that these policies and procedures and/or guidelines/practices have been implemented appropriately? [Good practice]

✓

Does the board:

26 Meet the requirements under NAG 5: to promote healthy food and nutrition for all students?

✓

27 Through the principal and teaching staff, currently provide anti-‐bullying programmes for students? And ✓

• Do those anti-‐bullying programmes include a focus on: (i) Racist bullying? (ii) Bullying of students with special needs? (iii) Homophobic bullying? (iv) Sexual harassment? [NAG 5; Good practice].

✓

✓

✓

✓

28 Has the board taken steps to meet new requirements* under the Vulnerable Children Act 2014 to put child protection policies in place that guide staff to identify and report child abuse and neglect? [*Note: the new requirements will apply at a later date to be confirmed by legislation, but it will be good practice for boards to be prepared].

✓

29 Has the board satisfied itself, through reports from hostel management, that the hostel provides a safe emotional and physical environment that supports the learning of boarders enrolled at the school? [NAG 5; Education (Hostels) Regulations 2005].

N/A

Has the board:

30 Ensured that its policies, practices and procedures on surrender and retention of property and searches of students by the principal, teachers and authorised staff members under sections 139AAA to 139AAF of the Act:

• comply with the *Rules regulating the practice and procedure made by the Secretary for Education under s.139AAH? and

✓


• have regard to the guidelines issued by the Secretary for Education under s.139AAI for the exercise of their powers and functions under sections 139AAA to 139AAH?

[Note: refer to www.legislation.govt.nz for sections 139AAA to 139AAF of the Education Act 1989 and the *Education (Surrender, Retention, and Search) Rules 2013; www.minedu.govt.nz for guidelines issued by the Secretary for Education]

✓

31 Ensured policies and procedures that relate to students who have special education needs are implemented without discrimination, i.e. they are:

• Objective, value diversity and are integrated within the school curriculum;

• Regularly re-‐evaluated and developed to enhance effectiveness;

• Well-‐communicated to all staff and families, whänau of students and consistently applied;

• In compliance with: -‐ the Education Act 1989 (section 8) that people who have special educational needs (whether because of disability or otherwise)have the same rights to

enrol and receive education at State schools as people who do not; and -‐ the NZ Bill of Rights Act (section 19) that everyone has the right to freedom from discrimination on the grounds of disability in terms of section 21(h)

of the Human Rights Act 1993; and -‐ the NE Guidelines, NAGs1(c)(iii) and 5, NE Goals 2 and 7, Curriculum Statements, Foundation Curriculum Policy Statements and Special Education

Guidelines.

✓

✓

✓

✓

✓

✓

32 Documented and implemented policies and procedures to ensure compliance with the Code of Practice for the Pastoral Care of International Students? [Write N/A if not applicable].

✓

33 Ensured that it is complying with the Code of Practice for Pastoral Care of International particularly in terms of:

• Support services for students • Information on international students

• Communicating with parents for students under 18 years

• Students with additional needs

• Monitoring attendance to ensure student welfare

• Accommodation Provisions • Homestays

• Boarding Establishments

• Designated caregivers

• Temporary accommodation

• Residential caregivers • Police vetting of accommodation for students under 18

• Complaints procedures

✓

✓

✓

✓

✓

✓

✓

✓

✓

✓

✓

✓

✓

✓


Section 4: Personnel Please tick all questions including bullet points or write N/A if not applicable.

Yes No Unsure

1 Developed and implemented personnel management policies and/or procedures to meet good employer obligations? [NAG 3; s 77A State Sector Act].

✓

2 Developed and implemented policies and procedures for employment and appraisal of staff? [s 77C State Sector Act 1988; NZ Gazette and relevant Collective Employment Agreement].

✓

3 Documents showing that suitable human resource management practices are implemented including:

(a) selection and appointment procedures showing that:

(i) the appointment panel has the proper delegation from the board; ✓

(ii) applicants are registered for teaching positions; and ✓

(iii) for non-‐teaching positions, a Police Vet has been carried out; ✓

(iv) the background of an applicant’s character, competence, qualifications, and experience is carefully checked; ✓

(v) original or certified documents are properly sighted; and ✓

(vi) certified documents are authenticated by persons authorised to do so. ✓

(b) the job/role descriptions; ✓

(c) induction procedures into the school; ✓

(d) a system of regular appraisal; and ✓

(e) provision for professional development. [section 77A State Sector Act; Good practice; MoE Guidelines]

✓

4 Annually assessed the principal against all the professional standards for principals? [NZ Ed Gazette: and relevant employment agreement]. ✓

5 Kept all records for the purposes of the payroll service and given the Secretary for Education all information in accordance with section 89 of the Education Act? Complied with section 91F of the Education Act and the relevant Principals’ Collective Agreement (i.e. sought the written consent of the Secretary for Education) before paying any additional remuneration to the principal?

✓

✓

6 Ensured that persons without a practising certificate are not permanently appointed to a teaching position? [section 120A(2) Education Act 1989].

