Tauranga Boys’ College - tbc.ibcdn.nz · the recognition of Graham's significant contribution to...

Tauranga Boys’ College

T B C Tauranga Boys' College Tauranga Boys’ College 664 Cameron Road Tauranga 3112 Ph: 07 578 4029

Principal’s Annual Report - November 2016

“Best for Boys” by being better than before by being leaders in boys’ learning by being a Turangawaewae by respecting the past in creating the future

Tauranga Boys’ College 664 Cameron Road Tauranga 3112 Ph: 07 578 4029 !2

As we recognise achievement it is important we acknowledge all who have contributed to this success. Respect the past in creating the future. One man who has been very influential in creating this success is the previous principal, Graham Young, who led the College from 1985 to 2008, a period of 23 years. It is with real satisfaction we acknowledge the recognition of Graham's significant contribution to both Tauranga Boys' College and to education with his royal honour - Membership of the New Zealand Order of Merit. Deserved recognition of Graham's life of service to education.

Underpinning any organisation is a "culture". This culture defines the organisation: the characteristics understood by all those who belong. Our Tauranga Boys' College culture continues to develop, to strengthen and grow. As we reflect on 2016 I feel confident to say we are in a strong position as a college. Our reputation is strong in the community, both locally and nationally. This reputation is shaped by both our present students and our old boys. An undoubted highlight this year was our six old boy Olympians and the medal haul of two golds to Peter Burling and Mahe Drysdale and a bronze to Sam Meech. I doubt any school in the world could claim this level of achievement from their old boys. However, it is not only these very high profile sports

men who shape the reputation of the college, but the many old boys who contribute across our community. One who was recognised this year was Steve Saunders, as Old Boy of the Year. Steve has made a significant contribution to the horticulture industry and continues to drive innovation in the industry. Another who attributed the values he learnt at Tauranga Boys' College over 50 years ago, such as respect, integrity and honesty to why he was chosen as Mayor of Western Bay of Plenty, was Gary Webber.

Our present students have represented the college well and done us proud as ambassadors of the college in a wide range of endeavours. I am constantly heartened with the feedback from the community on the behaviour of our boys who represent the college. The feedback from motel owners after college teams have visited or the feedback from the parent or coach of an opposition team; the young mother who came to the college office to repay a year 10 boy who had stepped forward on the bus to cover the bus fare for her child when she did not have enough money to cover it; then the spontaneous applause from the school assembly when I relayed the response to them. A sense of culture is evident in the playground with tolerance of others and cooperation clearly evident.


With a roll of over 1900 students at the start of the year, the college is at its largest ever. Along with this growth is the increasing diversity of our students. This diversity whilst being a strength provides even more need for us to ensure our culture is inclusive and supportive of all, whilst also ensuring it meets the needs of boys for structure and order. Our respect code underpins our culture, reinforces constantly to our young men through our interactions, expectations and role modelling. We need to hold fast to traditions whilst also recognising the need to embrace change and opportunity, to be responsive to a changing society, and to encourage innovation and creativity.

Throughout the year we have worked hard to grow and shape our culture, enhancing a sense of belonging, providing opportunity for enjoyment, competition, success and gaining understanding of what it means to belong to Tauranga Boys' College and the expectations that go with being part of this community. The expectations that come with wearing the discobolus on your chest.

Over the last fortnight we have acknowledged outstanding success across the wider school curriculum in the Arts, Sport and recognised the achievement of our Maori boys. I invite you to review this success in the Prizegiving Booklet. In addition to these prizegivings, we have celebrated a new initiative "Pasifika Rise" to support and engage our growing number of Pasifika boys. This very successful programme, led by Ati Aaifou-Olive, supported by Pasifika Tutors Rob Warner and Mitchell Zandstra and a number of college staff, had our Pasifika boys gathering at 6.00am each Monday for physical activity, a hearty breakfast and motivational speakers.

I am very pleased to report that as a college we have maintained and improved across the main academic measure with our results in NCEA.

Our achievement rate at Level One was 76.2%. While the 2014 achievement rate was 77.8%, and our ten-year average is 67.6%. The overall 2015 figures

for all students nationally was 73.7% and for boys nationally was 69.2%. So our student performance at Level 1 continues to be very positive. When compared against nat ional indicators, our achievement at Level 1 is better than national comparisons for boys in both co-ed and boys’ schools. Tauranga Boys' College Māori and Pasifika boys also did better than national comparisons.

The Level 2 achievement rate was 79.3%, the highest ever for Tauranga Boys' College and very close to the Government target of 85% for 18 year olds. The 2014 achievement rate was 74.8%. and the ten-year average is 72.15%. The overall national figure is 77.1% and overall boys nationally is 73.4%. The 2015 student performance at Level 2 is above all national comparisons, with the exception of the very small cohort of Pasifika students. Especially pleasing is the improvement in our Level 2 results for our Maori boys, an area we targeted with achievement support initiatives.

Our 2015 achievement rate at Level 3 was 64.4%. In 2014 the achievement rate was 69.5%, Our ten-year average is 59.7%. The 2015 overall national figure was 63.8% and boys nationally was 57.3%. Although lower than previous years, they still compare favourably against all students nationally, all boys nationally, and boys in decile 4-7 schools. Māori and Pasifika students did not do well by any measure at this level. The Māori cohort is small and one or two boys make a big difference to the percentage outcome. The Pasifika cohort is even smaller.

The University Entrance achievement rate was 50.2%. In 2014 the TBC achievement rate was 51.7%, TBC 10-year average 51.8%. The overall national figure was 48.1% and boys nationally was only 39.7%.

The College can be proud of the 21 ‘Scholarship’ and 7 ‘Outstanding’ grades achieved in the national scholarship examinations in 2015. 11 students gained awards, across 11 subjects.

In Scholarship we were once again the best school in the entire Bay of Plenty, and we will acknowledge our boys' success in university papers later in the evening. Details results are available in the prize giving booklet.

Community of LearningIn my annual report last year, I used the phrase "It takes a village to raise a child". This year Tauranga Boys' College has become part of a Community of Learning (CoL), partnering with Tauranga Girls' College, Tauranga Intermediate, Gate Pa School, Greenpark School, Welcome Bay School, Tauranga Primary and Oropi Primary, to form the Tauranga Peninsular Community of Learning. The Tauranga Peninsular CoL affiliates to nag iwi o Tauranga Moana, Ngai te Rangi, Ngati Ranginui and Ngati Pukenga. CoLs are part of the government's initiative Investing in Education Success announced in 2014. The aim is for the groups to come together along with their communities to raise achievement for all children and young people by sharing expertise in teaching and learning and supporting each other. The vision of the Tauranga Peninsular CoL is to:

• Raise learner engagement in schooling.• A c c e l e r a t e l e a r n e r p r o g r e s s a n d

achievement, with an emphasis on priority learners.

• Effectively transition learners both between year levels and schooling contexts.

• Foster the growth of all learners, with equal importance placed on social, physical and academic outcomes through:

(a ) Co l lec t i ve respons ib i l i t y and accountability for the outcomes of all learners in our CoL

( b ) D e v e l o p m e n t o f s h a r e d understandings and congruence of practice between settings

(c) Working collaboratively to enable contextualised, innovative and rich learning opportunities


(d) Growing and utilising expertise from within the CoL

The Tauranga Peninsular Community of Learning is committed to the successful outcomes for students. We aim to bring together our individual strengths as a collaborative to establish effective, seamless interventions, strategies and innovations from Years 1-13 that are sustainable, with the effectiveness of these being measurable over time so we can review progress. Our commitment is particularly true for priority groups of students including Maori, Pasifika and students with additional learning needs. We understand the evaluation of successful outcomes for students can include the measurement of achievement against National Standards and Curriculum Levels, NCEA and student well-being.

A major focus for the cluster will be in aligning assessment methodologies so there is a common, shared understanding of strengths, needs and next steps for all learners from Years 1-13. This will also strengthen and inform progressions required more effectively and seamlessly from Years 1-13, particularly in reading, writing and mathematics. The common issue at present is we all use our own individual methodologies for assessment and need to match our understandings about achievement data and information across the CoL.

We strongly believe that successful outcomes for students should be extended to include:• Maori success as Maori• Student engagement in educational opportunities• Effective transitioning of students between school levels• Fostering students' capabilities in the Key Competencies

• Broadening students' experiences with the wider curriculum to teach numeracy and literacy• Providing holistic experiences in teaching and learning programmes to teach the whole child.

The Tauranga Peninsular CoL is being led by Andrew King, Principal of Oropi School.

Unlike a number of educational initiatives, the Community of Learning enables us to access considerable resources to support the delivery of the programme. In 2016 our professional learning has focused on culturally responsive and relational pedagogy (CR & RP). The resourcing available through the CoL will enable us to provide time and remuneration to twelve Tauranga Boys' College teachers to focus on CR & RP, to grow and enable further spread of this practice across our whole community and also to appoint eight Across- School Teachers to work in all schools in the CoL to grow CR & RP and realise the vision of the CoL to achieve the outcomes described.

I have described the strong inclusive culture of the college, the positive reputation we presently have through the achievements and contribution of both present pupils and old boys and an evolving model of collaboration across our Community of Schools. Now I acknowledge our responsibility to evolve, to face change, to ensure we meet the needs of our future students to cope in the world that lies ahead of them.

We are constantly reminded of challenges that lie ahead for our boys, the role of schools, the need to self-review and to inquire into our practice. A recent headline in the National Business Review read "Experts insist schools not fit for purpose, not even this century". In this article Bill Bates says "Schooling was built for a world of a few

hundred years ago. It was built to prepare students to gain certain kinds of skills to move into an industrial economy. So sitting at a desk prepares a person for sitting in a cubicle, going through repetitive tasks, being at school for six hours or sitting exams ensures the same person can work solidly at one thing, comprehend the same as other workers and is prepared to sacrifice hours. But over the intervening time, society has moved to an informat ion economy and educat ional requirements are now different. Schools are failing mostly to deliver those requirements". Thankfully I would argue the delivery of education and curriculum at Tauranga Boys' College is significantly better than outlined by American Bill Bates, a guest at the Institute of Directors Forum. However, New Zealand author, David Hood, past head of NZQA, in his 2015 book "The Rhetoric and the Reality" uncovered the same problem looming for this country and argues about a mismatch between what is relevant to today's world and a system that retains many of the characteristics of a factory model invented as a response to the emergence of the mass manufacturing economy. While there have been reforms he says the fundamental structures and practices of schooling remain unchanged.

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"There is a close correlation between what employers seek and the rhetoric about what schooling should provide - a mismatch, because the system places too much emphasis on academic learning. The skills everyone sees as important for living and working in the 21st century are left at the margins. The fact we measure 'success' of schools solely on academic attainment exacerbates the problem and gives little incentive for schools to change".

Mr Hood states that we need to have a clear and collective view on how schooling should look in the 21st century. The demands of a fast-moving digital world require every adult to continue learning once they finish tertiary education. As well, anyone planning only to achieve a basic degree and sit in the same job for 30 years, slowly moving up the managerial ladder is living in the past. A clear message to our leavers of 2016.

Over the last two terms we have embraced our mission statement "Better than Before" and begun an ongoing inquiry process into our practice. We are seeking to establish a clear and collective view on the delivery of curriculum at the college to ensure the young men who leave the college are equipped with the skills needed to succeed in the world of the future. This inquiry will inform the shape of curriculum delivery at Tauranga Boys' College in 2018 and beyond to ensure our graduates of 2022 whom we will farewell at a similar evening as tonight will be well placed for success and able to meet the demands of the future work force. Considerable debate is

occurring about the skills required with our starting point the diagram below on 21st century skills of Foundational Literacies, Competencies and Character Qualities. Alongside these skills is our focus on developing the qualities of good men, the requirement to ensure mastery of knowledge and the provision of meaningful qualifications that are transferable and relevant.

Ken Kay, a leading thinker in this area, replaced the 16 skills with 4 C's - critical thinking, communication, collaboration and creativity, whilst the NZ Curriculum Document describes five key competencies - thinking, using language, symbols and text, managing self, relation to others and participating and contributing.

"Why are we doing this?" To ensure our leavers of 2022 are equipped with the skills to meet the needs of the future. Informing this process is data from community consultation, student surveys, staff surveys, pastoral data, academic data and education research on meeting the educational needs of boys. This also needs to take into account the nature of our community, the diversity of our student population, the size of the college and resources available.

"What we do" is the tools through which we provide the skills and knowledge for our boys. This is curriculum design, what is delivered both in the formal curriculum and in the co-curricular programme at the college. The NZ Curriculum document specifies eight learning areas: English, the Arts, Health & Physical

Education, Languages, Mathematics and Statistics, Science, Social Sciences and Technology, stating the learning associated with each area is part of a broad, general education, laying a foundation for later specialisation.

An important factor for consideration is assessment and the role it plays. At a senior level of the college, delivery of curriculum has been driven by the assessment needs of NCEA and the need to ensure the attainment of a meaningful qualification.

Continued debate is required into the place of assessment and its influence on curriculum delivery. The desire is to ensure assessment is not the driver of curriculum delivery but rather comes out of the delivery as a means of assessing learning and skills. This is the reasoning behind the appointment of Deputy Principals of Learning and Achievement at both junior and senior levels of the college, rather than curriculum and assessment.

"How we do this" is through the structures and practices that presently exist to support our delivery of curriculum to meet the needs of particular groups of students. Amongst these are acceleration, banding, department structures for curriculum delivery, a focus on cultural responsiveness and relational pedagogy, a broad and varied range of subjects and specialist programmes such as Inquiry, Integrated Studies, Aronui, Academy, BYOD, High Performance.


The delivery of curriculum is presently constrained by timetable. Therefore this inquiry includes a review of the structures we use to deliver curriculum and the "how". We need to find a flexible, responsive timetable model that will enable us to deliver a curriculum to equip our boys with the skills required for the future. We will continue this process of inquiry over the next few months to guide the curriculum delivery to the boys of Tauranga Boys' College in 2018, ultimately guided by a consensus on the skills required and the need for a curriculum to equip our boys to thrive in the future world.

"Excellence" is the gradual result of always striving to do better". Pat Riley (widely regarded as one of the greater NBA Coaches of all time)

He aha te mea nui o te ao He tangata, he tangata, he tangata”

What is the most important thing in the world? It is the people, it is the people, it is the people

National Qualifications Results:

A. NCEA LEVEL 1The 2015 achievement rate at Level 1 was 76/2%. The 2014 TBC achievement rate was 77.8%, and our 9-year average is 67.6%. The overall figures for all students nationally is 73.7% and for Boys’ nationally is 69.2%.

Our student performance at Level 1 continues to be very positive. When compared against national indicators, our achievement at Level 1 is better than national comparisons for boys in both co-ed and boys’ schools. TBC Māori and Pasifika boys also did better in national comparisons. TBC Māori did not do as well as other TBC students.

Year 10 Accelerate Students - 28 students have more than 60 Level One Credits

Year 11 Students - 25 gained NCEA Level One Endorsed with Excellence


ACADEMIC ACHIEVEMENT

B. LITERACY AND NUMERACY

National and Ethnic Comparisons The effect of the broadening of the Level 1 Literacy qualification continues to be evident, with very high achievement rates both within the school and nationally.


C. NCEA LEVEL 2The Level 2 achievement rate was 79.3%, the highest ever for TBC. The 2014 TBC achievement rate was 74.8%. TBC ten-year average is 72.15%. The overall national figure is 77.1% and overall boys nationally is 73.4%

2015 TBC student performance at Level 2 is above all national comparisons, with the exception of the very small cohort of Pasifika students.

TopPerformersYear 11 Accelerate Students Level 2 Endorsed with EXCELLENCE:

Kane Drake, Matthew Rea, Jack Wade, Robin Yang.

17 Year 11 students gained NCEA Level Two Endorsed with MERIT.

Year 12 Students – 21 students gained NCEA Level Two Endorsed with EXCELLENCE


D. NCEA LEVEL 3The 2015 achievement rate was 64.4%. In 2014 the TBC achievement rate was 69.5%, TBC ten-year average is 59.7%. The 2015 overall national figure was 63.8% and boys nationally was 57.3%.

