Annual Goals


Each year the Senior Leadership Team (Principal and Deputy Principals) and Board of Trustees agree on specific strategic goals or 'major projects' for the year.  

These are significant projects affecting the whole school and will have a long-term benefit to the college, its students and the wider community.  They sit within the Board of Trustee's long-term 2014 - 2018 strategic plan.

Click on a tab below to learn more about our current annual goals.

 

2018 Annual Goals

Junior Curriculum (MYP)

Senior Leader Responsible:   Sharon Hewetson

We will implement the International Baccalaureate (IB) Middle Years Programme (MYP) in Years 9 and 10 ready to teach the full Year 9 curriculum in 2019.        

1.1    Prepare and implement curriculum units of work in Years 9 and 10.

1.2    Further develop teacher expertise, knowledge and pedagogy to deliver the MYP and promote student agency in the classroom.

1.3    Communicate and inform our school community about the MYP.

1.4    Develop the policies and administration of the IB MYP, especially using Managebac and decide on necessary timetable changes to meet authorisation requirements.

 

Houses and Student Leadership

Senior Leader Responsible:   Gordon Robertson

We will embed the new houses, and enhance student leadership opportunities and training across all year levels.

2.1    Support the development of house identity and culture.

2.2    Further develop student leadership opportunities and training.

2.3    Provide professional learning for key staff, e.g. Assistant Deans, TIC of Year 13.

2.4    Further develop the pastoral care systems through the houses.

 

Endorsements and Scholarships

Senior Leaders Responsible:   Trudy Gibb & Praveen Chand

We will investigate and implement ways of raising the numbers of Years 11 - 13 students achieving NZ Scholarship and NCEA endorsed with merit or excellence.

3.1    Review NCEA and NZS achievement data at Glendowie College over the last 10 years. 

3.2    Review best practice in and outside of Glendowie College.

3.3    Develop and implement strategies to promote the number of endorsements and scholarships.

3.4    Continue to support the existing Scholarship programmes.

 

2017 Annual Goals

Junior Curriculum

Senior Leader Responsible:   Sharon Hewetson 

We will plan and prepare for the International Baccalaureate (IB) Middle Years' Programme (MYP).

1.1    We will plan and implement professional learning and development for administration and learning areas for the MYP.

1.2    We will review and align existing programmes within the MYP framework.

1.3    We will develop and transition to more inquiry learning and modern learning environments.

Outcomes:

  • Invested heavily in professional learning, including a number of key staff attending IB training in New Zealand and overseas to learn about the MYP and translate it into the Glendowie context.
  • Incorporated the Wednesday morning staff professional learning time into staff's understanding and application of the MYP and related pedagogies such as inquiry learning.
  • Ran two teacher only days with all teachers to build a common understanding of the MYP and to develop a minimum of one Year 9 MYP unit.
  • Appointed key staff across all faculties to lead the introduction of MYP at a faculty level.
  • Purchased and successfully trialled a range of 'modern' furniture to support more student centred pedagogy.

 

House and Pastoral Review

Senior Leader Responsible:   Gordon Robertson

We will clarify the role of Form Teachers, and design the new houses and associated systems ready for implementation in 2018. Student leadership roles under the new structure will be defined and implemented.

2.1    We will clarify and develop the role of Form Teachers, Deans and Assistant Deans to support students.

2.2    We will finalise and implement the houses and pastoral systems ready for implementation in 2018.

2.3    We will determine and implement student leadership roles. 

Outcomes:

  • Consulted with students and community about the new houses and house names. The final outcome was: Tāne Mahuta, Tāwhirimātea, Tangaroa and Rūaumoko.
  • Appointed new Deans, Assistant Deans and Teacher in Charge of Year 13 by the end of term 3 and worked with them to determine their job descriptions.
  • Appointed the 2018 Student Prefects under the new house and student leadership system, and successfully ran the first Prefects Camp after NCEA exams in term 4.
  • Organised Year 9 camps for 2018, with each house having a separate camp with year 13 Prefects and other student leaders attending.
  • Allocated students to the new houses, including reallocation of Years 10 - 12 students into new form classes to balance the new houses.
  • Communicated the rationale of the new houses to students, parents, staff and alumni.

 

Timetable Review

Senior Leader Responsible:   Richard Dykes

We will review the allocation of hours in the junior curriculum and the cycle structure of the school's timetable to best support student achievement.

3.1    We will investigate other schools with regard to their timetable and allocation of time between learning areas in Years 9 and 10.

3.2    We will review the time allocation between subjects in the junior school and the impact of this on student achievement in Years 9 & 10 and in the senior school.