✓

7 Ensured that it does not continue to employ in any teaching position, any person—

• whose registration as a teacher has been cancelled, and who has not since been registered as a teacher again; or

• whose LAT has been cancelled, and who has not since been granted an authorisation again or registered as a teacher; or

• whose practising certificate or LAT is suspended by the NZTC Disciplinary Tribunal? [section 120B(1) Education Act 1989].

✓

✓

✓


8 Received reports at least once a year in relation to the following, and satisfied itself that they are correctly implemented:

• Staff appointment process? [Good practice re s 77E-‐77H State Sector Act 1988].

✓

• Teacher registration (including practising certificates and LATs) [Good practice re ss 120-‐120B Ed Act 1989]. ✓

• Provisionally registered teachers induction programme. [Good practice]. ✓

• Assessment of teachers against the professional standards? [Good practice re s 77C State Sector Act 1988: NZ Gazette and relevant Collective Employment Agreement].

✓

• Salary increments as a result of a positive assessment against all professional standards at the teacher’s level? [Good practice; relevant Teachers’ Collective Agreement].

✓

• Staff professional development programme and outcomes? [Good practice]. ✓

• Personnel policy (including EEO programme)? [Good practice re s 77A State Sector Act 1988]. ✓

9 Established and implemented procedures for the Police vetting of employees and contractors as required by the Education Act 1989 Sections 78C to 78CD? ✓

10 Reported in its annual report on the extent of its compliance with the personnel policy on being a good employer (including the equal employment opportunities programme)? [s 77A State Sector Act 1988].

✓

11 As employer, reported to the Teachers Council in compliance with the mandatory reporting requirements under the Education Act 1989 in the following situations: [Write N/A if not applicable].

• when a teacher has been dismissed for any reason (section 139AK)?

• when a teacher resigns, if within the previous 12 months, the board had advised the teacher that it was dissatisfied with, or intended to investigate, any aspect of the conduct of the teacher or the teacher’s competence (section 139AK)?

• the board receives a complaint about the teacher’s conduct or competence while he/she was an employee within 12 months of the teacher leaving (section 139AL)?

• the board has reason to believe that the teacher has engaged in serious misconduct (section 139AM)?

• the board is satisfied that despite undertaking competency procedures with the teacher, the teacher has not reached the required level of competence (section 139AN)?

N/A ✓

✓

N/A ✓

12 Implemented appropriate internal procedures for receiving and dealing with information about serious wrongdoing under the Protected Disclosures Act 2000?

✓


Section 5: Finance Please tick all questions including bullet points or write N/A if not applicable. Yes No Unsure

1 Monitored and controlled school expenditure? And Ensured that annual accounts are prepared and audited as required by the Public Finance Act 1989 and Education Act 1989?[NAG 4].

✓

✓

2 Made it clear in a written statement to parents of students that:

• parents may be asked for a voluntary donation towards general school activities but they do not have to pay this? [MOE Circular 2013/06-‐ re s 3 Ed Act 1989]; and

• parents must have agreed in advance to any charges the board may wish to make for specific school activities? [MOE Circular 2013/06].

✓

✓

3 Prepared a budget that reflects the school’s priorities as stated in the charter? [NAG 4]. ✓

4 Ensured that accounting records are kept that:

• correctly record and explain the transactions of the school?

• will, at any time, enable the financial position of the school to be determined with reasonable accuracy? • will enable the trustees to ensure that the financial statements of the school comply with generally accepted accounting practice?

• will enable the financial statements of the school to be readily and properly audited? [s 168 Crown Entities Act 2004]

✓

✓

✓

✓

5 Prepared annual financial statements in accordance with section 87(3) of the Education Act 1989? ✓

6 • Prepared its annual report in accordance with section 87 of the Education Act 1989 (which includes the total remuneration paid to school principals employed by the board)?; and

• Forwarded its annual report to the Secretary of Education? [s 87 Ed Act 1989].

✓

✓

7 Ensured investment is in accordance with section 73 of the Education Act 1989 and appropriate provisions of the Crown Entities Act 2004 relating to investments? [ss 160-‐161, 197 Crown Entities Act 2004].

✓

8 Ensured that all financial gifts can be appropriately accounted for and applied to the purpose for which they were given? [s 68 Ed Act 1989; s 168 Crown Entities Act].

✓

9 Ensured that it has complied with section 67 of the Education Act 1989, and appropriate provisions of the Crown Entities Act 2004 relating to borrowing? [s 160 Crown Entities Act 2004; Regs 11, 12 Crown Entities (Financial Powers) Regulations 2005].

✓

10 Ensured that TFEA funding is used to promote student achievement? [Operational Funding: MOE Handbook]. ✓

11 Ensured that SEG funding is used to benefit students with moderate special learning and behavioural needs? [Operational Funding: MOE Handbook]. ✓

12 Ensured that funding and staffing generated by ORRS students is used for the benefit of those students? [Write N/A if not applicable] [Operational Funding: MOE Handbook].

✓


Section 6: Asset Management

Please tick all questions including bullet points or write N/A if not applicable. Yes No Unsure

1 Implemented a maintenance programme and property management policy to ensure that the school’s buildings and facilities provide a safe, healthy learning environment for students? [NAG 4(c); clause 17 Property Occupancy Document].