Although the TBC Level Three results are lower than previous years, they still compare favourably against all students nationally, all boys nationally, and boys in decile 4-7 schools. Māori and Pasifika students did not do well by any measure at this level. The Māori cohort is small and one or two boys make a big difference to the percentage outcome. The Pasifika cohort is even smaller.

Year 12 Accelerate Students

11 Year 12 students gained NCEA Level 3

17 Year 12 students gained L3 Endorsed with MERIT

Year 13 students* – 16 gained L3 Endorsed with EXCELLENCE

* Most of our Year 13 Accelerate students take University papers, and do not do many, if any, NCEA subjects.


E. CENTURIONS (100% credits, with at least 60 credits gained)

Year 10 - 24 Centurions




F. UNIVERSITY ENTRANCEThe achievement rate was 50.2%. In 2014 the TBC achievement rate was 51.7%, TBC 10-year average 51.8%. The overall national figure is 48.1% and boys nationally is only 39.7%.

National comparisons of percentage of Year 13 students gaining UE are again very positive, with our students maintaining a lead across nearly all national comparisons.

The changes in requirements for UE has had a negative impact upon the numbers of students gaining UE, both nationally and at TBC. To gain UE a student is now required to gain L3 NCEA, plus at least 14 credits in each of 3 approved subjects, plus UE literacy, plus L1 numeracy.


G. MAORI ACHIEVEMENT

Maori achievement continues to improve, especially at Level 2 and UE, although it is still behind our overall TBC achievement rates. This is evident in national comparisons, where TBC Level 2 and UE Maori students out-perform NZ Maori and Maori Boys in decile 4-7 schools.


H. YOUTH GUARANTEE – Achievement NCEA L2

In 2015, 97.1% of Year 13 students achieved NCEA Level 2 (103% in 2014), and 98.4% of Year 13 Māori achieved NCEA L2 (95.7 in 2014).

I. CERTIFICATE ENDORSEMENTEndorsements are a measurement of academic prowess. For a student to have their full certificate endorsed, they must achieve 50 credits or more at the level or above. e.g. 30 credits at Merit and 20 credits at Excellence, would generate a Merit endorsement.


We continue to gain significantly more Merit Endorsements than boys in Decile 4-7 schools at all levels, but remain behind in Excellence Endorsements.


J. COURSE ENDORSEMENTCourse endorsements are awarded when a student achieves 14 credits or more in one subject, including success in at least one external. Our top subjects were:

Level 1Physical Education, Level 1 23 ExcellenceHigh Performance, Level 1 18 Excellence

Maths & Statistics, Level 1 15 ExcellenceScience, Level 1 18 Excellence

5A English, Level 1 11 Excellence

Graphics, Level 1 9 ExcellenceAccounting, Level 1 8 Excellence

Level 2 Science, Level 2 10 Excellence

Physical Education, Level 2 8 Excellence

High Performance, Level 2 6 ExcellenceLevel 3

Science, Level 3 8 ExcellencePhysical Education, Level 3 6 Excellence

High Performance, Level 3 6 Excellence

K. SCHOLARSHIPThe College can be proud of the 21 ‘Scholarship’ and 7 ‘Outstanding’ grades achieved in the national scholarship examinations in 2015. 11 students gained awards, across 11 subject. The total of 21 is somewhat disappointing compared with our 2014 total of 32, but still the envy of most schools.

Four Scholarships were gained by Year 12 students, and 24 by Year 13 students.

A total of 232 scholarships have been gained in the last 6 years. (6-year average = 38.7).


Top Achievers:

James Thwaite (Dux 2015) (pictured right) - Outstanding Statistics

- Outstanding Economics- English

- Chemistry - Calculus - History

Liam Ransley - Outstanding Physics (First in NZ) - Outstanding Biology

- Outstanding Statistics - Chemistry - Calculus

Pictured above: Te Puruhi Moana, James Thwaite, Robert Mangan, Liam Ransley


Tyler White - Outstanding Physics - English - Statistics - Calculus

- EconomicsDylan Sperling - English - Economics - Physical Education

Sean Weenick (Year 12) Garth Sim Centurion Scholarship; and Top Academic Achiever Year 12, 2015 - Outstanding Economics - English James Opie

- Physics - Statistics

F.P. Keenan Memorial Cup Frank (Pat) Keenan was a longstanding staff member and was New Zealand’s first guidance counselor. He was appointed by Garth Sim and continued serving the school until he passed in 1963. His son was a rower at the school who later helped coach with the famed Bill Eaddy. This Trophy is donated by the Old Boys’ Association for the best all round Year 11 student, taking into consideration school spirit, scholastic prowess, sporting achievement and cultural contributionThe Doris and Bill Eaddy Trophy This Maori hoe was commissioned and donated by the “legend” Bill Eaddy. Former student Paul Pohe carved the work from a piece of oak found at his father’s place. The trophy reflects the strength of the trophy winner and its donor. The blade end of the hoe represents a hammerhead (Mangapare) shark; revered for its strength and determination. The opposite end has three shafts representing the 3 baskets of knowledge presented by Tane. This Trophy is awarded to the Year 12 student, demonstrating qualities of perseverance, determination and a commitment to achieving his goals The Robert Naumann Cup This cup celebrates and acknowledges the immense contribution made by Rob Naumann to Tauranga Boys’ College. Rob’s ties with the College are very strong and lasting. He was both a student at the College and a long-standing Staff Member. During his time here as a pupil, Rob was an accomplished Hockey and Tennis player, a keen debater, a Prefect and involved in the wider life of the college. As a classroom teacher of the highest order, Rob brought History and English alive to many young minds for over 35 years. Rob retired from his post as Deputy Principal in 2006, bringing to an end a record of outstanding service to Tauranga Boys’ College that had started in 1959. This Cup is awarded to ‘The best all round Year 12 boy’ taking into consideration the traits that best define Robert Naumann – academic excellence, sporting achievement, cultural involvement and a commitment to the wider life of the school.The Monte Ohia Trophy The Monte Ohia Trophy celebrates and acknowledges the immense contribution made by Dr Monte Ohia to life-long learning. Monte was a descendant of Ngati Pukenga, Ngaiterangi, Ngati Ranginui, and Te Arawa. He was raised in Tauranga, was a former student and prefect of the College and spent over 30 years in Wellington and the South Island. Monte spent his working life in education. He held senior positions in Wananga, Polytechnics, Universities, at NZQA, the Ministry of Education and a range of independent research organisations, Boards and Councils, and acted as a consultant to National and International organisations. This Trophy is awarded to ‘The best all round Year 13 boy’ taking into consideration the traits that best defined Monte Ohia – Academic Excellence and a commitment to the wider life of the school.The Frank Lawson Cup Frank Lawson was an old boy of the College who had a son at the school. Frank suffered an untimely death and in his memory this trophy was created and donated to the College. This Cup is for the Year 13 student who has contributed the most to the sporting, cultural and academic side of the College.The Matthew Canton Cup Matthew Canton was a very able student, particularly gifted in film making and foreign language. He is remembered as a very outgoing student with a very interesting outlook on the world. Matthew was the director of the film that is now a standard example in most film making classes at TBC: “The Life of Orange”. Matthew passed away in 2002 as a fifth former and in memory of him his parents donated a trophy.The Chris Allum Trophy Chris Allum was a student in the first Classical Studies Class in 2000. He suffered from muscular dystrophy and passed away aged 21. His family donated the cup in his memoryThe Gregory Heimann Memorial Award Gregory Heimann dies of leukaemia in 1979 when he was in Year 12. He was an avid student and keen sportsman, particularly in cricket and rugby. At the time of his death he had been in the 1st XI cricket team for three years with a best score in inter-school matches of 42. One of the awards named for him is for the top student in Year 12 Geography. The Michael Hoy Cup Michael Hoy was the Top Science Scholar in 2005. He left school at the end of Year 12, aged 14, to study at the University of Waikato. He completed a PhD at the University of New South Wales in 2013 at the age of 21. This Cup celebrates great minds, great intellect and academic excellence of the highest order.The Wade Penney Memorial Scholarship to be announced The Scholarship preserves the memory of a young man who made the most of his time in the world. Wade gave it all he had to give, and his competitiveness and good nature earned him a great deal of respect.The Nick Renouf Memorial Cup Nick Renouf was a student at Tauranga Boys’ College from 2006 to 2010. Nick is remembered as an outstanding scholar achieving 2 Scholarships in 2009 whilst in Year 12 and 6 Scholarships in 2010, 2 of which were Outstanding, Nick was appointed to Academic Captain in 2010. He was awarded a Centurian Award for achieving every Achievement Standard Credit he attempted in NCEA over 4 years. This cup is in memory of Nick, acknowledges outstanding academic achievement, and is awarded to the top academic student in 5A.The Garth Sim Centurion Scholarship The Garth Sim Centurion Scholarship was set up by the TBC Old Boys’ Association in 2014 to recognize the contribution past principal Mr Garth Sim made to the college and his achieving 100 years of age, hence the Garth Sim Centurion Scholarship. The scholarship is presented annually to recognize the top academic student from Year 12 and to support them for tertiary study after they leave secondary school.


Scholastic Awards 2015 - Special Awards

Prizes Sponsored byDiligence Awards for Year 11 Cooney Lees MorganAndrew Cawte, Samuel Forsyth, Gianni Pokaia, Girit Singh , Tzung-Ru YuTanner Devicich 1st Level 1 Design Tauranga RSA Welfare TrustCameron Hedley 1st Level 1 Engineering Machinery & Tool CentreMax Pottage 1st Level 1 Food & NutritionGareth Ward-Allen 1st Level 1 Product Technology Kiatronics Madison Simmons 1st Level 1 Practical Science Westpac BankKevin You 1st Level 1 Agriculture Science TBC Old Boys' AssociationJoel Carter 1st Level 1 Mathematics Higgins Contractors LtdRussell Green 1st Level 1 Geography Altrusa InternationalJoshua Badshah 1st Level 1 Biological Science Waikato Graduate Women Educational TrustAdam Van Klei 1st Level 1 Spanish Tauranga Mt Maunganui Chartered AccountantsSevern Macleod Gore 1st Level 1 Japanese Tauranga Mt Maunganui Chartered AccountantsConner Garner 1st Level 1 Art Hale & AssociatesZac Hobbis 1st Level 1 Media Studies Hale & AssociatesDrew de Wet 1st Level 2 Geography The Gregory Heimann Memorial AwardBradley Taylor 1st Level 1 Health & Physical Ed Bay Physiotherapy Fletcher Oxford 1st Level 1 Music TBC Old Boys' Association

1st Level 1 Drama TBC Old Boys' AssociationLuke Gulliver 1st Level 1 Wood Related Trades Machinery & Tool Centre

1st Level 1 English Westpac BankLiam Moffatt 1st Level 1 High Performance Tauranga Mt Maunganui Chartered Accountants

Third Aggregate Year 11 A W CapamagianSamuel Guest 1st Level 1 History Tauranga City Sunrise Lions

1st Level 1 Economics TBC Old Boys' Association1st Level 1 Extension English TBC Old Boys' AssociationSecond Aggregate Year 11 TBC Old Boys' Association

Kye Oldham 1st Level 1 Physical Science TrustPower1st Level 1 Digital Technology Hale & Associates1st Level 1 Accounting Tauranga Mt Maunganui Chartered Accountants1st Level 1 Extension Mathematics Higgins ContractorsFirst Aggregate Year 11 Tauranga Mt Maunganui Chartered Accountants

Matthew Taylor Third Aggregate Accelerate Year 11 Westpac BankAlfred Shum 1st Level 1 Graphics Institute of Draughtsman Cup

Second Aggregate Accelerate Year 11 Tauranga City Sunrise LionsMd Shadman Jahin 1st Level 2 Chemistry Bay Radiology

1st Level 2 Physics Higgins Contractors1st Level 2 Economics The Gregory Heimann Memorial AwardFirst Aggregate Accelerate Year 11 The Nick Renouf Memorial Cup

The FP Keenan Trophy Fletcher Oxford


Scholastic Awards 2016 - YEAR 11

Prizes Sponsored by Te Runanga o Ngai te Rangi Iwi Trust Anaru Palmer 1st Level 1 Te Reo MaoriTioriori Waikato 1st Level 1 WhakairoHunter Eagle Diligence Award Aronui Year 11

Cody Tanner First Aggregate Aronui Year 11

Nathan Hayden Diligence Award Aronui Year 12

Angitu-Putiki Purnell First Aggregate Aronui Year 12

Manaia Harawira 1st Level 3 Te ReoFirst Aggregate Aronui Year 13 The Ngati Pukenga Rangatiratanga

Prizes Sponsored by Diligence Awards for Year 12 Tauranga Mt Maunganui Chartered AccountantsKane Drake, Micah LePou, Kieran Moorhouse, Arman Singh, Dylan Weir=Darren Skudder 1st Level 2 Practical Science Westpac BankCampbell Smith 1st Level 2 Physical Education Bay RadiologyReef Cooper 1st Level 2 Outdoor Education TBC Old Boys' AssociationCole Forbes 1st Level 2 High Performance Sports Westpac BankReuben Young 1st Level 2 English Westpac BankLachlan Akers 1st Level 2 Business Studies TBC Old Boys' AssociationMikaere Leef 1st Level 2 History TBC Old Boys' AssociationMatthew Hubbert 1st Level 2 Graphics Higgins ContractorsKieran Lander 1st Level 2 Product Development Kiatronics Jack Moloney 1st Level 2 Engineering Trades Machinery & Tool CentreKayden Heavener 1st Level 2 Wood Related Trades Machinery & Tool CentreFinn Youard 1st Level 2 Automotive Engineering Machinery & Tool CentreJeongwoo-Rooney Yang Level 2 Spanish The Matthew Canton Memorial CupCole Rippey 1st Level 2 Design Hale & AssociatesJames Hitchener 1st Level 2 Digital Technology Bay RadiologyPeter Zhu Outstanding International Student TBC Old Boys' AssociationRhykar Walker-Kernohan 1st Level 2 Hospitality A W CapamagianConnor Lyttle 1st Level 2 Music TBC Old Boys' AssociationAnton Ward 1st Level 2 Art Tauranga City Sunrise LionsMarco Strydom 1st Level 2 Photography TBC Old Boys' Association


Scholastic Awards 2016- YEAR 12

Scholastic Awards 2016 - Te Whanau o Aronui

Max Schlothauer 1st Level 2 Media Studies Westpac BankJackson Currie 1st Level 3 Mathematics with Calculus Higgins Contractors

The Doris & Bill Eaddy Trophy Hamish GilmourThe Robert Naumann Cup Flynn Kelly

Bryn Fredheim Third Aggregate Year 12 Hale & AssociatesTed Cui 1st Level 2 Mathematics Westpac Bank

Second Aggregate Year 12 Tauranga Mt Maunganui Chartered AccountantsKorban Eades 1st Level 2 Accounting Tauranga Mt Maunganui Chartered Accountants

First Aggregate Year 12 Bay Radiology

Robin Yang Third Aggregate Accelerate Year 12 Bay Office Products

Matthew Rea 1st Level 3 Chemistry TrustPowerSecond Aggregate Accelerate Year 12 Hale & Associate

Jack Wade 1st Level 2 Extension English Westpac Bank1st Level 2 Extension Mathematics Trust Power1st Level 2 Biology Hale & Associates1st Level 3 Physics Westpac BankFirst Aggregate Accelerate Year 12 HOBEC Lawyers

Prizes Sponsored by

Chaiyrone Ballach 1st Level 3 Physical Education Tauranga RSA Welfare TrustIsaac Marshall 1st Level 3 Outdoor Education Bay Office ProductsJames Green 1st Level 3 High Performance The Blair Kiddle Memorial ScholarshipCurtis Warner 1st Level 3 Product Technology KiatronicsIsaac Dickson 1st Level 3 Economics Westpac BankAyumu Nesfield 1st Level 3 Engineering Trades Machinery & Tool CentreCasey Harvey 1st Level 3 Wood Related Trades Classic Builders James Field 1st Level 3 Electrotechnology TBC Old Boys' Association