3.3    We will review the impact of the timetable cycle structure on continuity and student learning.

3.4    We will decide on changes to the timetable and implement them ready for 2018.

Outcomes:

  • Established a workgroup within CLT to investigate other schools.
  • Collected timetable data from over 20 schools around New Zealand and shared this with CLT.
  • Identified no clear (linea) link between timetable structures and academic achievement. Each school selected a timetable structure in response to their local needs (e.g. to improve student literacy) and/or philosophy.
  • The most common structure across the schools approached, was to have even allocations of time between subject areas.
  • CLT identified that giving extra time to Mathematics and English would have to come at the expense of other subjects, and the achievement of students in these areas.
  • CLT and SLT decided that there would be no changes to the timetable structure, as it was the school's philosophy that all learning areas have equal status.
  • CLT and SLT agreed to review EOTC procedures to minimise the impact of trips out of school on other learning areas.

2016 Annual Goals

Junior Curriculum

Senior Leaders Responsible:   Sharon Hewetson & Praveen Chand

We will design and implement a junior curriculum that challenges and motivates ALL Year 9 and 10 students, and will prepare them as confident, articulate learners with a strong global perspective and expectations.

1.1    We will identify desired teaching and learning outcomes for Year 9 & 10 students.

1.2    We will review what programmes exist to support our desired teaching and learning outcomes.

1.3    We will select the preferred framework and plan for its implementation.

Outcomes:

  • Formed a junior curriculum review group which visited a range of schools including our contributing schools, and attended various conferences in New Zealand and overseas.
  • Identified that the core outcome of the Glendowie College junior curriculum is to...

               " ... prepare our students to be resilient lifelong learners with the skills
                     and values to be active and responsible global citizens."

    ... and that a key aspect of achieving this is through enhancing our pedagogy, especially through greater use of inquiry learning.
  • Identified and investigated two frameworks - the New Pedagogies for Deep Learning (NPDL) and the International Baccalaureate Middle Years Programme (IB MYP).
  • Selected the IB MYP as the preferred framework and connected with the IB organisation to begin this process.

 

House and Pastoral Review

Senior Leader Responsible:   Gordon Robertson

We will identify and implement the best pastoral system that supports individual students to identify their academic, co-curricular and pastoral goals (needs) and help them to achieve them.

2.1    We will investigate the benefits of individualisation for students and their whanau. 

2.2    We will research alternative pastoral systems based on research and best practice.

2.3    We will identify the best pastoral system ready for 2017.

 Outcomes:

  • Formed a task group to review the role of form teachers at Glendowie College and investigate other pastoral (house) systems/structures at schools around New Zealand.
  • Identified the need to clarify the job description of form teachers, and develop the resources to support form teachers in their role.
  • Decided to merge the house and pastoral systems, shifting from five year level Deans to four 'vertical' house Deans and four Assistant Deans, while retaining horizontal form classes, whole-school assemblies and prefects.
  • The benefits of these will be to ... retain 'small villages' for pastoral oversight within a growing school, develop career pathways by creating Assistant Dean positions, improve continuity of knowledge/experience between year, and improve student leadership opportunities and support.
  • The shift to vertical houses will occur at the start of 2018, with planning and appointments happening in 2017.

 

Campus Vision

Senior Leader Responsible:   Richard Dykes

We will confirm our 20-year vision for the Glendowie College campus, including a final design of the new Science/Somerville block and related developments.

3.1    We will finalise design and planning for the new Science/Somerville block ... ready to begin construction in 2017.

3.2    We will confirm other campus priorities.

3.3    We will finalise our 10-year budget and work with the Ministry of Education to plan subsequent developments.

Outcomes:

Science Block:

  • Regular design meetings were held with the MoE, project managers (Whyte Associates & Greenstone), and architects (Stephenson and Turner). The school also visited schools around Auckland and in Australia to develop a clearer vision of what it wanted in the new block.
  • The brief also grew from an initial 6 new rooms to eventually 11 new classrooms (8 new and 3 replacement).
  • Unfortunately the design of the architect team grew further away from the school's vision (and a modern learning environment) and so the school negotiated with the Ministry to replace the architect.  This was agreed to, but has taken time to effect.   A new RFP goes out on January 18th, 2017.

Campus Vision:

  • Completed this vision along with a ten-year budget, and agreed with the Board of Trustees a prioritised list of developments, especially over the next five years (2017 - 2021).
  • Engaged Watershed Project Management to oversee developments, 5YA and to assist with all property work including the new Science/Somerville block.

Academic Targets

 In 2018 our NCEA achievement targets are:

  • Level 1 NCEA
      - 95% of year 11 students will achieve L1 NCEA
      - 80% of students passing L1 NCEA will do so endorsed with merit or excellence

  • Level 2 NCEA
      - 95% of year 11 students will achieve L2 NCEA
      - 65% of students passing L2 NCEA will do so endorsed with merit or excellence

  • Level 3 NCEA
      - 90% of year 13 students will achieve L3 NCEA
      - 65% of students passing L3 NCEA will do so endorsed with merit or excellence
      - students will gain 40+ scholarships

 

 

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