✓

2 Confirmed that the budget reflects the school’s priorities as stated in the charter? [NAG 4; Property Occupancy Document]. ✓

3 Provided access and facilities for persons with disabilities to and within buildings? [ss 117-‐120 and Schedule 2 of Building Act 2004]. ✓

4 Received monthly reports on monitoring, maintenance and hazards, and is the board satisfied with compliance? [Good practice re Health and Safety in Employment Act 1992; cl 17 Property Occupancy Document].

✓

5 Recently reviewed its evacuation policy and procedures and is the board satisfied with compliance? [Good practice re Fire Safety and Evacuation of Building Regulations 2006; Clause 20 POD].

✓

6 Received assurance at intervals of not more than six months, that a trial evacuation has occurred? [Good practice re Fire Safety and Evacuation of Building Regulations 2006].

✓

7 Made provision for post disaster and relief? [Good practice]. ✓

Young children have drowned by stumbling into unfenced or poorly fenced swimming pools. Boards have an obligation to secure their swimming pools.

8 Checked the swimming pool meets the criteria listed in the Schedule to the Fencing of Swimming Pools Act 1987? [Write N/A if not applicable]. N/A

9 Prepared and reviewed a 10-‐year property plan covering maintenance and capital property requirements in accordance with Ministry of Education guidelines? [clause 7 Property Occupancy Document].

✓

D. GOOD EMPLOYER

16. Act As A Good Employer

The role of the Hagley College board is to employ school staff. Section 77A of the State Sector Act 1988 requires boards of trustees, as employers in the education service, to be 'good employers'. To help create a positive learning environment for all students, one of the aims of the Hagley board is to create a workplace that attracts, retains and values its staff. The Secretary for Education is responsible for promoting, developing and monitoring equal employment opportunity (EEO) policies and programmes in the education service (section 77D of the State Sector Act 1988), and the Hagley board follows these policies. The BOT also ensures that all employees maintain proper standards of integrity, conduct and concern for the public interest and the well-‐being of students enrolled at Hagley College. While employment issues can be complex the Hagley board gains regular advice and guidance from the New Zealand School Trustees Association (NZSTA) which provides comprehensive information and resources for trustees. The college also has its legal representation with the law firm Cunningham & Taylor and seeks professional advice in all matters of employment law.


17. Principal Appointment & Appraisal

A. Principal’s Appraisal: The appraisal of Brent Ingram , Principal of Hagley Community College, was carried out on behalf of the Hagley Community College Board of Trustees, by Craig McDowell, Director – Aspire2Lead Ltd. The appraisal period was January 2014 – September 2014. The agreed performance appraisal goals were:

1. To improve communication and interactions between Principal & teaching staff to enable teachers to be informed and connected to the work of the college. 2. To ensure that the learning environment enables a focus on: Achievement (NCEA level 2), Retention (coherent learning programmes leading to pathways) & Transition (ensuring

success beyond school -‐ tertiary or employment). 3. To develop a mechanism that explores and applies the concept of an engaging school.

A range of evidence collection mechanisms were employed and a total of twenty one staff were surved and / or interviewed. An online survey based on the effectiveness of principal and areas of practice in the professional standards, was completed during the period August 11th – August 21st 2014. 9 staff completed the survey. On August 28th and September 2nd , specific staff were interviewed to provide evidence related to appraisal goals. The interviewees included: 3 DPs, 2 groups of Heads of Learning Areas (5 in total), a general staff group of 4. A final appraisal report was presented to the college on the 23 September 2014 and made available to the Board of Trustees at the October 2014 meeting. At the Principal’s request prior to the appraisal being undertaken the report was made available to both staff and the wider community. The report summarises

(a) Comments relevant to appraisal goals (b) The responses to each of the items of the questionnaire in table form. Staff indicators represent the median on the scale. Examples of the evidence quoted both on achievements

and areas requiring change in relation to principal effectiveness and each of the area of practice ( Culture, Pedagogy, Systems and Partnerships and Networks) follows each table. The principal’s assessment of each item is also included in each table.

The section of report also includes an evaluation summary commentary in relation to the areas of practice. A full copy of the report is available on file and is released as a public document. A concluding comment from the report is presented below. “Brent (Principal, Hagley Community College) is regarded as a wonderfully supportive person who displays empathy both personally and professionally. He is also supportive of ideas shared with him yet he is comfortable with constructive criticism. Relationships are built on mutual respect. There is a feeling of real confidence when Brent is in charge – he is passionate and excited by new innovations. He works really hard at researching new courses and is a strategic thinker who connects research to best and next practice. He is creative throughout decision making processes, and allows autonomy to those in leadership positions. He is a superb communicator and presenter to staff and at events where he always represents Hagley College proudly. At times, he might like to consider communicating or reinforcing key concepts more precisely during these presentations. A challenge for Brent is he needs to continue to try and be visible – there has been such a positive effect on students as they relate to him as a principal now, not just another member of staff. There is also a positive effect on particularly those teachers who do not have a leadership component to their work. Staff really enjoy the informal conversations about students and their learning rather than negative behaviours. The Board is delighted to have Brent as principal of Hagley College during these dynamic and exciting times. He is regarded as a unique visionary leader who combines humility and compassion, with pragmatism and strategic thinking.”