Scholastic Awards 2016- YEAR 12 continued

Scholastic Awards 2016 - YEAR 13

Prizes Sponsored byMatthew Ashton 1st Level 3 Earth Science TBC Old Boys' AssociationFinn Shaw 1st Level 3 English HOBEC LawyersNoah Forman 1st Level 3 Painting Westpac BankDevin Patuawa 1st Level 3 Design Hale & AssociateJoshua Dempsey 1st Level 3 Graphics Higgins ContractorsAngus Murray 1st Level 3 Photography Photolife StudioDaniel Chapman 1st Level 3 Hospitality Bay Office ProductsEden Smith 1st Level 3 Drama TBC Old Boys' AssociationLachlan Crane 1st Level 3 Media Studies Tauranga Mt Maunganui Chartered AccountantsDuane Alcala 1st Level 3 Digital Technology Westpac BankMitchell Nemeth 1st Level 3 Music TBC Old Boys' AssociationThomas Lamberton 1st Level 3 Classical Studies The Chris Allum Memorial CupBenjamin Stephen 1st Level 3 Mathematics Tauranga Mt Maunganui Chartered AccountantsPeter Zhu International Students

Outstanding Academic Results TBC Old Boys' AssociationJordan Roberts-Radford 1st Place University Calculus HOBEC LawyersTom Renouf 1st Place University Maths with Stats HOBEC LawyersCurtis Barnes 1st Level 3 Business Studies TBC Old Boys' AssociationHiranya Khullar 1st Level 3 Maths with Statistics TBC Old Boys' Association

1st Level 3 History Cooney Lees Morgan1st Level 3 Biology Bay Office Products1st Level 3 Geography Bay Office Products

Sean Weenink 1st Level 3 Accounting Tauranga Mt Maunganui Chartered Accountants

1st University Economics HOBEC Lawyers1st University Philosophy The George ter Wal Cup

University ScholarshipsElijah Taula University of Auckland Pacific Academic Excellence ScholarshipMitchell Nemeth University of Auckland Faculty of Business & Economics Entry Level Undergraduate ScholarshipZian Winter University of Victoria Achiever ScholarshipDuane Alcala University of Victoria Excellence ScholarshipJoshua Dempsey University of Victoria Excellence Scholarship

University of Waikato Vice Chancellor's Academic Excellence SchoolLeaver ScholarshipThomas Lamberton University of Victoria Excellence ScholarshipAngus Murray University of Victoria Excellence ScholarshipSean Weenink University of Victoria Excellence ScholarshipFinn Shaw University of Otago Academic Excellence Entrance ScholarshipJake Malbon University of Otago Maori & Pacific Peoples Entrance Scholarship

University of Otago Vice Chancellor's ScholarshipJames Green University of Otago Leaders of Tomorrow ScholarshipIsaac Dickson University of Canterbury Engineering Maori Scholarship

AUT Vice Chancellor's Significant Student ScholarshipHayden van Beek Te Paewai o te Rangi - University of Waikato Scholarship for Outstanding Academic AchievementWilliam Huang University Study Scholarship from the Tauranga City Sunrise Lions ClubTristan Haycock Toi-Ohomai Institute of Technology Secondary School Achiever Award


Scholastic Awards 2015 - YEAR 13: continued

Other Scholarships

Garth Sim Centurion Award Sean Weenink Bay Radiology Scholarship Health Science Prize Hiranya KhullarTauranga Boys' College Principal's Scholarship Tom RenoufBay of Plenty Education Trust ScholarshipTwo scholarships Curtis Barnes / Isaac DicksonDonald & Minola Grant Scholarship Two scholarships Cale Borrell / Ben CampbellWade Penney Memorial Scholarship Wilson FisherOwens Family Scholarship For 3 years of tertiary study Elijah TaulaThe Monte Ohia Trophy Isaac DicksonThe Frank Lawson Memorial Cup Elijah Taula

Head PrefectThe Norman Morris Prize and The Head Prefects Award Elijah Taula

Top Science Scholar Jordan Roberts-RadfordTop Arts Scholar Hiranya KhullarTop Commerce Scholar Sean Weenink

Proxime Accessit The Ricoh Award Hiranya Khullar

Dux The Norman Clark TrophyTop Academic Scholar Sean Weenink

Tauranga Boys' College strives to provide appropriate courses for all its students. In 2016, the school offered University Papers in Chemistry, Physics, Philosophy, Statistics, Calculus and Economics. At this stage we are unable to acknowledge students who may have attained an A grade in Chemistry or Physics. The University will release these results in two weeks time. The following students need to be acknowledged for their success at attaining an A- grade or better while studying at a University level.


University Stage 1 Papers

Scholastic Awards 2015 - YEAR 13 continued

Pierce Roberts Economics A+ Keegan Rhind Economics A+Sean Wakelin Economics A+Thomas Lamberton Economics A+ Jacob Allum Economics A+Adam Payne Economics A+Finn Russell Economics ALogan Williamson Economics A

Zian Winter Economics A-Sean Weenink, Philosophy A

Economics A+ 3rd overall

Kade Kampshof, Philosophy AEconomics A+

Andrew Devitt, Philosophy AEconomics A-

Kirk Ross, Philosophy A-Finn Shaw, Philosophy A-Hugo Thompson, Philosophy A-

Economics A+Duane Alcala, Philosophy A-Tom Renouf Statistics A-

2016 started out in a very positive and encouraging way with fantastic student leadership in the Arts, which include the Arts Prefects, as well as the Student Arts Council. Term One included National Jazz Festival, Sheilah Winn Shakespeare Festival, local schools band tour, debating competitions, and speech competitions. On top of that the staff and students were all busy working on Term Two events such as Chamber Music with three groups and 22 boys performing, Super Eight Cultural Festival, held this year here at Tauranga Boys’ College, and Production.

I would like to mention Mr Andrew McKenzie who departed for Dunedin at the end of Term One. He gave many years of committed service to Tauranga Boys’ College Arts and Drama. Andrew was successful in gaining a Head of Department job at Kings High School. He is a huge loss for us but a massive gain for the Dunedin Arts scene and Kings. Andrew was with Tauranga Boys’, on and off, for well over a decade, with a short interlude for study, and in that time mentored, taught and directed productions, Sheilah Winn

groups and Theatre Sports. His influence and expertise has been nothing short of professional and passionate. We have been very fortunate to gain the expertise of Ms Zoe Creek who has taken up the challenge and is doing a fantastic job of continuing on the strong drama tradition.

The Music Department entered two jazz combos and Big Band #1 in the Youth Competitions. This event involved hundreds of young musicians showcasing their skills over two days, providing entertainment to a discerning audience and receiving encouragement and feedback from some of the best professional jazz musicians in the country. These talented young people are the shining stars of tomorrow’s music industry. Past winners include saxophonist Nathan Haines, vocalist Hollie Smith, award-winning pianist Charmaine Ford and Grant Winterburn (TBC Old Boy).

This year was a very positive festival with all groups performing to a very high standard. The combo ‘Plum Jam’ featured Elijah Taula, Mitchell Nemeth, Akash Dutta, Joe Julian and Joe Stanley. They were well polished and tutored by Murray Mason and gained the prestigious Gold Award.TBC Combo included James Robinson, Finn Shaw, Lachlan Smith, Cody Jefferson, Dean Clinton, Alfred Shum, Fletcher Oxford, and Scott Murray Cors. The group was well rehearsed and performed extremely well. This year the combo received a very pleasing Silver Award.The Big Band started practicing for the festival in late January with two days of intensive rehearsals. The programme was a crowd pleaser and the band performed to a very high standard gaining some great feedback from the judges and a Gold

Award for their efforts. Tauranga Boys’ College 664 Cameron Road Tauranga 3112 Ph: 07 578 4029 !24

THE ARTS @ Tauranga Boys' College

On top of the wonderful group awards, Elijah Taula once again was successful in being awarded the Dave Feehan Trophy for Top Vocalist of the Festival and Akash Dutta took out the Award for top Keyboard Player. This was a great effort and fantastic way to spend the long Easter weekend.Big Band #2 competed in Rotorua Rhapsody in late June. This band is primarily for new jazz musicians so this event gave them great experience in performing under the pressure of an audience. Following the performance Dr. Rodger Fox had the chance to critique and improve the band. Many of these boys have never had much involvement in the world of jazz, this advice was very valuable to them. The group was directed by Mitchell Nemeth (Deputy Head Boy) and Mr. John Page. The band produced a performance that they can surely be proud of. All their hard work obviously showed as the band was awarded a Gold. This is uncommon for a schools #2 Big Band as it is usually only for beginners. The boys and staff were all very happy that the band did so well.

The annual #1 Big Band tour is the highlight of the year in the music programme. This year was to the ‘Naki’. The weather was absolutly fantastic and it made a huge difference from the number of times that the band has had rain, wind and snow on tour. The tour was a huge success with nothing but positive feedback from all the concerts given. The band and the members were professional and provided a high class concert that I am sure many will remember for years to come.

In term three a number of groups attended the Waikato Band and Orchestra Festival. It is always a fantastic day for our young men and provides them opportunities to meet other keen musicians and to perform to appreciative audiences. Tauranga Boys’ College entered Big Band #1, Big Band #2, Senior Guitar Ensemble and the Junior Guitar Ensemble. This is the largest group we have taken to the festival. The Senior Guitar Ensemble performed well and gained a Silver award for their efforts. The Junior Guitar Ensemble gained a Silver award as well as the judges commendation. Both these groups were mentored by staff member, Chris Williamson. Big Band #2, lead by Mitchell Nemeth, received a Silver Award and Big Band #1 gained the prestigious Gold award and judges choice. All in all it was a very successful day for the Tauranga Boys’ College Music Department.

Smokefree RockQuest has also been very successful this year. On Friday the 24th of June, Tauranga Boys’ College was represented in the Smokefreerockquest Bay of Plenty regional final by Mitchell Nemeth and Elijah Taula, two year 13 students, in their funk/rock fusion band ‘Ah Jeez’. Alongside Ben Mollison and Brodie McDowell from Bethlehem College, the band progressed through heats and earned a place performing in the finals. The boys managed to come away from the evening with second place, which gave them the opportunity to progress on to the National Finals. At the National Finals the group placed third winning recording time in a studio and the judges chose Elijah Taula as the top vocalist in the competition.


Hip Hop had four successful students trial and accepted into a combined Tauranga Boys’ College and Tauranga Girls’ College Hip Hop group. The students, Lenin Pickering, Tai Hemana, Karitiana Pene, and Macnelly Ruka, attended practices at Tauranga Girls’ College every week to learn new dance styles. Tai Hemana and Karaitiana Pene traveled to Sydney and competed in Battlegrounds International after their hip hop dance crew won the NZ qualifying round.

The Otago University Bay Of Plenty Sheilah Winn Shakespeare Festival was held at Mt. Maunganui College on the evening of Wednesday 30 March. Students from Tauranga Boys’ entered four scenes for the festival: Coriolanus, Hamlet, Richard III, and Love's Labours Lost, Nineteen boys were involved. The pieces were creative, inventive, thought provoking and often hilarious. Congratulations to Lachlan Crane, who was selected for direct entry to the National Youth Shakespeare intensive training school; a week-long camp that was held in Dunedin last term. This led to a prestigious national placing that allowed Lachlan an opportunity to perform alongside NZ's most talented secondary school students and learn from professionals in the NZ theatre scene. It also presented him with a chance to win a place in the Globe Theatre trip to England in 2017. Lachlan just recently heard that he made the last 24 and has been offered the opportunity to travel to the Globe theatre in London and to Shakespeare’s birthplace.

In debating this year TBC has started up a regular regional competition. Sponsored by the Holland Beckett law firm, the competition has junior and senior divisions with 6 schools competing and multiple teams from each school involved. Tauranga Boys’ also entered in the Faculty of Law - Mooting National Competition that included 69 teams from around the North and South Island. In only our second year in the competition, our team, consisting of Senior Counsel Hugo Thompson, Junior Counsel Grahame Woods and Solicitor William Huang made it into the semi-finals. This makes them one of the top six teams in the country.

Tauranga Boys’ ran the first regular debating competition in this region this year. Beginning in Term 1 junior and senior teams from 6 secondary schools met every fortnight to debate contemporary issues. There was great participation with multiple junior and senior teams competing from each school. Tauranga Boys' College performed well at every level of the competition and made it into all finals. These finals took place in the Graham Young Youth Theatre and were judged by a legal professionals. In the end we won the Junior shield from Mount Maunganui with our Premier and Senior teams missing out in two very close debates.

Every year Tauranga Boys’ College Arts and Cultural groups enter all thirteen areas of the Super Eight Cultural Festival. The effort and time is significant with many students and staff giving up a large number of hours to represent Tauranga Boys’ College in the annual festival. The following events are incorporated into the festival: Group Music, Senior and Junior Solo Music, Senior and Junior Theatre Sports, Senior and Junior Debating, Senior and Junior Oratory, Kapahaka, Senior and Junior Visual Arts, and Drama.The results for Tauranga Boys’ College this year were on par with our high expectations, placing well in twelve of the thirteen events. The placings were: First in Group Music (Big Band #1), Junior Solo Music (Oliver Howes), Junior Theatre Sports, Senior Visual Arts (Noah Forman), Junior Oratory (Jack McManaway);Second in Senior Solo Music (Elijah Taula), Senior Theatre Sports, and Senior Debating;Third in Junior Visual Arts (Joseph Bacon), Drama, Senior Oratory (Grahame Woods) and Junior Debating.Overall an extremely pleasing set of results and a huge congratulations to the teachers who managed the events and coordinate the judges for the festival.

Year to year the arts seem to increase in demand and have more opportunities for our students to grow and succeed. It is the nature of education and the learning that comes from both within the classroom and externally that is the key to our students in the Arts doing so well both regionally, nationally and beyond. A key part of the Arts at Tauranga Boys’ is the Production. This year managed by Tauranga Girls’ we had forty-four boys involved in the band, technical work or in the cast on stage. Fame was the choice this year and it was, as usual, a suburb spectacle to the highest standards. New to the world of musical theatre was George Hiku who stepped up and did an outstanding job of the character Tyrone. Also mention must be made of three other key leads in the show who were equally outstanding: Elijah Taula playing Joe, Mitchell Nemeth, playing Schlomo, and Fletcher Oxford playing Nick.

The final key part of the Arts year for 2016 was the Arts Awards and the awarding of special cups and trophies to the young men who have excelled in the Arts over the current year. This year there were several new awards including the Trophy for first in creative writing going to Angus Murray and a Trophy for Enthusiastic Participation and Support in the Arts going to James Green. Key awardees were:

• Shepherd Family Trophy for Services to the Arts – Eden Smith• Brook Walford Memorial Cup (Service to the Arts - Technical) – Lachlan Smith• Overall Award for excellence in Performing Arts – Mitchell Nemeth


• Overall Award for excellence in Visual Arts – Noah Forman• Arts Scholarship – Elijah Taula and Mitchel Nemeth ($1000 each)

I would like to thank the members of the Tauranga Boys’ Arts Council, who give their time freely in support of our young men. There are some excellent initiatives that have developed this year with the first annual Arts Fund-raising Dinner held at the Tauranga Art Gallery; a hugely successful event raising around $10,000 for supporting the Arts. Next years event is already in the planning stage and is set for Friday May 12th. Another focus of the council is it’s endeavour to support our young men is the addition of signage on Fraser Road. This is currently doing well and we have managed to fill four out of the seven places available. A few other things to mention this year in the Arts is the loss of Mr Pete Smith through promotion and the addition of Mr Jo'el Komene to our staff. Jo'el is a gifted teacher, assisted with our kapahaka group and is a master carver. Lastly, a huge thank you to all the arts staff. Without their skills, dedication, knowledge and drive the Arts wouldn’t thrive at Tauranga Boys’ College as has been displayed in 2016.


ARTS AWARD WINNERS 2016

MusicPaul Wishart Cup (Diligent Service)- Akash DuttaAlf Gracie Memorial Cup (Improved Instrumentalist)- Connor LyttleRobert Francis Memorial Cup (Male Vocalist)- Elijah TaulaMcGregor Shield (Leader of School Band) – Mitchell NemethRyan French Trophy for best performer- Mitchell Nemeth / Elijah Taula

DRAMAGreg Robinson Trophy (For Contribution to School in Drama)- Peter Burman

ARONUI Tauranga Boys’ College of Arts Whakairo Trophy (excellence in wood carving) – Koraha Pita-GreyTauranga Boys College of Arts Whakairo Wheua Trophy (excellence in bone carving) – Callum WintersTauranga Boys College of Arts Kaupapa Maori Trophy (greatest contribution to Aronui) – Te Angitu Purnell

Tauranga Boys’ College of Arts Public Speaking Winiata Cup – Anaru Palmer

DebatingFrances Brockett Memorial Cup (Debating) – Hugo ThompsonJunior Debating Cup for Contribution and Attainment - Kai Chalmers

Public SpeakingKoedyk Cup (Snr Public Speaking) – Fletcher OxfordAllo Cup for Junior Oratory Cup – Hamish Gleeson

Media StudiesBen Ron Cup – Lachlan Crane

Service to the ArtsShepherd Family Trophy for services to the Arts – Eden SmithBrook Walford Memorial Cup – Lachlan Smith

Visual ArtSimon Crane Cup (Most promising Level 1 Student) – Tanner Devcich

New AwardsThe James Green Trophy for Enthusiastic Participation and Support in the Arts - James Green 2016Tauranga Boys College Trophy for First in Creative Writing - Angus Murray 2016

Overall AwardsOverall Award for excellence in Performing Arts – Mitchell NemethOverall Award for excellence in Visual Arts – Noah FormanArts Scholarship – Elijah Taula and Mitchel Nemeth

2016 has yet again been another great year for the athletes at Tauranga Boys College.Several New Zealand champions and Super 8 titles in Volleyball and Clay Target Shooting.Highlights

• NZSS Champions in Kayaking• 18 boys got to wear the silver fern this year

Our coaches and managers again have done a remarkable job along with the support they get from our parent community. Things look rosy for 2017 in a range of sports.

TITANS SPORTS AWARDS 2016Our sportsmen who received colour awards were

AthleticsEthan Holman

BasketballBaleigh McDonnell

CricketJoshua Healy-Ormrod, Sean Wakelin

Canoe SlalomCallum Aitken. Josh Bell

Mountain BikingTristan Haycock

VolleyballLuke Carter

Underwater HockeyGuy Roberts

HockeyKorban Eades, Ryan Forlong, Jarrod Morris

FootballZak Aquino Phillips, Wilson Fisher

RugbyLeroy Carter, Flynn Kelly, Gordie Lloyd, Sione Tuputupu


Tauranga Boys' College TITANS SPORT

TAURANGA BOYS’ COLLEGE INTERNATIONAL TIESHolders and all representatives in 2015

• Luke Carter NZ U19 Beach Volleyball• Ryan Forlong NZ U19 Beach Volleyball• Kael Johnson NZ Junior Wrestling• Daniel Kilpatrick NZ Junior Volleyball• Joshua Dumper NZ Junior Volleyball• Kane Sefton NZ Junior Surf Lifesaving• Dylan Williams NZ Junior Surf Lifesaving

2016 Recipients of the International Tie• Toby McConnell NZ Junior Wakeboarding• Callum Aitken NZ Junior Canoe Slalom• Josh Bell NZ Junior Canoe Slalom• Jack Wilson NZ U19 Mountain Biking• Ethan Holman NZ U20 Athletics• Guy Roberts NZ U18 Underwater Hockey• Daniel Barron NZ Junior Surf Lifesaving• Ryan Young NZ U19 Triathlon Team• Tristan Haycock NZ U23 Endurance Mountainbike team

Finalists STUDENT OFFICIAL OF THE YEAR Alex Blakeway, Guy Roberts, James Green, Jared Lamberth

WinnerAlex BlakewayBay of Plenty Rugby Referees Representative Squad Member, including refereeing a Waikato vs Bay of Plenty Under 15s game. Assistant refereeing at the Bayley’s National Mens’ and Womens’ Rugby 7’s tournament in Rotorua. Refereeing and Assistant Refereeing in the Baywide Mens’ rugby competition, including the Prems semi-final.

Finalists BEST All RounderDaniel Kilpatrick, Ryan Forlong, Josh Dumper, Kyle Hamilton, Lachlan Haycock

WinnerDaniel Kilpatrick9th equal U19 Beach Volleyball World Championships NZ U20 indoor volleyball teamSenior A BasketballSchool Senior High Jump Champion


Finalists Pergo et Perago AwardThis award is Open to any student who has achieved success on a regional, national, or international stage in any Tauranga Boys College Titans Sport and is also committed to achieving the philosophical traits of ‘ better than before’ and ‘better men make better athletes’, through commitment to academic pursuit and personal development. Josh Bell, Ben Campbell, James Green, Jake Malbon, Tom Renouf

WinnerTom RenoufUniversity Statistics A- (Auckland University)Level 1,2 and 3 with Excellence Centurion over 4 yearsAcademic Captain 2016RPM TutorMember of 5th XV Champion Rugby teamBOP Senior Mens Cricket Development Squad

Finalists Best Performance by an Individual

Callum Aitken Canoe SlalomKael Johnson WrestlingDaniel Barron Surf LifesavingDaniel Kilpatrick Beach VolleyballJosh Bell Canoe SlalomToby McConnell WakeboardingDeclan Dempster Prone PaddlingCallum Philpot Beach VolleyballJosh Dumper VolleyballGuy Roberts Underwater HockeyKyle Hamilton VolleyballKieran Washer Canoe SlalomTristan Haycock Endurance MountainbikiJack Wilson Mountain BikingDevin Holland Clay Target ShootingRyan Young TriathlonEthan Holman Athletics

WinnerTristan Haycock1st Under 23 World Endurance Mountain Bike Championships3rd Elite Men XCE Oceania Continental Championships1st U20 North Island Secondary School Championships Overall Mountain Biker of the Year


TITANS SPORTSMAN OF THE YEARDaniel Kilpatrick


Finalists SPORTS TEAM OF THE YEARCanoe Slalom, Squash, Clay Target, Underwater Hockey, Rugby Sevens, Volleyball

WinnerCanoe Slalom National Champion Kayaking School (16th time)Winners of 21 team medals at NZSS


New Zealand Representative Selection 2016Daniel Kilpatrick NZ U19 Beach Volleyball Team

NZ Junior Volleyball TeamJosh Dumper NZ Junior Volleyball TeamKyle Hamilton NZ Youth Volleyball TeamShi Jie Yong NZ U17 Beach Volleyball TeamCallum Philpot NZ U17 Beach Volleyball TeamCallum Aitken NZ U18 Canoe Slalom TeamJosh Bell NZ U18 Canoe Slalom TeamCody Tanner NZ U-15's Softball teamShontaynne Toi Toi NZ U-14's Softball teamJack Wilson NZ U19 Mountain Biking TeamEthan Holman NZ U20 AthleticsGuy Roberts NZ U18 Underwater HockeyKael Johnson NZSS WrestlingDeclan Dempster NZ Open Prone Board TeamToby Langdon NZ TaeKwondoDaniel Barron NZ Junior Surf lifesavingTawera Ohia NZ U15 Touch AcademyRyan Young NZ U19 Triathlon Team

Teams/ Individual TitlesNZSS Kayaking 1st NZSS Squash 6thNZSS Beach Volleyball Junior 1st Hoani Lawrence/Sam HendersonNZSS Volleyball 5thNISS Clay Target 3rdNISS Indoor Bowls 1st Anthony Ouellet/Andre DorofaeffNZSS Underwater Hockey 1st Juniors

3rd SeniorsRugby Sevens Gordan Tietjens tournament 1st

Super 8 ResultsBadminton 4th Golf 4thBasketball 3rd Hockey 2ndClay Target 1st Rugby 1st XV 4thCricket 3rd Tennis 2ndFootball 3rd Volleyball 1st

Tauranga Boys’ College Board of Trustees – Chairman - Mr Richard CravenDeputy Chairman - Mr Paul Hamilton

Mr Stan UrwinMrs Amanda GilbertsonMr Simon OldhamMr Graeme Leigh Mackenzie (co-opted)

Principal Mr Robert ManganStaff Representative - Mr Gary PattersonStudent Representative - Manaia Harawira (September 2015 to September 2016)

- Bryn Fredheim (September 2016 - September 2017)Board Secretary - Ms Lyn CosgroveKaumatua - Dr Morehu Ngatoko Rahipere

- Mr Tamati TataKuia - Mrs Hinewai Taingahue

- Mrs Merewhiua Bennett

I take the opportunity as Principal to thank the outgoing Board Members for their service to the college on behalf of the college community. Mr Geoff Morgan, Mr Alex Reid, Judge Louis Bidois, Mrs Nikki Taula and Manaia Harawira have served the college well and we appreciate your work.

I welcome the new Board of Trustees members, some to another term and others new to the Board.

As Principal I am very appreciative of your guidance and support and know you have the best interests of the boys of Tauranga Boys' College at heart when you make governance decisions. Over the next month Board Members and the Executive Team will be involved in strategic planning. This will involve contributing to the inquiry process I outlined in my earlier address. A very significant task to contribute to plan the direction the college will take over the next four to five years. Then supporting the implementation of the strategic plan in a governance role to ensure the college continues to meet the needs of our boys, improving the quality of education delivered and to be "better than before".


Tauranga Boys' College BOARD OF TRUSTEES

We are very fortunate with the quality of both teaching and non-teaching staff we have at the college. This is undoubtedly our greatest resource with all staff having the best interests of our boys at heart. Our teachers are all willing to go the extra mile to contribute significantly both inside and outside the classroom. Their professionalism in the classroom is outstanding and the boys enjoy quality teaching across all curriculum areas. This is a key factor in achieving academic success. Their contribution to the co-curricular programme of the college is extensive, the level unmatched by most schools in New Zealand. This enhances the engagement of our boys considerably, providing a range of activities, growing opportunities for success and increasing their sense of belonging to the college. Our strong reputation attracts quality teachers enabling our boys to achieve success across a broad field of endeavour. The teaching staff are well supported by a hard-working and dedicated team of non-teaching staff, working for the good of the boys and the college. Without this team the college would not be able to function as well as it does and all of us enjoy the wonderful facilities and environment in which we operate.

As with all large communities, people come and go. Some stay but for a fleeting moment and others settle in for a while. During the year we farewelled Mr Andrew McKenzie, teacher of Drama and English, who took up the position of HOD Drama at King's High School Dunedin. We welcomed Ms Zoe Creek to take on the position of TiC Drama. Mr Peter Smith, teacher of Whakairo left to a position as HoD Art at Te Wharekura o Mauao and Mr Jo'el Komene was welcomed as his replacement in Whakairo. At the end of the year we will farewell five teachers. Of those five, Mr Andrew Ferguson has stayed the longest, an old boy of the college, he joined the teaching staff in 1980. Andrew left in 1987, rejoining the college again in 1996. He has been HoD Mathematics since 1999. Mrs Leigh Summerville gains promotion to a HoD Commerce position at Tauranga Girls' College, leaving her position of TiC Accounting, and completing the year as Year 13 Tutor. Mr Andrew Fredrickson, our Year 10 tutor and teacher of Chemistry, is travelling to the Cook Islands to take up a position in Rarotonga. Mr Liam Barry, teacher of English, steps out of teaching after a year back from coaching rugby overseas, to take on business opportunities. Mr Michael Wallis, teacher of English, has taken up a position at Waihi College. All of these teachers have made a significant contribution and the Board joins me in thanking them for the commitment they have given to the college. Mr Andrew Ferguson's service is of special mention and we wish him all the very best on his retirement and acknowledge his length of service to Tauranga Boys' College. Ms Win Jones will return from a year's leave in 2017, along with Mr Aramahou Ririnui from Study Leave, whilst Mr Johnson Davis has study leave in 2017. I take the opportunity to thank the Executive Team, Messrs Ian Stuart, Johnson Davis and Rob Gilbert. Mr Stuart enjoyed a well-earned sabbatical in Term 3 and I acknowledge Mr Davis who stepped into the role of Associate Principal, Mr Leyton Watson to Deputy Principal and Mr Mike Akkerman to Assistant Principal, in Mr Stuart's absence. I also thank the Senior Leadership Team, Messrs Bruce Gillard, Neil Howard, Wayne Merritt, Leyton Watson and Mr Stephen Tisch, acting AP whilst Ms Win Jones has been on leave. In addition I thank the management team of both teaching and non-teaching staff who have responsibility for the operational aspects of the college - Mr Darrell Boys, Director of Titans Sport, Mr John Page, Director of the Arts, Mrs Annette Roff, Director of International Students, Mr Garry Carpenter ICT and Mr Gary Wikohika, Property.

Mrs Irene Bocock was appointed to the Finance Manager's role in late 2015 and has made an excellent start to her time at the college taking over from long-term staff member Ms Jo Vincent. Another who joined us during the year is Mrs Delwynne Hahunga as Business Development Manager. In her first six months she has made a strong start in growing a funding strategy for the college with an initial focus on improving communication / branding / website etc. A special thank you to my PA, Ms Lyn Cosgrove, for the support she gives me in fulfilling my role of Principal. The Board joins me in expressing our thanks to all staff at the College for their continued, dedicated commitment to our students. Thank you also to the wider community who have supported us in growing our boys into good men.

Thank you for joining us in the celebrations tonight. Good luck and best wishes for the challenges that lie ahead.

Robert ManganPRINCIPAL

Acknowledgements: References:Mr Rob Gilbert- Academic Report

Mr John Page - Arts ReportMr Darrell Boyd - Titans Sport Report


Acknowledgements - Staffing



National Education Goals / National Administration Goals

School Description

VISION

MISSION

GUIDING VALUES

Strategic Plan 2017-2019

- Key Strategies

- Strategic Overview

Charter Consultation Cultural Diversity

Annual Plan 2017

Tauranga Boys’ College Charter

This school charter is an important document for the College and its parents, families and whanau. It reflects the community’s goals and aspirations for the College and its learners. It outlines how the board intends to improve the progress and achievement for all its learners. It reflects the government priorities as set out in the NEGs and NAGs.

The Charter details the College’s aims, intent and objectives. It determines how the College will meet the needs of all students through welcoming diversity and providing opportunities to learn and achieve in an inclusive, supportive and orderly environment.


The National Education Goals (NEGs) The National Administration Guidelines (NAGs)Education is at the core of our nation's effort to achieve economic and social progress. In recognition of the fundamental importance of education, the Government sets the following goals for the education system of New Zealand.

NEG 1 - The highest standards of achievement, through programmes which enable all students to realise their full potential as individuals, and to develop the values needed to become full members of New Zealand's society.

NEG 2 - Equality of educational opportunity for all New Zealanders, by identifying and removing barriers to achievement.

NEG 3 - Development of the knowledge, understanding and skills needed by New Zealanders to compete successfully in the modern, ever-changing world.

NEG 4 - A sound foundation in the early years for future learning and achievement through programmes which include support for parents in their vital role as their children's first teachers.

NEG 5 - A broad education through a balanced curriculum covering essential learning areas. Priority should be given to the development of high levels of competence (knowledge and skills) in literacy and numeracy, science and technology and physical activity.

NEG 6 - Excellence achieved through the establishment of clear learning objectives, monitoring student performance against those objectives, and programmes to meet individual need.

NEG 7 - Success in their learning for those with special needs by ensuring that they are identified and receive appropriate support.

NEG 8 - Access for students to a nationally and internationally recognised qualifications system to encourage a high level of participation in post-school education in New Zealand.

NEG 9 - Increased participation and success by Māori through the advancement of Māori education initiatives, including education in Te Reo Māori, consistent with the principles of the Treaty of Waitangi.

NEG 10 - Respect for the diverse ethnic and cultural heritage of New Zealand people, with acknowledgment of the unique place of Māori, and New Zealand's role in the Pacific and as a member of the international community of nations.