B. Principal’s Appointment

The Board of Trustees is currently undertaking a process for the appointment of a new Principal for Hagley College to begin in 2016. Boards of trustees are the employer of all staff in state and state integrated schools in New Zealand. Key legislation is the State Sector Act 1988 (Part VIIA Personnel provisions in relation to education service, s77) which sets out that boards must operate a personnel policy that complies with the principle of being a good employer. This includes the requirement for “the impartial selection of suitably qualified persons for appointment”. Boards have the sole responsibility for the appointment of a principal and when making that appointment “shall act independently”. The board must notify vacancies in a manner sufficient to enable suitable applicants to apply and when appointing the board must give preference to the person best suited for that specific vacancy. Boards also need to ensure that they are familiar with the relevant collective agreement in terms of appointment processes. The BOT have adopted the following broad guidelines for the appointment process

1. The current principal has tendered his resignation effective the end of the school year 2015. 2. A committee will be selected at the next Board of Trustees (BoT) meeting on 10 February 2015.This committee will design and implement the process to select a new principal. A

chair of this committee will appointed at this meeting also. 3. The whole Board should be regularly updated with developments and be involved at critical points such as Position Description (PD) confirmation, interviews and final selection. 4. The first task of the appointment committee will be to finalise a time table for the appointment. This may be done at the BoT meeting on the 10th February. 5. The next task of the committee will be to develop a comprehensive PD. This will need to be consulted with the whole BoT and will reflect the BoT’s expectations of the College going

forward over the next ten years plus. This will include what type of person will be needed to meet these expectations. Consultation with the BoT may be by correspondence (hard or soft) and may involve brief meetings, say at 5.30pm for half an hour. This PD may be consulted with limited other parties. Salary ranges should be confirmed at this stage.

6. Consultation on the PD and advertising process may be with Mr Neil Wilkinson, former principal and Secondary Principal’s Association Chair. 7. A vacancy advertisement will be designed by the committee plus an advertising strategy, process and implementation program. 8. The receipt processing and acknowledgement of applications should be handled by Canterbury Education Services (CES), in particular their employee our Board Secretary. 9. After applications are closed, received and processed the committee will short list the applicants based on the PD and the BoT expectations. 10. This process may be consulted with an HR consultant. 11. Interviews will be conducted with the full BoT. Interview questions should be selected prior to the interviews including the individual who will ask the each particular question. The

chair of the appointment committee will chair the interviews and all BoT members may be present in an observatory capacity. 12. This process may be consulted with an HR consultant. 13. After the Board has decided on its appointment then the Board Chair and the Committee Chair should handle the formal process Including salary and start date. 14. If the Board is not happy with the calibre of the applicants, either before or after the interviews, then the advertising process should be re-‐initiated. However the short listing could

also be extended to add a wider choice.

18. Working Relationship With Principal In the Principal’s appraisal, the Hagley Community College Board of Trustees has made these comments relating to the relationship between the BOT and the Principal. “Brent has continually demonstrated a total commitment to the vision of the college. He has been superb through being creative in ensuring initiatives and programmes have been focused on providing students bridges to the workplace and tertiary learning. A clear focus on the engagement and achievement of Māori and Pasifika students has led to some excellent results. The school community has been very well supported throughout the earthquake recovery period.


Our unique systems of schools within schools is continually being expanded and is regarded as an innovative approach to responding to the changing needs of students. There is a clear focus on developing learner characteristics and attitudes to enable them to learn how to learn relevant to them as individuals. Teachers are very reflective and there is genuine engagement of staff to inquire into their practice, to improve student outcomes – both academically and socially. There is complete, explicit inclusivity in meeting diverse learner’s needs. This includes deaf students and refugees. The introduction of Ipads for BOT have increased knowledge and access to policies and other information – a good innovation. The BOT is very well informed through excellent, structured presentations and reports from portfolio areas and on student achievement. The management of all areas of finance, property and health and safety are effective. There is strong, strategic collaboration between all members of the BOT. Strengths of BOT members are utilised effectively e.g. cultural competency professional development with staff. There are a significant variety of groups where relationships are positive and productive. E.g. recent Hui that was facilitated by local iwi representatives. Music and other creative performance activities are very well supported and an integral part of the culture of the school. There is a sense of total commitment by the wider school community, to establishing partnerships and networks that are focused on being responsive to student needs. It is awesome.”