NAG 1 - Each board of trustees is required to foster student achievement by providing teaching and learning programmes which incorporate The National Curriculum as expressed in The New Zealand Curriculum 2007 or Te Marautanga o Aotearoa. Each board, through the principal and staff, is required to:

(a) develop and implement teaching and learning programmes:

i. to provide all students in years 1-10 with opportunities to achieve for success in all areas of the National Curriculum;

ii. giving priority to student achievement in literacy and numeracy, especially in years 1-8;

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

(b) through a range of assessment practices, gather 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 National Curriculum as expressed in The New Zealand Curriculum or Te Marautanga o Aotearoa;

(c) on the basis of good quality assessment information, identify students and groups of students:

i. who are not achieving;

ii. who are at risk of not achieving;

iii. who have special needs (including gifted and talented students); and

iv. aspects of the curriculum which require particular attention;

(d) develop and implement teaching and learning strategies to address the needs of students and aspects of the curriculum identified in (c) above;

(e) in consultation with the school's Māori community, develop and make known to the school's community policies, plans and targets for improving the achievement of Māori students; and

(f) (f) provide 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.


The National Administration Guidelines (NAGs)NAG 2 - Each board of trustees, with the principal and teaching staff, is required to:

(a) develop a strategic plan which documents how they are giving effect to the National Education Guidelines through their policies, plans and programmes, including those for curriculum, National Standards, assessment and staff professional development;

(b) maintain an on-going programme of self-review in relation to the above policies, plans and programmes, including evaluation of information on student achievement; and

(c) report to students and their parents on the achievement of individual students, and to the school's community on the achievement of students as a whole and of groups (identified through NAG 1(c) above) including the achievement of Māori students against the plans and targets referred to in 1(e) above.

NAG 2A - Where a school has students enrolled in years 1-8, the board of trustees, with the principal and teaching staff, is required to use National Standards to: (a) report to students and their parents on the student’s progress and achievement in relation to National Standards. Reporting to parents in plain language in writing must occur at least twice a year;

(b) report school-level data on National Standards in the board’s annual report under 3 headings

i. school strengths and identified areas for improvement

ii. the basis for identifying areas for improvement; and

iii. planned actions for lifting achievement. In addition to its inclusion in the board’s annual report, the NAG 2A (b) information is required to be provided to the Secretary for Education at the same time as the updated school charter under NAG 7.

(c) report in the board’s annual report on:

i. the numbers and proportions of students at, above, below or well below National Standards, including by Māori, Pasifika, gender, and by year level (where this does not breach an individual’s privacy); and

ii. how students are progressing against National Standards as well as how they are achieving. In addition to its inclusion in the board’s annual report, the NAG 2A (c) information is required to be provided to the Secretary for Education at the same time as the updated school charter under NAG 7.

(d) report the NAG 2A (c) information in the format prescribed by the Secretary for Education from time to time.

NAG 3 - According to the legislation on employment and personnel matters, each board of trustees is required in particular to:

(a) develop and implement personnel and industrial policies, within policy and procedural frameworks set by the Government from time to time, which promote high levels of staff performance, use educational resources effectively and recognise the needs of students; and

(b) be a good employer as defined in the State Sector Act 1988 and comply with the conditions contained in employment contracts applying to teaching and non-teaching staff.

NAG 4 - According to legislation on financial and property matters, each board of trustees is also required in particular to:

(a) allocate funds to reflect the school's priorities as stated in the charter;

(b) monitor and control school expenditure, and ensure that annual accounts are prepared and audited as required by the Public Finance Act 1989 and the Education Act 1989; and

(c) comply with the negotiated conditions of any current asset management agreement, and implement a maintenance programme to ensure that the school's buildings and facilities provide a safe, healthy learning environment for students.

NAG 5 - Each board of trustees is also required to:

(a) provide a safe physical and emotional environment for students;

(b) promote healthy food and nutrition for all students; and

(c) comply in full with any legislation currently in force or that may be developed to ensure the safety of students and employees.

NAG 6 - Each board of trustees is also expected to comply with all general legislation concerning requirements such as attendance, the length of the school day, and the length of the school year.

NAG 7 - Each board of trustees is required to complete an annual update of the school charter for each school it administers, and provide the Secretary for Education with a copy of the updated school charter before 1 March of the relevant year.

NAG 8 - Each board of trustees is required to provide 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 at the same time as the updated school charter provided to the Secretary for Education under NAG 7.


School Description

Vision: “Best for Boys” – Tamu Tu Tama Ora• better than before• leaders in boys’ learning• a Turangawaewae• respecting the past in creating the future

'Mission: Better than Before - A school where we are committed to excellence through• Growing ordinary boys to extraordinary men• A focus on continuous improvement for all• High expectations for all• Lifelong Learning for all• Competition• Quality Leadership and CommunicationLeaders in Boys’ Learning – A school where learning is paramount, through• Innovative pedagogical and curriculum design for boys• Quality professional learning• An inclusive, structured, supportive and orderly learning

environment• Advancing academic achievement for all boys • A commitment to Maori boys enjoying and achieving educational

success as Maori.A Turangawaewae – A school where I can stand and belong, through –• Pride in who I am and where I am from, my House and the College• Fostering relationships that are respectful, supportive and honest • Declaring and upholding the characteristics of “Good Men”• A commitment to the Treaty of Waitangi• Engagement in the life of the College• Contributing to the communityRespecting the Past in Creating the Future – A school where we uphold the traditions and history of the College, through• Acknowledging excellence• Promoting appropriate rites of passage, ceremonies • Strengthening links with our Old Boys’ and wider community• Ensuring our staff and students are equipped to met the challenges and opportunities of the future• Meeting the challenges and opportunities of a fast moving world


Tauranga Boys’ College is a decile 6 state secondary school for boys. Since being first established as a boys’ college in 1958, a proud history of excellence in academic, sporting and cultural activities has been created in an inclusive, supportive, orderly and caring environment. The College values a background of tradition, while

providing opportunities for boys to expand their range of skills and abilities. Our old boys’ continue to make a substantial contribution to the future of this College and our country. The College curriculum is broad and deep. It is challenging and well defined, with an ethos of academic rigor and improvement for all, as the focal point. A wide

range of modern learning facilities, reflect the diversity of opportunities available to students and community. The fully networked classrooms and spacious grounds offer the opportunity for boys to engage in a wide range of learning experiences, inside and outside of the classroom. Currently the College roll exceeds 1935, with over 170 teaching

and support staff. We are part of the New Zealand Super 8 School’s group and regularly compete and co-operate for the benefit of young men. The unifying theme behind all of the College’s achievements is synthesized in the words…Best for Boys.

Guiding Values: We are committed to developing good men, through:• RESPECT for SELF: by being committed, reliable, resilient• RESPECT for OTHERS: by being trustworthy, generous and empathetic• RESPECT for SCHOOL: by being loyal• RESPECT for LEARNING: by being curious, collaborative and connected

Strategic Plan

Background - Strategic Planning at Tauranga Boys’ College has two main phases: preparing for the journey (strategic formulation) and getting down to the action (strategy implementation). Both phases are

integrated throughout the year.

- Preparing for the journey is essentially a gathering of information phase through evaluating educational outcomes against regional and national benchmarks, identifying community expectations, encouraging debate, identifying barriers to learning, assessing resources and consulting widely with the College Community.

- Strategic Planning is preceded by the ‘preparing for the journey’ phase of Strategic Management which culminates in Board of Trustees / Leadership Seminar. Seminar sessions involve self-review, debate, goal setting and prioritising, all of which are designed towards drafting a Strategic Plan for final community consultation before publication.

- Management Planning takes the ‘what we want to do’ or ‘have to do’ from the charter and attempts to plot it into a game plan of ‘how we will do it’ in the form of an annual plan to meet the annual targets that have been set.

- This self-review is ongoing throughout the year once national benchmarks of achievement are available to guide the Targets set in the annual plan. This ongoing self-review is used to inform the strategic planning process.


Strategic Plan CHARTER Strategic Plan

MINISTRYNational Education Guidelines

National Education GoalsNational Administrative Guidelines

Curriculum Statements

BOARD OF TRUSTEESMission StatementVision StatementGuiding Values

Key Strategic Issues

Key Strategies: 1. Student LearningOpportunities that meet the diverse needs of all learners:• providing an environment that challenges and enables students to take responsibility for their own learning• providing appropriate educational guidance, curriculum pathways and personalised learning• advancing achievement for all students with a strategic focus on priority learners including Maori and • Pasifika students

2. Professional Learning Professional learning that enhances quality teacher practice:• ensuring all teachers are committed to a programme of professional learning• developing a community of learning by promoting inquiry into their teaching practice• continually evolving the College’s professional learning model

3. Culture An inclusive culture by being better than before:• pursuing academic excellence.• upholding a supportive, structured, orderly environment• growing leadership opportunities and capacity• celebrating student success• promoting cocurricular opportunities• upholding Tikanga and Kawa Maori• valuing staff• promoting the values and traits of a “Good Man”• consulting with parents, whanau and the wider college community• communicating the Vision, Mission and Values of the College4. Resources A well resourced learning environment:

• acknowledge and invest in our staff• reviewing issues impacting on the provision of secondary education and responding strategically• implementing a coordinated commercial strategy to meet future resourcing needs• providing ICT resources to meet the needs of the College• ensuring the Property Development Plan meets future needs


STRATEGIC OVERVIEW FOR TAURANGA BOYS’ COLLEGE Note: Aspects of this Charter will change according to circumstance and annual review

Key Strategy 1. STUDENT LEARNING

Learning Opportunities that meet the diverse needs of learners

2017 2018 2019

Curriculum Pathways

CIE

Continue to deliver Academic Coaching (AC) Programme and Parents Meetings - Continue with Achievement Retention & Transition programme (ART) and At Risk

of Not Achieving (ARoNA) supported by Achievement- Support Tutor - Continue Trades Academy partnership with Toi Ohomai Institute of Technology - Respond to the need for additional Trades Academies and options for school-

based Academy models, where appropriate - Review CIE Global Perspectives and recommend direction in 2018 - Map Vocational Pathways against courses and include in Option Selection Booklet - Cross Curricular Studies Programme in junior school - Review senior curriculum suitability to meet the needs the students - Explore alternative timetable models to respond to review for delivery of

curriculum in 2018 and beyond.

Evaluate, review, modify Academic Coaching Programme as required.Continue with Achievement Retention & Transition programme (ART) and At Risk of Not Achieving (ARoNA) supported by Achievement- Support TutorExpand AcademiesReview the performance of Trades AcademyContinue review of Curriculum Pathways for all learnersImplement CIE recommendations as per 2017 reviewReview implementation and performance of Cross Curicular StudiesContinue to grow knowledge of Vocational Pathways and use them to guide subject selection.

Evaluate, review, modify Academic Coaching Programme as required.Review ART and ARoNA ProgrammeReview implementation and performance of Integrated Studies Status quoStatus quo

Literacy / Numeracy

Results analysis of Literacy / Numeracy Focus on cross curricular numeracy opportunities in integrated studies. Continue to effectively use data on junior literacy and numeracy levels across curriculum areas

Status quoStatus quoReview junior literacy

Review and evaluate

Use of Data Analyse results, identify positive and negative trends, analyse trends and plan in response to need. Status quo Implement changes to Reporting procedures

Link to targets for 2018.

Status quoStatus quo

Review and evaluate

Advancing Maori Achievement

Ka Hikitia informs the vision. Kia Eke Panuku Ministry partnership - Culturally Responsive and Relational Pedagogy. Key strategies and actions are implemented to accelerate Māori Achievement. Cycle of review and self-improvement in place.

Review and respond to identified needs. Review and implement identified strategies

Academic Excellence

- Analyse NCEA and Scholarship Results to inform future planning - Discuss with Curriculum Committee the future of assessment, review of senior curriculum, and digital learning - Departments review results data and formulate a strategies for improvement - Report to students three times a year on credits-to-date - Gold Group - continue with G & T students - Excellence Assemblies - Respond to monitoring and evaluation of the Accelerate Programme

Status quoStatus quoStatus quoReview and evaluate results

Status quo

Review and Evaluate

Priority Learners - Special Needs

Departments review results data and formulate strategies for improvement.- Maintain the systems and structures for the successful transition of all new

Special Needs students in TBC (passport club to TBC).- Further enhance Technology into students' programmes - IPads- Expand life skills activities within the programme- Build on the Respite Room (Room 49) for highly anxious, ASD students.- Senior students work to gain Level 1 NCEA over 2 years.

Review and respond to identified needs.

Review Room 49 "Respite Room"

Review Activity Centre

Review and evaluate

Curriculum Review

Prepare a curriculum that provides learners with the skills needed for the 21st Century. Make recommendations re timetable to enable delivery of curriculum to meet the needs of all boys.

Implement a curriculum that provides learners with the skills needed for the 21st Century

Review and evaluate


Key Strategy 2. PROFESSIONAL LEARNING

Professional learning grows teacher capability through personal inquiry to improve pedagogy

Tactic 2017 2018 2019e-Learning - Grow understanding of e-Learning to support implementation of

BYOD, and blended learning.- Provide opportunities for lead teachers to share best practice.- Empower teachers to integrate in learning programmes.- One BYOD class at Year 9 and One BTYOD Class at Year 10

Continue to grow and develop understanding of e-Learning. Expand BYOD and blended learning programmes. Provide opportunities for all teachers to share best practice Continue to empower teachers to integrate technology in learning programmes. All Year 9 students BYOD - other levels, where appropriate

Expand BYOD and blended learning programmes across all of Year 9 and Year 10 - other levels, where appropriateProvide opportunities for all teachers to share best practice Empower teachers to integrate technology in all learning programmes

Culturally Responsive and Relational Pedagogy

Professional Learning continues with a focus on building, developing, and embedding Culturally Responsive and Relational Pedagogy Teacher Observation Tool and shadow coaching implemented Key actions will promote, support and enhance Māori identity, language and culture Ka Hikitia and Taataiako documents inform planning Review and implement findings as required.

Review and respond as required informed by feedback, surveys and academic and engagement results

Review and evaluate

21st Century Teaching and Learning - Continue to grow an understanding of 21st Century Teaching and Learning.

- Explore the pedagogy and professional learning required so teachers can enable learners to have the skills needed in the 21st Century.

-

Understanding of 21st Century Teaching and Learning Explore and develop the pedagogy that enables learners to have the skills needed in the 21st Century

Understanding of 21st Century Teaching and Learning Explore, develop, and begin to implement the pedagogy that enables learners to have the skills needed in the 21st Century


Key Strategy 3. CULTURE

Provide an inclusive culture by being ‘Better than Before’

2017 2018 2019

Being a Turangawaewae - Review student engagement / staff survey - identify strengths and areas to develop.

- Continue to refine House Competition to increase participation, relevance and engagement.

- Strengthen Form Teacher relationships with students.- Promote involvement in co-curricular activities. Review

provision of different sports to meet changing needs of students.

- Provide rituals and traditions to strengthen sense of belonging/sense of place.

- Continue to strengthen Old Boys Association ties with the College

- Focus on transitioning boys into college to grow sense of belonging.

- Target Year 13s to grow responsibility in leadership across the school and increased connection to the college.

Review of strategies to enhance sense of belonging and place- Focus class structure/activities- House activities programme- Co-curricular opportunities and programme (Sport/Arts- Recognition of milestones / success- Transition- Student/teacher relationships and connection- Continue to focus on growing Year 13 leadership-

Review and evaluate,

Implement changes as required

Pursuit of Excellence - Promote the pursuit of excellence in all areas of endeavour - Academic / Sports / Culture / Service / Leadership / Behavour

- Ensure achievement of excellence is rewarded, recognised and modelled in a variety of forums

- Grow desire in boys to achieve potential and seek improvement.

-

Review and evaluate levels of achievement of excellenceReview and investigate additional strategies to promote the pursuit of excellence and achievement of potential across all areas.

Review and evaluate results.

Implement changes as required.

Growing Good Men in a Supportive & Orderly

Environment

- Build on the "Restorative Practice" Professional Learning Day for Staff

- Train up Student Management Team involving Restorative Practice

- Maintain our Supportive & Orderly environment whilst further integrating PB4L and Good Men strategies.

- Review delivery of programme and implement findings.- Refine values education in form time through review of the

Values Booklet.

Review and evaluate the impact PB4L is having on the culture within the school. Modify where appropriate.

Review and evaluate “values” education model.

Build on the Restorative Practice" models introduced in 2017.\

Review the Staff Survey "Me and My School" to gauge staff perception and support for Student Management.

Review and evaluate

Communication & Collaboration

• Review communication strategy to stakeholders and community then develop quality communication strategy according to review, including - electronic communication - website / social media - reporting on student progress / achievement across all areas of endeavour.

• Aim to further electronic links to increase engagement and information flow to parents / whanau / family / community.

• Strengthen opportunity for engagement and consultation to strengthen relationships / collaboration.

• Strengthen Tauranga Peninsula Community of Learning collaboration to grow capacity of the CoL.

Continue to grow and improve electronic communication to community and stakeholders.

Continue to consult and collaborate with community to ensure college is responsive to the needs of its community.

Strengthen Tauranga Peninsula Community of Learning with local network of schools.

Continue development of communication strategy dependent on the emerging technology.

Review and implement changes as required.


Key Strategy 4. RESOURCES

Provide a well-resourced learning environment.

2017 2018 2019Staff - Ensure robust process for appointment of new staff.

- Ensure quality induction process for new staff and quality support for provisionally registered teachers to gain full registration.

- Grow capacity of existing staff through quality, school wide professional learning programme.

- Resource opportunities for external professional learning as required to meet identified needs of staff.

- Review and modify professional learning programme based on feedback from 2015.- Ensure staff feel valued and supported in a variety of ways. Utilise resources available through Tauranga Peninsula Community of Learning to deliver Professional Learning based on culturally responsive and relational pedagogy.

Continue robust appointment process, quality induction and support for PRTs, new staff.

Continue to resource opportunities for external professional learning.

Continue to provide quality school wide professional learning programme utilising CoL resources for delivery.


Provide additional resourcing if required to ensure continual growth in capacity of staff.

Property / Buildings

Engage with MoE to ensure timely response to roll growth pressure.- plan new teaching block- replace temporary classrooms

Finalise plans for Multi-Purpose Facility / Squash Development.

Further planning with MoE re Building Improvement Programme- for Staffroom, Library and Humanities Block - begin remediation.- plan remediation of Administration / Maths Block

Continue upgrade of school's security system.Continue to expand the use of school facilities to outside users.Plan to ensure provision of specialist teaching spaces, i.e. Technology, Vocational Courses, Music.

Continue in partnership with MoE to provide sufficient teaching spaces to cope with roll growth.

Review the 5YA Property Plan and undertake maintenance as scheduled in consultation with MOE. Progress the building of a new classroom block for future roll growth. Build sufficient teaching spaces available to cope with the roll and the potential loss of the relocatable classrooms. Undertake and complete the remediation of the Administration and Maths Block. Plan the remediation of the Arts and Business Studies areas for 2019. Plan Stage 3 of the Technology Block for 2019/2020. Plan the demolition of T5, G1 and G2 in December 2019. Review the 10 YPD and consider redevelopment of Music/Wellness Centre and Hospitality.

Build Multi-Purpose Facility.

Continue with building of Specialist Facilities, Classrooms to cope with pressures of roll growth, specialised classrooms to meet demands of curriculum delivery.

ICT - Review use of laptops vs Ipads and make recommendations.- Ensure support structures for introduction of BYOD class and school-wide are in place.- Review on-site support and management of ICT infrastructure

Review BYOD Policy & Procedures and incorporate recommendations.Review budgetary commitment to school devicesIncorporate recommendations into Budget and resourceInvestigate provision of devices for all students to overcome inequity issues for families.


Implement a lease to cover programme for devices.

Ongoing

Review ICT funding

Funding Strategy

- Work with Business Development Manager to further develop Funding Strategy.- Present to BoT for approval and begin implementation.- Work with Old Boys' Executive to drive Funding Strategy.- Grow 'Better than Before' Gifting Programme across community.- Strengthen links with Acorn Trust and establish Endowment Programme.- Review collection of school donation, subject fees and develop strategy to improve level

of payment.- Review International Students Strategic Plan / make recommendations.

Continue to advance funding strategy and resource appropriately.

Continue to grow Old Boys’ Association links and membership.Implement recommendations.

Implement recommendations

Review funding strategy and refine and resource accordingly.

Review and implement necessary changes.

Review strategy

Co-Curricular - Review delivery of Sport and Arts at the College resourcing.- Develop strategy as a result of this review for delivery- Ensure staff involved are acknowledged in appropriate manner- Continue Multi-Purpose Project development.- Investigate development of further facilities to enhance delivery of co-curricular

programme.

- Review and respond as required to meet growth

- Review and respond as required to meet growth.

Review and implement necessary changes.


CHARTER CONSULTATION Consultation has occurred with the following groups in accordance with the statement in Strategic Plan Background (page 35)

I. StudentsThe views of students on the strategic direction of the College are gathered from:• Student surveys held annually on aspects of engagement, inclusion, cultural acceptance, behaviour and involvement in the College.• Student Representatives of the Board of Trustees who brings a student voice to the planning.• Form Teachers, College Tutors and Deans who consult with students at all levels (and many parents) on the impact and detail of curriculum delivery and other aspects of school organisation.• Reports from a range of areas forwarded to the Board of Trustees through the Senior Leadership team.• Maori-specific, Pasifika-specific, Accelerate Tutors and teachers of students with special needs, consult with students and forward outcomes to the Senior Leadership Team and BoT II. Parents / WhanauThe views of parents / whanau are gathered from: • formal monthly meetings such as Board of Trustees, and Te Whanau a Aronui Komiti, Titans Sports and Arts Council that meet with the Principal, Board of Trustees Members and Senior Managers• a Te Atakura Tutor who provides a specific communication and consultation link for Maori whanau• a kaumatua with Ngaiterangi and Ngati Ranginui iwi affiliations have Board of Trustee status and are recognised as having governance, advice and consultative roles for the college in meeting

student and whanau needs• Parent surveys held regularly to review and evaluate parent evenings as they occur, then modification made based on feedback.• more generally the college parents, whanau and the wider community are consulted through regular newsletters (paper and electronic).

During the year this link is used to provide parents with the opportunity to respond to particular issues and topics, one of which is the Strategic Plan. III. Teachers- Teachers are surveyed regularly on aspects of the College, both cultural and organizational using Google Docs, NZCER Workplace Survey, or similar tools. Feedback and evaluation is sought at

the end of teachers involvement in programmes, induction, PRTs etc.- Consultation during development of the Strategic Plan / Annual Plan and setting of Annual Targets.- The Academic Advisory Group, Faculty Heads, meet regularly to enable consultation in strategic/curriculum matters facilitating discussion with all teaching staff.

CULTURAL DIVERSITY AND INCLUSION PROVISIONS Tauranga Boys’ College is committed to upholding the provisions of the Treaty of Waitangi , to acknowledge the unique position of Maori as tangata whenua, and to respect the especial qualities of all cultures represented in the student body. It seeks to provide an inclusive and supportive environment where all boys are encouraged to have pride in who they are and to recognise and value cultural diversity. The College caters for students seeking instruction in tikanga Maori and te reo Maori through the provision of Te Whanau a Aronui, a whanau unit that is an integral part of the school. Te reo Maori is also offered as a language to all students and aspects of tikanga are included in curriculum. In addition Whaikario and Bone Carving are offered to all boys from Y9 to Y13, as well as Pasifika studies from Y11 to Y13. The existence of a fully-carved college marae, the teaching of the school haka to all students, and an inter-form level haka competition, underlines the importance of Maori culture in the school. In addition, all Year 9 students are welcomed to the College by a powhiri and haka and Te Whanau o Aronui as part of Social Studies to grow their understanding and connection to our College Marae. The recent addition of Maori Carving to the main entrance and the GYYT Foyer and bilingual signage is further progress towards acknowledging our responsibility to uphold the provisions of the Treaty of Waitangi.

From 2015 all Year 9 boys who identify as Maori have taken Te Reo as an option in their first year at the College. This continues in 2017.

The existence of an International Department provides for links with a number of other world cultures, especially those of China, Korea, Japan and Germany. These students are integrated into form classes, mainstream classes, and houses, and participate in the full life of the College and often share aspects of their culture within classes, at both full school and house assemblies.

Students from accelerate classes and specialist learning needs class are integrated into Form Class and Houses, taking full part in the life of the College.


Documents and Programmes that inform our practice


Ka Hikitia The Ministry of Education Document Ka Hikitia – Managing for Success: The Maori Education Strategy 2008 – 2012 provided Tauranga Boys' College with a framework for a targeted focus on key areas. Ka Hikitia identifies four critical areas of focus. How things will change within the four focus areas is dependent upon using levers that evidence shows will be most effective to bring about change. Young people engaged in learning is the critical focus for secondary schools.

Ka Hikitia - Accelerating success 2013-2017 is a recent addition to this strategy and guided us in continuing and modifying an action plan informed by these documents. The two outcomes of the primary and secondary education section of this document is for “All Maori” student to have strong literacy, numeracy and language skills and for Maori students to achieve at least NCEA Level 2 or an equivalent education. This strategy is the Government’s Maori Education Strategy and builds on previous success aiming to significantly lift Maori education

achievement from early learning through to tertiary education and employment. More recently, “Taataiako Cultural Competencies for teachers of Maori learners” has been used to guide the planning of our strategy. This document is about teachers’ relationships and engagement with Maori learners and with their whanau and iwi. Designed for teachers it is being used to support their work to personalize learning for and with Maori learners, to ensure they enjoy education success as Maori and grow their cultural competency. These competencies have been linked to the Registered Teacher Criteria and the development of our Effective Teacher Profile.http://www.education.govt.nz/assets/Documents/Ministry/Strategies-and-policies/Ka-Hikitia/KaHikitia2009PartOne.pdf

KIA EKE PANUKU2014 - 2016Tauranga Boys’ College was part of this programme since its inception in 2014. This draws together the expertise of three institutions, the University of Auckland, the University of Waikato and Te Whare Wananga o Awanuiarangi, and wove together the learning from three successful professional development programmes that include Starpath, Te Kotahitanga and He Kakano.The goal of KEP was that secondary school leaders and teachers will further strengthen their knowledge, skills, relationships and capability to develop, embed and sustain what works for Maori students within classrooms, across leadership and school-wide projects, including governance and with their communities.A key focus of this programme was on developing culturallyResponsive and Relational Pedagogy.

"Raising Student Achievement through Targeted Actions" ERO December 2015 This ERO Report describes how effective leaders and teachers set targets and accelerate progress. It reinforces the importance for schools to identify the specific needs of individual students and to build a plan to raise student achievement for all. It has been used to review and inform our academic coaching programme and the initiatives we are using to accelerate achievement of priority learners, Maori, Pasifika, Special Needs and those identified as at risk.http://www.ero.govt.nz/publications/raising-student-achievement-through-targeted-actions/

"Educationally Powerful Connections with Parents and Whanau"ERO Nov 2015 This ERO Report describes how schools have worked with parents and Whanau to respond to students at risk of under-achievement. It is used to inform our practice in this area, engaging with our parents and Whanau to accelerate and support progress and improve achievement. ERO found that educationally powerful connections and relationships between teachers, parents and Whanau are components of an effective response to under-achievement.http://www.ero.govt.nz/publications/educationally-powerful-connections-with-parents-and-whanau/

“Success for All - Every School, Every Child” This document is the Government’s vision for a fully inclusive education system and promotes the achievement, participation and presence of children with special needs in every mainstream school. At Tauranga Boys’ College we are using this document to guide our practice to ensure we are inclusive, improve our special education system and support to meet the diverse needs of all students.http://www.ero.govt.nz/publications/inclusive-practices-for-students-with-special-education-needs-in-schools/

Pasifika Education Plan 2013 - 2017 This document is aimed at raising Pasifika learners’ participation, engagement and achievement. A key focus is on Pasifika learners gaining NCEA qualifications and this influences our practice of working to raise the academic achievement of this small number of priority learners at the College.http://www.education.govt.nz/ministry-of-education/overall-strategies-and-policies/pasifika-education-plan-2013-2017/

“Positive Behaviour for Learning - Schoolwide” Tauranga Boys’ College has been part of this programme for six years and continues to

promote and reinforce a supportive and orderly school culture where positive behaviour and learning can thrive. All students in the College are expected to demonstrate ‘Respect’ - respect for self, respect for others, respect for the school and respect for learning.

The College has clear expectations and utilises a consistent approach to discipline through student management systems that allow for students to be held accountable for negative behavior and be acknowledged where possible for demonstrating and upholding these positive values. The collection and use of data is an important aspect. This drives practice and is a key component in ensuring consistency and appropriate responses.

A recent development in 2017 is the further inclusion of restorative practice into the College as part of the PB4L programme.http://pb4l.tki.org.nz/

ART - Achievement, Retention & Transition 2013-2017Tauranga Boys’ College is part of this Ministry initiative focussed on the Public Sector target of 85% of school leavers attaining NCEA Level 2. This detailed programme uses tracking to support our Academic Coaching Programme. We have been asked to present our Academic Coaching Programme to o ther schoo ls in MOE professional learning days. We have been recommended by other schools by the MOE as a

College that has a good system of tracing student performance.

This process tracking has been strengthened with the appointment of an Achievement Support Tutor to focus specifically on raising the achievement of Year 11 and Year 12 students identified as 'at risk'.http://www.youthguarantee.net.nz/achievement-retention-transitions/

Tauranga Peninsula C o m m u n i t y o f Learning [CoL]

Tauranga Boys’ became a member of the Tauranga Peninsula Community of Learning in 2016. See attached Strategic Plan.

http://www.ero.govt.nz/publications/raising-student-achievement-through-targeted-actions/



http://www.ero.govt.nz/publications/educationally-powerful-connections-with-parents-and-whanau/



http://www.ero.govt.nz/publications/inclusive-practices-for-students-with-special-education-needs-in-schools/



http://www.education.govt.nz/ministry-of-education/overall-strategies-and-policies/pasifika-education-plan-2013-2017/



http://pb4l.tki.org.nz/

http://www.youthguarantee.net.nz/achievement-retention-transitions/


http://www.education.govt.nz/assets/Documents/Ministry/Strategies-and-policies/Ka-Hikitia/KaHikitia2009PartOne.pdf















http://pb4l.tki.org.nz/






Annual Plan 2017


ANNUAL PLAN 2017 - (Outline only - full details of outcomes, implementation, timeframe and resourcing in Annual Targets Section)

1. STUDENT

LEARNING OUTLINE RESPONSIBLE

Curriculum Pathways

Continue to deliver Academic Coaching (AC) Programme and Parents Meetings - Continue with Achievement Retention & Transition programme (ART) and At Risk of Not Achieving (ARoNA) supported by Achievement- Support Tutor - Continue Trades Academy partnership with Toi Ohomai Institute of Technology - Respond to the need for additional Trades Academies and options for school-based Academy models, where appropriate - Review CIE Global Perspectives and recommend direction in 2018 - Map Vocational Pathways against courses and include in Option Selection Booklet - Integrated Studies Programme in junior school - Review senior curriculum suitability to meet the needs the students - Explore alternative timetable models to respond to senior curriculum review

EXECEXECGLB, LAWGLB,SMH,MCF TISSLTSLT

Use of Data - Analyse results, identify positive and negative trends to target for 2017 - LInk to targets for 2016, Implement reporting of curriculum levels across the junior school - Effectively use data on junior literacy and numeracy levels across curriculum areas - Review reporting procedures.