19. Staff Standards

The critical factors for the Hagley BOT in implementing, maintaining and growing the professional standards for staff is ensuring that self-‐review is an integral process at a subject and teacher level and that ‘best practice’ is implemented in appraisal systems. The portfolio of ‘Learning Futures’ is fundamental to the Hagley BOT in delivering these critical factors. Operating as a school-‐wide learning community is important at a subject level. For the last seven years, Hagley's 40 subject leaders have completed an annual review of assessment and curriculum in their subjects. Subject reviews form a central and well-‐regarded aspect of the College’s review processes in audits completed by two key external agencies, ERO and NZQA. All subject leaders produce an annual review as a core professional function that they undertake as a subject leader. Subject leaders meet together in best practice workshops to discuss assessment and curriculum practice, then complete their annual reviews. Best practice examples from these reviews are also shared amongst subject leaders. Details of each subject’s review can be found in a separate document which is published as part of the annual performance reporting process to the BOT. Self-‐review at a teacher level is centred on teaching as inquiry, the effective pedagogical practice at the centre of The New Zealand Curriculum. It is critical in providing school-‐wide evidence of teacher based self-‐review that helps answer ERO's key question: how effectively is this school’s curriculum promoting student learning – engagement, progress and achievement? Review [reflecting on what teachers do, how well they do it, and how they can improve] is central to whole school professional learning. Details of inquiry practice within the College can be found in the Learning Transitions portfolio report. The central goals of appraisal are to support teacher improvement or growth, and raise student achievement as well as provide professional accountability. The Learning Futures portfolio has led developments in reviewing the suitability of the College’s current appraisal procedures. It has been determined that a clearer link needs to be made between the registered teacher criteria and Hagley procedures. This is fully supported by the Hagley BOT. From 2013, the criteria must be used by all teachers to renew their practising certificates or to gain full registration. The revisions to teacher appraisal that the College introduced over 2014 are informed by the NZ Teachers’ Council Appraisal Project, current ERO and other research into effective appraisal, as well as the experiences and practices of other schools. There is no one prescribed or recommended way of collating evidence towards criteria attestation. Teachers have a clear individual professional responsibility to build their own body of evidence, although the College has taken a major role in guiding this process. Self-‐review practices already in place within the College play a central role.


There were concerns raised in ERO’s 2014 national report into New Zealand schools’ appraisal practices that the College wishes to avoid. ERO found that for the majority of schools in the study, appraisal did not contribute sufficiently to improving teacher capability. ERO also regarded as best practice appraisal embedded into an improvement-‐focused self-‐review system that was implemented consistently across the school. Consequently, the professional learning developed for Hagley staff has emphasised a collective approach to teacher review which sits within an established College-‐wide model. Appraisal should reveal teachers as learners with evidence gathered each year. The evidence must show patterns of practice sustained over time. A judgement based on a one off snap shot, like a single lesson observation used then as basis for appraisal, is not acceptable. This process, developed by the College for 2014 implementation, provides a window into how a teacher is meeting the criteria on an ongoing basis. By completing an annual appraisal process, three windows are created, one each year. When these are viewed together across a three year period when registration is due, it is possible to gain an accurate perspective that there are established patterns: • patterns of commitment to professional practice • patterns of commitment to professional learning • patterns of commitment to student well being. These three headings are spanned by a commitment to biculturalism. These four headings have been developed by the College and adopted by the Hagley BOT to cover the 12 Registered Teacher Criteria in order to take an integrated approach, as the criteria do not work in isolation. They have been developed in order to avoid fragmentation where teachers collect evidence separately for each of the criteria. The headings have been developed with indicators provided to suggest sources from which teachers might gather evidence. Teaching as inquiry has the potential to provide evidence across several indicators. Learning developed in inquiry, as well as contributions a teacher makes to their colleagues’ professional learning are useful evidence sources for commitment to professional practice. Contributions might include sharing inquiries within formal department presentations and placing inquiry reports on an intranet site for teachers across the College to access. Evidence of commitment to professional learning can be gathered from teaching actions described in a teacher’s inquiry as well as teaching observations based on the Good Practice Teaching Model. A working group is developing teacher exemplars spanning a range of curriculum areas to guide teachers regarding the nature and sufficiency of evidence. The Hagley College Board of Trustees is committed to encouraging teacher high performance in their professional standards and using an evidenced based system that demonstrates that teachers and associated staff are growing and developing their professional practice.

20. Principal’s Delegated Authority

The Principal is the chief executive of Hagley Community College. The primary expectation is for the Principal to be the educational leader by providing effective leadership and management. The Principal is directly responsible to the Hagley Community College Board of Trustees. The Principal, by law, is a full member of the Board of Trustees. The Principal is responsible for:

• Providing information, advice and guidance to the Board of Trustees. • Providing effective leadership and management. • Managing the College within all statutory requirements. • Developing and implementing the College strategic plan. • Overseeing the day-‐to-‐day operations of the College.

The BOT requires the Principal to use and develop a range of visionary, strategic and creative skills to position the college for the future in making it a better place of learning for students. The Hagley College board also requires the Principal to actively work to achieving and sustaining the college’s mission, vision and values.


The Principal, through the Board of Trustees, has delegated the authority for senior managers to act in their specific portfolios. These portfolios include: Curriculum Design, Modern Learning Environments, Marketing, Junior Graduating College, Student Support Network, Learning Support, Student Engagement, Learning Futures, Learning Communities, Adult Literacy, Forte – Itinerant Teachers of Music, Learning Transitions, Enrolment, Information Technology, Financial Planning and College Effectiveness. These portfolio directors report to the BOT through the Principal's monthly report and through the Annual Performance Review presented by the Principal to the BOT. The Deputy Principal – Ros Jackson, will act for the Principal in his absence.