SLTTISTISGLB, EXEC

Advancing Maori Achievement

- Ka Hikitia informs the vision - Kia Eke Panuku Ministry partnership - Culturally Responsive and Relational Pedagogy - Key strategies and actions are implemented to accelerate Māori Achievement - Cycle of review and self-improvement in place - Respond to monitoring and evaluation of Te Whānau o Aronui

TIS, DUR, RIR

MANSLT

Literacy/Numeracy

- Analysis of Literacy / Numeracy results. Focus on Numeracy, in MAA, literacy in VLP - Support intervention course of cross curricular Numeracy via integrated studies in yr 10 - Use data effectively of junior Literacy levels across curriculum areas - Numeracy / Literacy Tutors/Achievement support and Academic Tutors to identify, support, and aid boys at risk - Provide appropriate intervention

GLB, MIT, GAVGAVGLB, MIT, GAV

Academic Excellence

- Analyse NCEA and Scholarship Results to inform future planning - Discuss with Curriculum Committee the future of assessment, review of senior curriculum, and digital learning - Departments review results data and formulate a strategies for improvement - Report to students three times a year on credits-to-date - Gold Group - continue with G & T students - Excellence Assemblies - Respond to monitoring and evaluation of the Accelerate Programme

MANGLBMANAAG

Priority Learners - Special Needs

Transition successfully all new Year 9 students who are operating at Level 1 and Level 2 of the NZ Curriculum into Tauranga Boys’ CollegeGather accurate data on the students social, emotional, academic and behavioural needs from the contributing schools, parents and any agencies involved.Inclusiveness:Continue with the "Passport to TBC" Year 8 Transitional Group of anxious young menGet Special Needs students involved in as much of the wider school programmes as possible.Provide an appropriate learning programme to meet the students’ needs.All ORRs funded students have Individual Education PlansAll other Special Needs students have a planned academic pathway mapped outAim for all Special Needs students to attain Supported Living Certificate during their time at the collegeOver a 2/3 year period, NCEA Level 1 is worked towardsORRS funded students have work experience opportunities whilst at school.ASD Students -- to provide a safe respite class for students with ASD- To have a place for ASD students to meet at interval and lunchtime- To work closely with parents/caregivers of ASD students- To adapt ASD Students Programmes to allow them to manage their challenging environment

EBB

STR

STR

BKREBB/WLBSTU



2.

PROFESSIONAL

LEARNING

OUTLINE RESPONSIBLE

e-Learning

- Grow understanding of e-Learning to support implementation of BYOD and blended learning

- Provide opportunities for lead teachers to share best practice

- Empower teachers to integrate technology in learning programmes

GLB

Culturally Responsive and

Relational Pedagogy

- Professional Learning continues with a focus on building, developing, and embedding Culturally Responsive and Relational Pedagogy - Teacher Observation Tool and shadow coaching implemented - Key actions will promote, support and enhance Māori identity, language and culture - Ka Hikitia and Taataiako documents inform planning - Review and implement findings as required.

AST'sJONTIS


3. CULTURE

OUTLINE RESPONSIBLE

A Turangawaewae

- Review student engagement / staff survey - identify strengths and areas to develop.- Continue to refine House Competition to increase participation, relevance and engagement.- Strengthen Form Teacher relationships with students.- Promote involvement in co-curricular activities. Review provision of different sports to meet changing needs of students.- Provide rituals and traditions to strengthen sense of belonging/sense of place.- Continue to strengthen Old Boys Association ties with the College- Focus on transitioning boys into college to grow sense of belonging.- Target Year 13s to grow responsibility in leadership across the school and increased connection to the college-

MARMAN

MAN,SLT,TIS

MAN, LES, HAH

Pursuit of Excellence

- Promote the pursuit of excellence in all areas of endeavour - Academic / Sports / Culture / Service / Leadership / Behavour- Ensure achievement of excellence is rewarded, recognised and modelled in a variety of forums- Grow desire in boys to achieve potential and seek improvement.-

M A N , B Y D , PAG, SLT

Growing Good Men in a Supportive and Orderly Environment

- Build on the PB4L values of Respect via assemblies, Form time and incorporate into the classroom- Regularly promote the “Respect Code” in all forums of the school- Focus on the values of a 'Good Man' every six months.- Teach the boys what it is to be a good man and how good men behave via assemblies and classroom as to our expected behaviors- Continue to enhance teacher/student relationships within the classroom and via House and Co-curricular activities- All staff role modeling the traits of a good person and respect.- Maintain a very strong and professional Pastoral Care and Student Management System .- Recognise students who consistently demonstrate good behavior with a particular focus on junior students who attend regularly and have no pastoral entries, via assembly and morning

teas.- Incorporate “values” education into form time, led by senior students - Values Booklet- Send home congratulatory "Goodman" postcards identifying positive behaviour of students.- Have Year 13s role model and demonstrate the traits of a 'good man' in the playground and Form Classes- Give Prefects a presence in Assemblies, the playground and community to show leadership

STUWATMAN

Communication & Collaboration

• Review communication strategy to stakeholders and community then develop quality communication strategy according to review, including - electronic communication - website / social media - reporting on student progress / achievement across all areas of endeavour.

• Aim to further electronic links to increase engagement and information flow to parents / whanau / family / community.• Strengthen opportunity for engagement and consultation to strengthen relationships / collaboration.• Strengthen Tauranga Peninsula Community of Learning collaboration to grow capacity of the CoL.•

MANHAHTIS

Recognise and reward achievement of excellence in all areas using a variety of methods:

Provide opportunities for engagement and consultation with parents / whanau / family and stakeholders in our community to strengthen relationships.Strategies:- Year 9 Meet the Teacher Evening- Year 9 Maori Parents Evening- Accelerate Parents Evening- Year 11 and Year 12 Form Teacher / Parent / Son Academic Coaching Interviews- Class Teacher Report Evenings- Titans and Arts Parents Evenings- Aronui Whanau Evenings- Open Evening for Year 8 BoysEnsure information on website is accurate, comprehensive and current and promote to parents as source of information.Ensure staff communicate in a timely manner.Review through consultation of parents / caregivers / community over communication strategies- Principal’s Newsletter, Sports, Arts and Maori Newsletters- College, Sport, Arts, International, Website- Email- Parent Evenings- Communication from Academic Departments, Sport and Arts- Continue to consult with various network of learning communities, local iwi, contributing schools, tertiary institutions-BOP Polytechnic, University of Waikato/Auckland, Priority One,

industry links- Maintain communication and consultation with our community on values and be responsive to whanau/parents/students on the future direction of the College in order to meet the needs

of our boys.- Maintain strong links with community agencies that support our students and families

MANSTUTIS, GLBCOO

BYD, PAGTKO, SYM

HAH

MANTISGLB


4. RESOURCES

OUTLINE RESPONSIBLE

Staff • Ensure robust process for appointment of new staff, including thorough check of references and referees and background check to confirm suitability of candidate.• Ensure quality induction process for new staff and quality support for Provisionally Registered Teachers to gain full registration.• Review and modify induction and PRT programme according to identified needs.• Grow capacity of existing staff through quality school-wide professional learning programmes and resource opportunities for external professional learning as required.• Ensure staff feel valued and supported in a variety of ways (i.e. staff travel award).

MANJONJONGLB, TISMAN

Property/Buildings

Engage with MoE to ensure timely response to roll growth pressure.- plan new teaching block- replace temporary classrooms

Finalise plans for Multi-Purpose Facility / Squash Development.

Further planning with MoE re Building Improvement Programme- for staffroom, Library and Humanities Block - begin remediation.- plan remediation of Administration / Maths Block

Continue upgrade of school's security system.

Plan to ensure provision of specialist teaching spaces, i.e. Technology, Vocational Courses, Music.

BoT Proper ty CommitteeMAN, STU, WIK

ICT - Review use of laptops vs Ipads and make recommendations.- Ensure support structures for introduction of BYOD class and school-wide are in place.

GLB, MANCAR

Funding Strategy- Work with Business Development Manager to further develop Funding Strategy.- Present to BoT for approval and begin implementation.- Work with Old Boys' Executive to drive Funding Strategy.- Grow 'Better than Before' Gifting Programme across community.- Strengthen links with Acorn Trust and establish Endowment Programme.- Review collection of school donation, subject fees and develop strategy to improve level of payment.- Review International Students Strategic Plan / make recommendations.

MAN, HAU,

LES

ROF

Co-Curricular- Review delivery of Sport and Arts at the College resourcing.- Develop strategy as a result of this review for delivery- Ensure staff involved are acknowledged in appropriate manner- Continue Multi-Purpose Project development.- Investigate development of further facilities to enhance delivery of co-curricular programme.

MAN, BYD, PAG

Reporting on

Annual Targets 2016

ANALYSIS OF VARIANCE


TARGET 1.1 - STUDENT LEARNING - Academic Achievement TARGET: To raise the level of achievement for boys in NCEA

Baseline Data Outcomes Actions Timeframe Personnel Responsible

Resources How Progress is Measured

To Whom Reported / When

Level 1 Pass rates:2016 - 78.7%2015 - 80.2%2014 - 77.8%2013 - 73.9%2012 - 74.4%2011 – 72.7

Level 1 Literacy2016 - 90.0%2015 - 94.5%2014 - 91.2%%2013 - 92%Level 1 Numeracy2016 - 88.1%2015 - 90.9%2014 - 90.2%2013 - 82%

Level 2 Pass Rates2016 - 78.3%2015 - 80.8%2014 - 74.8%2013 - 73.2%2012 - 77.3%2011 - 75.4

Level 3 Pass Rates2016 - 82.6%2015 - 65.5%2014 - 69.5%2013 - 65.1%2012 - 63.1%2011 - 60.5

U.E Pass Rates:2016 - 59.6%2015 - 51.6%2014 - 51.7%2013 - 59.2%2012 - 58.9%2011 - 57%

*these are Roll-Based statistics.They give us a picture of the whole cohort at each level.

Level 1 NCEA achievement at or above 80%

Level 1 Literacy achievement (roll based) at or above 95%

Level 1 Numeracy achievement (roll based) at or above 90%

Level 2 NCEAachievement at or above 80%


UE at or above 65%

Create and promote an environment for students where learning is explored, tailored, measured and reported upon.Goals Articulate goals targeting achievement and success are made a priority with:

• EXEC/SLT• Academic Tutors• HOD’s – Department reports reflect this focus• Staff• Parents/community

School- wide Level:Academic Coaching Model

• Interviewing, careers (industry) focus for Yr 11 & Yr 12 students.• Parent Evening, Yrs 11 &12.• Input of data into KAMAR.• Estimated Credits Database, 2 week mandatory reporting of student

results from the time the assessment is completed.• Data collection and dissemination to relevant groups.

Achievement, Retention and Transition (ART) Project• partnership with MOE• Identify, track and inform a group of students using a range of

interventions where appropriate.Trades Academy

• 14 students in a partnership with TBC & WBOPP• Integrated learning programme for literacy and numeracy.

Establish a RPM Study Centre for targeted M&M students. Study Leave not to be granted for at-risk students. Tutors available to support students.Department Level:Department Reporting and Interviewing

• 3 times a year, including goal setting• Dept target setting in mid – year interview, published goals• Departmental tutorials

Academic Tutors:• Identification & Assemblies with M & M Boys • Letter home to those boys who are on track to achieving L1 - positive

reinforcement• Collate list of ID boys who are at risk of not achieving L1/L2

- Estimated Credits Database- Teacher Referral

• At risk boys fall into the following categories:(i) borderline risk - receive a letter/phone call home and interview with tutor/dean(ii)Medium risk - phone call home, interview with tutor/significant staff member/

family(iii)High risk - home visit • Term 2/3 Updated Credits to Date information given to students and

parents through reports. Last one in Form time beginning of Term 4.

Ongoing

Ongoing

Term 1

Term 2, 3 and 4.

Terms 1, 3 and 4.

Terms 3, 4

End of Term 2

BOTPrincipalEXECHOD

EXEC/SLT/HOD

EXECForm TeachersELM, SMI,

GIL

GLB, TISTutors

Time

Time

MASKAMAR

MAS

Message delivered at key forums

Goal outlined at key meetings with appropriate stakeholders

Survey -StaffStudentsParentsHODA.T’s Report

Reports and interviews conducted

BOTEXEC

EXEC

EXECTerm 4GIL - OngoingDIS/HLL

HLL/MAN Terms 1, 3 and 4.


1.1 Continued:…




2016 - 212015 - 282014 - 322013 - 42 scholarships

NCEA Level 1 Excellence Endorsement2016 - 17.5%2015 - 6.5%2014 - 5.8%2013 - 6.7 %

NCEA Level 2 Excellence Endorsement2016 - 6.2%2015 - 5.1%2014 - 6.0%2013 - 4.5 %

NCEA Level 1 Excellence Endorsement2016 - 6.5%2015 - 5.6%2014 - 4.3%2013 -5.1 %

Target 45 Scholarships

Certificate Excellence Endorsement at or better than the national average for decile 4-7 boys.

Subject Teacher• Tailoring our focus on M & M using ethnicity button on

KAMAR• Estimated credits inputted into KAMAR• 80% pass rate goal for Level 1 Teachers

Form Teachers• Academic Coaching• Relationship building

Gifted & Talented• Gold Group to raise the number of scholarships• Raise the number of excellences

Term 1

Term 2

Ongoing

Ongoing

STAFFHOD

GIL

GILL/COO

KAMAR/STAFF

Cost for ph callsAdmin Support to make follow-up callsVenue / SMS dataCatering / Admin

KAMAR

NCEA LEVEL 1 Pass rate

Key action on “What’s On”Implemented by Form Teachers


Report on Annual Targets 2016: ANALYSIS OF VARIANCE NB: The results used for this report use preliminary Roll Based statistics made available in February from NZQA. Roll based statistics are based on all of the students as of July 1st roll return. Final statistics for the year typically show an increase over the preliminary statistics.

1.1 - Student Learning - Academic Excellence 2016 Results:Level 1 Target Level 2 Target Level 3 Target U.E. Target78.7% 80% 78.3% 80% 82.6% 75% 59.6% 60%

TargetLevel 1 Literacy 90% 95% 2015: 94.5%

Level 1 Numeracy 88.1% 90% 2015: 90.9%

Scholarship 2016 - 21 Scholarships including 1 Outstanding

2015 - 28 Scholarships including 7 Outstanding

2016: Roll Based Comparisons: Level 1 Level 2 Level 3 U.E.

Tauranga Boys’ College 78.7% 78.3% 82.6% 59.6%

NZ Average 74.2% 78.9% 65.1% 48.7%

NZ Boys 70.9% 75.7% 59.9% 42.2%

NZ Boys in Co-Education 69.1% 73.1% 54.9% 38.5%

NZ Boys in Boys’ Schools 77.4% 81.8% 69.2% 53.3%

NZ Boys - Decile 6 76.9% 82.4% 66.4% 49.1%

TBC Māori 68.1% 68.9% 72.9% 43.8%

All Māori Boys 69.0% 75.6% 62.2% 37.2%

NCEA Excellence Endorsements

Level 1 2015 Level 2 2015 Level 3 2015

17.5% 6.5% 6.2% 5.1% 6.5% 5.6%


Comments:

NCEA Level 1 - Our student performance at Level 1 continues to be very positive. When compared against national indicators, our achievement at Level 1 is better than national comparisons for boys in both co-ed and boys’ schools.

Level 1 Literacy & Numeracy - .Level 1 Literacy qualification continues to be demonstrate high achievement rates both within the school and nationally.

NCEA Level 2 - 2016 TBC student performance at Level 2 is above all boys nationally, and on a par with decile 4-7 boys.

NCEA Level 3 - As a cohort, 2015’s Year 12s achieved an historic Level 2 achievement rate. This has been replicated in 2016 with a best-ever result for TBC at Level 3.

University Entrance - National comparisons of percentage of Year 13 students gaining UE are again very positive, with our students maintaining a lead across nearly all national comparisons. To gain UE a student is required to gain L3 NCEA, plus at least 14 credits in each of 3 approved subjects, plus UE literacy, plus L1 numeracy. TBC continues to outperform boys in all comparative measures of UE.

Scholarship - The College can be proud of the 20 ‘Scholarship’ and 1 ‘Outstanding’ grades achieved in the national scholarship examinations in 2016. 16 students gained awards, across 8

subjects. Four Scholarships were gained by Year 12 students, and 17 by Year 13 students. It is worth noting that the number of scholarships awarded in the Bay of Plenty region was significantly lower than in previous years.