E. HAGLEY BOARD OF TRUSTEES -‐ MEETING ANALYSIS 2014 An analysis was undertaken of the Hagley Board of Trustees monthly meetings to determine where the emphasis of the board work was being placed and whether appropriate time was being spent in areas that matter most to the board and that have the greatest impact upon improving and developing the college for the benefit of students. While all board business is important the board has an expectation that a significant amount of their time will be dedicated to monitoring student progress, achievement and success and to strategic discussions that will lead to innovative developments and the establishment of ‘next practice’. February 2014

Work Focus Actions Portfolio Led by Time Administration Correspondence BOT A Johnson 1 minute Monitoring Student Achievement regarding summer school. Over 90% success rate for NCEA L2.

Lesson study model to professional learning College Effectiveness Learning Futures

B. Ingram M. Fowler

25 minutes 10 minutes

Strategic Discussions Discussion on ERO paper relating to NCEA target schools good practice project. Draft charter and strategic plan presented and discussed with a request for on-‐going feedback. Library Annual Report.

College Effectiveness College Effectiveness College Effectiveness

B. Ingram B. Ingram R. Jackson

10 minutes 30 minutes 10 minutes

Compliance Approval of December 2013 BOT minutes Election of chairperson and deputy chairperson. Notification of Vacancies on BOT by public notice. Education outside the classroom trips approved

BOT BOT BOT Teaching & Learning

J. Davey A. Johnson A. Johnson R. Jackson

1 min 5 minutes 1 min 5 minutes

Decisions Pre-‐School trust amendments Leave requests approved

BOT Teaching & Learning

J. Davey R. Jackson


March 2014

Work Focus Actions Portfolio Led by Time Administration Charter filed with MOE

Advertisements in public notices relating to parent representatives HOD Science, Carmen Kenton, selected to the Aspiring Principals’ Programme

College Effectiveness BOT Teaching & Learning

R. Jackson A Johnson A. Crawford

2 minutes 1 minute 5 minutes

Monitoring Literacy & Numeracy Performance in Literacy Enhancement class (AsTTle) ERO visit regarding evaluation of achievement at Level 2 NCEA as part of the national survey to be distributed to all schools throughout NZ (discussion and feedback). Finance report

Learning Support College Effectiveness Financial Planning

K. Constable R. Jackson D. Benfield


Strategic Discussions Discussion and feedback on a list of college initiatives for 2014 linked to the charter College Effectiveness J. Davey 45 minutes


Discussion with MOE on property developments regarding One Stage, ESOL and staffroom. Discussion of the Teaching, Learning and Assessment Committees report

MLE Learning Futures

R. Jackson M. Fowler


Compliance Charter and strategic plan circulated electronically and filed with MOE. Surplus staffing figures approved by MOE. Staffing: Leave and resignation. RAMS for English/Film study camp.

College Effectiveness Teaching and Learning Teaching and Learning

R. Jackson R. Jackson R. Jackson


Decisions BOT to adopt the budget for 2014 Financial Planning D. Benfield 2 minutes April 2014

Work Focus Actions Portfolio Led by Time Administration NZSTA Annual Conference – Encouragement to attend.

Hagley has won an environmental award. (Letters of acknowledgement. BOT MLE

J. Davey B. Ingram

5 minutes 5 minutes

Monitoring BOT work plan tabled and discussed Report on the initiative on student progress Analysis of early leavers and the number of adolescent students part-‐time Teaching Learning and Assessment report Learning Communities report Programmes report covering March 1 Return, new courses 2014 and curriculum progress reports. Finance report

BOT Student Engagement College Effectiveness Learning Futures Learning Communities Programmes Financial Planning

J. Davey A. Crawford B. Ingram M. Fowler M. Fowler B. Ingram D. Benfield

10 minutes 15 minutes 10 minutes 10 minutes 5 minutes 10 minutes 10 minutes

Strategic Discussions Discussion on the skills BOT members could bring to the BOT. An audit of skills was undertaken Letter from the Minister of Education discussed highlighting the significant improvement in NCEA L1, 2,and 3 results over the last two years for Maori and Pasifika students. Wellbeing for student success (new portfolio). Discussion and feedback on progress to date. Canterbury Tertiary College students – blocks and strategies for the future. Largest hui at Hagley with Careers NZ and our Maori students and whanau. Discussion on programme and continuing to build capacity

BOT College Effectiveness Student Engagement Programmes Student Engagement

J. Davey B. Ingram R. Jackson R. Jackson B. Ingram

20 minutes 15 minutes 15 minutes 10 minutes 10 minutes

Compliance 6 Policies were tabled with the BOT for the College Effectiveness portfolio. Discussion and feedback and staff feedback sought. EOTC incident report

College Effectiveness Student Engagement

B. Ingram R. Jackson


Decisions Annual Work plan for 2014 adopted by BOT John Davey to attend NZSTA conference in July 2014 Finance report accepted Public excluded minutes

BOT BOT BOT BOT

J. Davey M. Farra D. Denfield A. Johnson

2 minutes 2 minutes 2 minutes 5 minutes


May 2014 Work Focus Actions Portfolio Led by Time

Administration i-‐Pads for BOT members BOT B. Ingram 5 minutes Monitoring BOT annual work plan tabled and amendments made.

10 yr property plan and schedule of works for 2017 Wellbeing for Success report Finance Report and Capex expenditure budget. The college’s NCEA hui for Maori students a huge success

BOT MLE Student Engagement Financial Planning Student Support

J. Davey M. Farra R. Jackson D. Benfield A. Te Patu


Strategic Discussions NZSTA training on student achievement – discussion BOT self-‐review discussion and feedback on the nature and timing of review. Presentation on qualification performance and achievement. Out of Zone Enrolments and a request to reduce the number of places available. Student Wellbeing: What is it? Targets for the charter. The breakdown of 2014 Maori akonga and the new and beginner teachers programme. Training on cultural competence in NZ and overseas.

BOT BOT College Effectiveness Enrolment Student Engagement Student Engagement

J. Davey J. Davey B. Ingram B. Ingram R. Jackson A. Te Patu

10 minutes 15 minutes 45 minutes 30 minutes 20 minutes 15 minutes

Compliance NQF Performance Analysis Policy carried over to June for further discussion and feedback. College Effectiveness B. Ingram 10 minutes Decisions Approval of April minutes

BOT approval for Principal to discuss designated character with MOE. BOT adopt the Capex expenditure budget. A. Te Patu to provide training to BOT and Hagley staff.

BOT BOT BOT BOT

J. Davey BOT D. Benfield A. Te Patu

5 minutes 10 minutes 2 minutes 5 minutes.

June 2014

Work Focus Actions Portfolio Led by Time Administration Approval of Minutes

Minutes for Weekly senior management meeting BOT All portfolios

A. Johnson R. Jackson

2 minutes 5 minutes

Monitoring Breakdown of why students leave Hagley early. The tracking of leavers and absentee students. Programmes report Resource management report Well being for success report Financial report Positive report: Pasifika group, rock quest, school summer sports awards.

Student Support Programmes MLE Student Engagement Financial Planning Student Engagement

R. Jackson R. Jackson R. Jackson R. Jackson D. Benfield R. Jackson


Strategic Discussions Cultural Competence training for BOT in session before BOT meeting Designated special character school options – Principal to report.

College Effectiveness BOT

A. Te Patu J. Davey


Compliance College Effectiveness and NQF policies carried forward to complete feedback. Pre-‐School Trust Financial management policy tabled and approved

College Effectiveness Pre-‐School Financial Planning

J. Davey F. Sommer D. Benfield



Public Excluded minutes BOT A. Johnson 10 minutes Decisions Amend and review nutrition proposal

ITM management committee minutes to be made available to BOT F. Sommer to review Pre-‐School trust deed. Schedule of Delegated Authorities BOT to meet school staff – social function

BOT BOT BOT BOT BOT

C. Scott-‐H R. Jackson J. Davey J. Davey J. Davey


August 2014

Work Focus Actions Portfolio Led by Time Administration i-‐Pads for BOT distributed and request for training

Approval of minutes BOT BOT

B. Ingram J. Davey


Monitoring Programmes report including 2015 profile, curriculum departments and student progress reports. Teaching and learning report. Finance report College wide policy review. All portfolio areas.

Programmes Student Engagement Financial Planning College Effectiveness

B. Ingram R. Jackson D. Benfield B. Ingram


Strategic Discussions Marketing team report and presentation. Discussion and feedback from BOT. NZSTA conference and feedback with discussion Developing the consultation process for Hagley’s special character – Presentation. Discussion and feedback from BOT members.

Marketing BOT College Effectiveness

M. Anderson C. Sowman J. Davey B. Ingram


Compliance Nutrition Policy amended and approved. Public excluded minutes.

BOT BOT

S Gordon J. Davey


Decisions Principal to arrange IT training for BOT on i-‐Pads at next BOT meeting. BOT members undertake professional development through NZSTA Senior management team to provide a report on ‘Classrooms – How good are they for places to learning in? Principal to send to BOT via drop box staff feedback presentation Policies for ratification and review to next BOT meeting. Presentation of self review to September meeting

BOT BOT BOT BOT College Effectiveness College-‐Effectiveness

J. Davey J. Davey J. Davey B. Ingram B. Ingram B. Ingram



September 2014 Work Focus Actions Portfolio Led by Time

Administration Training for BOT re i-‐Pad use and function College prospectus and newsletter

Information Technology Marketing

R. Baird B. Ingram


Monitoring Feedback from BOT members to Principal re special character. 2014 NZ Diversity Action Award to Hagley presented by the Governor-‐General and the Race Relations Commissioner. The only educational institution to be recognised. Teaching, learning and assessment report Learning Communities report Students and guidance report Property management report Staffing report Financial report

College Effectiveness Learning Communities Learning Futures Learning Communities Student Support MLE Student Engagement Financial Planning

S. Gordon B. Ingram M. Fowler M. Fowler R. Jackson B. Ingram R. Jackson D. Benfield

15 minutes 10 minutes 10 minutes 10 minutes 10 minutes 5 minutes 15 minutes 10 minutes

Strategic Discussions Induction Procedure for new board members Presentation to BOT: Re-‐designing the senior curriculum: What is happening at Hagley and regional workshops.

BOT Programmes

S. Gordon B. Ingram


Compliance All policies in drop box for review and comment. They have already been through a process with staff and working committees. Roll audit of the college. EOTC – RAMS documentation Public Excluded minutes

College Effectiveness Enrolment Student Engagement BOT

B. Ingram B. Ingram R. Jackson S. Gordon

15 minutes 10 minutes 15 minutes 5 minutes.

Decisions Co-‐option to BOT of previous student rep for the remainder of 2014 BOT S. Gordon 5 minutes October 2014

Work Focus Actions Portfolio Led by Time Administration Approval of minutes BOT J. Davey 5 minutes Monitoring Student support report

Property management report Student wellbeing report Finance report

Student Support MLE Student Engagement Financial Planning

R. Jackson B. Ingram R. Jackson B. Ingram


Strategic Discussions Vision Statement re-‐focus and refresh. BOT self review. Discussion and feedback. Principal & DP to work with chairperson to establish a model in line with the college effectiveness structure. A review of 2014 performance will be undertaken using this new model. Partnership with the University of Canterbury (CUP) to increase effective transitions into CU. Leadership framework within the college.

College Effectiveness College Effectiveness Learning Transitions College Effectiveness

J.Davey B. Ingram B. Ingram B. Ingram



New logo for the college Draft document on Hagley as a designated special character school – feedback and discussion.

Marketing College Effectiveness

B. Ingram B. Ingram


Compliance MOE 2015 Provisional Staffing Entitlement for Hagley Principal’s Appraisal

BOT BOT

B. Ingram J. Davey


Decisions ICT, Harassment and Learning Placement & Support ratified by BOT All portfolio areas J. Davey 5 minutes November 2014

Work Focus Actions Portfolio Led by Time Administration Approval of Minutes BOT J. Davey 5 minutes Monitoring Teaching, learning and assessment report.

Staffing report Finance report

Learning Futures Student Engagement Financial Planning

M. Fowler R. Jackson D. Benfield


Strategic Discussions Draft Charter Principal’s Appointment Application to become a designated special character school. Re-‐school trust

College Effectiveness BOT College Effectiveness Pre-‐School

B. Ingram J. Davey & B. Ingram B. Ingram B. Ingram


Compliance Public excluded session BOT J. Davey 15 minutes Decisions Principal to draft a BOT self review document. College Effectiveness B. Ingram 5 minutes December 2014

Work Focus Actions Portfolio Led by Time Administration Approval of Minutes BOT J. Davey 5 minutes Monitoring NAPP 2014 Inquiry

Annual Performance Reports across all portfolios’ Full documented report. Teaching, learning and assessment report Learning Communities report Akonga and Kaiako wellbeing report Finance report

Learning Futures College Effectiveness Learning Futures Learning Communities Student Engagement Financial Planning

c. Kenton B. Ingram M. Fowler M. Fowler R. Jackson D. Benfield


Strategic Discussions Principal’s Appointment – NZSTA guide to undertaking a Principal’s appointment. Full application and published documentation for designated special character status. Pre-‐School Trust report and discussions for the future

BOT College Effectiveness Pre-‐School

J. Davey B. Ingram F. Sommer


Compliance Charter Revisions Public excluded session – staffing matters

College Effectiveness BOT

B. Ingram J.Davey


Decisions Conformation of application to MOE to become a designated character school under Section 156 of the Education Act

BOT J. Davey 10 minutes


Analysis

An analysis was undertaken of all the BOT meetings in 2014. The purpose of the analysis was to gain an understanding of where the Hagley Board of Trustees was prioritising its time and its energy. To aid this understanding all the BOT actions during 2014 were re-‐categorised under the key focus areas of administration, monitoring, strategic discussions, compliance and decisions. While it can be argued that some actions fall under more than one category, for the purpose of a trend analysis each action was placed in the most dominant category. The results show that the Hagley Board of Trustees was spending most of its time on strategic discussions (39%) and monitoring (36%). This is a valuable insight as strategic discussions is the key feature for effective big picture thinking leading to innovation, development and change to support continuous improvement. On the other hand, monitoring is also a key feature essential to ensure the college is taking the appropriate steps to reach its aspirations, goals and targets This final component of the BOT’s self-‐review highlights that the BOT is working in the right areas to ensure the college’s mission and vision is achieved. While student achievement and success is at the heart of what the BOT is committed to it wants more for its students. This is summed up in the college’s aspiration of wanting to inspire student futures and to transform student lives.

5%

36%

39%

14%

6%

% BOT Focus

Administra{on

Monitoring

Strategic Discussions

Compliance

Decisions

510 Hagley Avenue | Christchurch 8011 | New Zealand

PO Box 3084 | Christchurch 8140 | New Zealand

Telephone 0508HAGLEY or (03) 364 5156 | Facsimile (64 3) 379 3134

Email: [email protected] | Website: www.hagley.school.nz