Excellence Endorsements - Endorsements are a measurement of academic prowess. For a student to have their full certificate endorsed, they must achieve 50 credits or more at the level or above. e.g. 30 credits at Merit and 20 credits at Excellence, would generate a Merit endorsement. Level 1 and level 3 Excellence total endorsements in 2016 are the best TBC has had to date. Especially pleasing is the increase in endorsements at L1 to 17.5%


82.6% 65.1% 59.9% 40.2%


TARGET 1.2 - STUDENT LEARNING - Academic Achievement of Maori StudentsTARGET: To raise the level of achievement of Maori boys in NCEA Baseline Data Outcomes Actions Timeframe Personnel

ResponsibleResources How Progress is

MeasuredTo Whom

Reported / When

Level 1 Pass rates:2016 - 68.1%2015 - 65.1%2014 - 65.5%2013 - 58.5%2012 - 53.8%2011 – 61%

Level 1 Literacy2016 - 85%2015 - 91.3%2014 -81.8%2013 - 87.5%2012 - 86.9%Level 1 Numeracy2016 - 80.5%2015 - 81.9%2014 - 77.3%2013 - 69.8%2012 - 71.7%

Level 2 Pass Rates2016 - 68.9%2015 - 75.8%2014 - 59.5%2013 - 57.6%2012 - 58.9%2011 - 57.7%

Level 3 Pass Rates2016 - 72.9%2015 - 44.3%2014 - 61.7%2013 - 49%2012 - 57.1%2011 -48.5%

UE 2016 - 43.8%2015 - 37.7%2014 - 25.5%2013 - 31.4%2012 - 46.4%2011 - 48%

Level 1 & 3 better than national comparison, U.E better than Maori Boys nationally.*these are Roll-Based statistics.They give us a picture of the whole cohort at each level.



Level 1 Numeracy achievement (roll based) at or above 90%)



UE at or above 60%(Roll Based)

Articulate goals targeting achievement and success are made a priority with:

• EXEC/SLT• Academic Tutors• HOD’s – Department reports reflect this focus• Staff• Parents/community

School- wide Level:Academic Coaching Model

• Interviewing, careers (industry) focus for Yr 11 & Yr 12 students.

• Parent Evening, Yrs 11 &12.• Input of data into KAMAR.• Estimated Credits Database, 2 week mandatory

reporting of student results from the time the assessment is completed.

• Data collection and dissemination to relevant groups.Achievement, Retention and Transition (ART) Project

• partnership with MOE• Identify, track and inform a group of Maori students

using a range of interventions where appropriate.Trades Academy

• 14 students in a partnership with TBC & WBOPP• Integrated learning programme for literacy and

numeracy.

Establish a RPM Study Centre for targeted Maori students. Study Leave not to be granted for at-risk students. Tutors available to support students.Department Level:Department Reporting and Interviewing

• 3 times a year, including goal setting• Dept target setting in mid – year interview, published

goals• Departmental tutorials

Academic Tutors:• Identification & Assemblies with Maori Boys • Letter home to those boys who are on track to achieving

L1 - positive reinforcement• Collate list of ID boys who are at risk of not achieving

L1/L2- Estimated Credits Database- Teacher Referral

• At risk boys fall into the following categories:(i) borderline risk - receive a letter/phone call home and interview

with tutor/dean(ii)Medium risk - phone call home, interview with tutor/significant

staff member/family(iii)High risk - home visit • Term 2/3 Updated Credits to Date information given to

students and parents through reports. Last one in Form time beginning of Term 4.

On going

Ongoing

OngoingTerm 2

Ongoing

Term 2

End of term 2

End of Term 2

End of Term 2

Term 1

Term 2

Term 1/2

BOTPrincipalEXECHOD

EXEC/SLT/HOD

EXECSLT

HOD’s

DIS

Tutors

DIS

STU/DIS

STU/DIS/HLL

Time

Time

TimeGILSMS

Venue / timeGILSMSAdministration support

Home visits resource personnel

SMS / time

SMS/timePD



Message given to staff at key forumsDepartment reportsBoys ID Evidence of new course

Assemblies deliveredLetter written and deliveredID boys

List collated by Tutor and intervention actioned

Delivered at staff briefingDelivered at staff briefingPrinted by GIL pigeon-hole by DIS to HOD

BOTEXEC

EXEC

HLL/MAN

DIS

DIS


Advancing Maori Achievement 1.2 continued …


Resources How Progress is Measured To Whom Reported /

When

Subject Teacher* Tailoring our focus on Maori using ethnicity button on KAMAR* Estimated credits inputted into KAMAR

Form Teachers• Form teacher to contact home about important upcoming events – report

evenings/parent huiSchool

• Targeted Maori Parents Evening for Parents and Caregivers of Year 9 boys

• Letter home to parents sharing the schools concern about Maori achievement/attendance. Letter has survey capability.

Teacher Professional Learning –Kia Eke Panuku• PL for academic coaching for all staff• Tataiako – Cultural Competency.• Guest speaker to staff focusing on tangata whenuatanga and

whanaungatanga and to draw links to classroom practice and teacher influence / making a difference

• Establish a RPM Study Centre for targeted Maori students. • Study Leave not to be granted for at-risk students. • Tutors available to support students.

Maori Achievement Mentor •Tama Tu, Tama Ora. Identify high achieving Maori students in the Years 9, 10

and 11 •Accelerate Programme, Mainstream and Aronui programmes. Provide

opportunities to accelerate these students through to high standards of achievement academically, culturally and in co-curricular•Support Deans/Student Management / with the engagement of Maori students

as required.•Mentor identified Y13 Maori students, ensuring they are knowledgeable of

NCEA, their final College year aspirations (academic, sporting, cultural, leadership)_ and future pathways.•Produce Maori Achieving as Maori Newsletter each term.•Guest speakers and tertiary organisations to present to Years 12/13 boys

about career planning and future options.•SLT/Staff update of progress to date

Research and DevelopmentExplore other initiatives that advance Maori achievement and Educational success.Subject TeacherTailoring our focus on Maori using ethnicity button on KAMAR - Estimated Credits inputted into KAMAR

Ongoing

OngoingTerm 1

Term 1

Term 1

Term 2

OngoingTerm 1

Term 2

Term 2/3

Term 3/4

DIS

DIS

DUR/DIS

DISMAN

EXEC/SLTEXEC/DIS

MANEXEC/SLT

EXEC

MAN / DIS

Cost for ph callsAdmin Support to make follow-up callsVenue / SMS dataCatering / Admin

KEP SupportCost for guest speakersKoha- Kaumatua

SupportVenueTRDCatering

Admin

Catering/Venue/Teaching Staff

Time resourcesMMACateringAccess to operating resource to fund initiativesSMS

Key action on “What’s On”Implemented by Form TeachersImplemented by Form TeachersEvent attended and delivered by parents and form teachersEvent delivered

Letter sent

PD provided as needed

Guest speaker presents to staffPL and development of ETP

Study Centre actionedBoys attending

DUR appointedReporting to MAN/DIS on tasks completed and progress made

Time and feedback/review allocated

EXEC

BOTEXEC

BOTEXECSLT

DIS/MAN

EXEC


Maori Achievement Continued: ...Specific Initiatives to be guided by the College’s involvement in the Ministry Initiative - Kia Eke Panuku




NCEA data Developing data capability and capacity

2015 and 2016Professional Learning ProgrammeRongohia te Hau ObservationsEngagement SurveyStudent VoiceAREA Data

Some knowledge and understanding of Ka Hikitia - Accelerating Success Document

Achieving NCEA targets

To develop data literacy capacity at TBC: - Collating- Interpreting and

understanding- Analyzing - Setting targets and

interventions- Review

To lead, support and develop Culturally Responsive and Relational Pedagogy

To develop an understanding and knowledge of key Ministry documents in advancing Maori educational success and links to school goals/targets

EContinue to develop Data Literacy Capability with support from Achievement, Retention and Transition (ART) Project - Partnership with MOE

- Identify, track and support at risk group of Maori students at L1 - L3- Interventions put in place to support achievement- T3 Achievement Support- Study leave to complete NCEA Courses and relevant new learning

opportunities- Explore and provide opportunities to meet NCEA targets, e.g. JV with

other providers, through Academy- Development of Level 2 and Level 3 courses to meet the needs and

aspirations of boys

Trades Academy - boys enrolled in partnership course with WBOPP.Integrated learning programme for literacy and numeracy.

Academic Coaching Model - refined use of data to inform students and families of progress and 'at risk' of not achieving.

Coaching Team with SCLT will lead and support Culturally Responsive (CP) and Relational Pedagogy (RP) through lesson observations and Shadow Coaching, linking to School-wide Goal - Effective Teaching, School PL, Teaching Inquiry and Appraisal.'

Upskill Coaching Team- Teacher observations- Shadow Coaching- OTL Conversations

KEP Support and expertise to deliver a PL Session with identified TBC staff on Ka Hikitia.

Align key strategies and actions to Advance Maori Achievement at TBC to Ka Hikitia - vision, guiding principles and focus areas.

Mau Rakau Ceremony - see Maori Achievement Mentor Plan

Following the 'Footsteps of the Maori Battalion 2018 Tour' - planning

Ongoing

2016

2016

2016

EXEC/SLT/HOD's/Tutors

DIS

DIS/MAN/GLB

DIS / DUR

School/MOE/TimeGIL

TRD's costs for attendance at Wananga and Conference

Non-Contact for coaches (teacher observations and shadow coaching)

Teacher release costs for attendance at Wananga and Conference

Boys identified and collated.

Increased data literacy skills, expertise and capacity at TBC

Interventions in place and followed through

Course delivered

Delivered

PL deliveredStaff Survey and reviewTeacher observations and shadow coaching in place. Shifts in teaching practice observed.Student feedback /voice / surveys and improvements in achievement

Greater knowledge and understanding of Ka Hikitia documents

MANDIS

GLB/GIL/DIS

BOTEXECSLTHOD

BOTEXECSLTHOD


REPORT:

1.2 - Student Learning - Academic Achievement of Maori Students


NCEA Results

Māori achievement continues to improve and in 2016 some of our best ever results were achieved in Level 1 (68.1%), Level 3 (72.9%) and University Entrance (43.8%). This is evident in national comparisons, where TBC Level 1, 3 and UE Māori students outperform NZ Māori and Māori boys in decile 4-7 schools. At all levels, TBC Māori Boys did better that Māori boys in the Bay of Plenty region. Disappointingly, Level 2 (68.9%) results were a little lower that expected.

The T3 Achieve options were hugely successful and supported many students to NCEA success. The development of a more relevant and responsive curriculum in the Senior School has continued - L3 Building & Construction, L2 Social Studies Practical and L2 Mathematics Applied are three examples.

The Academic Coaching and revised Parent/Teacher Interviews continue to be successful and informative evening for parents and whanau. The Year 9 Aronui Whakawhanaungatanga Evening, and Year 9 Māori Parents Evening were highly successful. Staff contributed well to the multi-layered process of contacting home. Numbers were significantly higher than previous years and demonstrates the value and support of this evening by Whanau and staff. In particular, the strategy to celebrate and welcome Aronui whanau into te whanau o Aronui was a spectacular success. There were 30 parents attending for dinner, the Rākau

presentation and performance by the boys.

The College continues to work in partnership with Kia Eke Panuku. This focus is on developing Cultural ly R e s p o n s i v e n e s s a n d R e l a t i o n a l Pedagogy through Shadow Coaching. A SCLT (Pedagogy Group) has been established to lead and deliver the professional learning. The Pedagogy Group is focused on Shadow Coaching, which involves lesson observations, feedback, feedforward and deliberate, focussed Shadow Coaching. This i n i t i a t i v e w a s r o l l e d o u t a c r o s s departments and a team approach was adopted to support the mahi of the coaching teams (2 teams of 4 staff). In general, the staff have responded well to the challenge and are open to lesson observations, feedback and feedforward. Members of the Pedagogy Group have attended hui whakarewa with facilitators. The TBC Appraisal document is better aligned to reflect the Tauranga Boys’ College Effective Teaching Profile, CR and RP, Observational Tool and Shadow Coaching. The leadership of the P e d a g o g y / C o a c h i n g G r o u p w a s outstanding, and a shining example of staff supporting and learning beside staff.

The STAR PATH aspect of Kia Eke Panuku has been disappointing with little support and leadership provided in the area. TBC has continued to develop internal capacity and data literacy capability. Assistant Principal Bruce Gillard has been instrumental in the development of an effective TBC data

tracking system. It has allowed TBC to identify and track at risk students for early intervention. This is often delivered at a form teacher level (credits to date), tutor level/Dean, Māori Counsellor, or Senior Leadership Level. This has made a significant difference in responding to student needs which is reflected in our NCEA achievement.

The RPM Tutoring was made available to all students in Terms 2 and 3. Further options catering to Māori students reflecting CR and RP were delivered by Aronui staff. This proved to be successful with strong numbers attending. Sen io r boys apprec ia ted the opportunity to support other students.

Māori Achievement Mentor - Pere Durie continues to add value to the College and Māori. The Māori@TBC newsletter highlights Māori achievement and success. The Mau Rakau Ceremony is a school highlight and a strong lever in reinforcing culture, identity and te reo rangatira. The Māori Awards Evening - Tu Rangatira was delivered late in term 4. The evening acknowledged outstanding achievement and success at all levels. The Year 13 graduates, were presented with carved Koikoi from Whanau to celebrate excellence and achievement. This year the number of award winners doubled to 140 plus boys - an outstanding result reflecting Māori success at Tauranga Boys’ College.

TARGET 1.3 - STUDENT LEARNING - Academic Achievement of Pasifika Students TARGET: To raise the level of achievement of Pasifika boys in NCEA in 2016



To whom Reported /

When

Level 1 Pass rates:2016 - 36.4%2015 - 76.5%2014 - 42.9%2013 - 57.1%2012 - 50%2011 - 83.3%

Level 1 Literacy2016 - 90.9%2015 - 91.3%2014 - 81.8%2013 - 87.5%2012 - 86.9%Level 1 Numeracy2016 - 63.6%2015 - 80.2%2014 - 77.3%2013 - 69.8%2012 - 71.7%

Level 2 Pass Rates2016 - 68.4%2015 - 41.7%2014 - 60.0%2013 - 57.1%2012 - 75%2011 - 77.8%

Level 3 Pass Rates2016 - 81.8%2015 - 42.9%2014 - 66.7%2013 - 50%2012 - 57.1%2011 - 0%

UE 2016 - 45.5%2015 - 28.6%2014 - 50.0%2013 - 62.5%2012 - 57.1%2011 - 50%


Level 1 NCEA achievement at or above 70%(Roll Based)

Level 1 Literacy achievement (roll based) at or above 95%(Roll Based)Level 1 Numeracy achievement (roll based) at or above 90%(Roll Based)

Level 2 NCEAachievement at or above 70%(Roll Based)



Support Pasifika Tutor:- Appoint a Tutor- Align to the Academic Tutor Group in the College so they can

get a perspective of the wider school.- Establish community links- Involve the BOT

School Systems- Improve communication to parents and Pasifika Community

(fono) or newsletter each term outlining success- Follow up attendance issues.

Pasifika Tutor- Meetings with Pasifika boys stressing the need to be better

than before- Term 2/ 3 Academic Coaching using Education Plans with

Years 11 and 12 Pasifika boys

Subject Teacher- Tailoring our focus on Pasifika using ethnicity button on

KAMAR- Staff meeting /briefing focus on “how well do I know my boys”

- reflection line- Share document that identifies Pasifika boys in department/

subject area, raising awareness and what does this mean for department

Form Teachers- Form teacher to contact home about important upcoming

events - report evenings / Pasifika parent hui

Prepare a Pasifika Education Plan to outline strategy to advance achievement of Pasifika students

All Year

Term 3

WNR Pasifika TutorATK - staff member with Pasifika experience at TBCMrs TualaZANAcademic tutors

WNR Pasifika Tutor

Text Messaging cost

Professional Development completed

Numbers in the school that engage with the Group.Parent Feedback

Academic Achievement in NCEA

FINMAN

TIS

MANBOT


REPORT:1.3 - Student Learning - Academic Achievement of Pasifika Students2016 Results:

Level 1 Target Level 2 Target Level 3 Target U.E. Target

36.4% 80% 68.4% 80% 81.8% 75% 45.5% 60%

Comment: Small cohort size can result in dramatic annual fluctuations.

(Number in Cohort)Tauranga Boys’ College Level 1 Level 2 Level 3 U.E.2016 36.4% (4) 68.4% (18) 81.8% (9) 45.5% (5)2015 76.5% (13) 41.7% (5) 42.8% (6) 28.6% (4)2014 42.9% (14) 60.0% (15) 66.7% (6) 50.0% (6)2013 57.1% (14) 57.1% (7) 50.0% (8) 62.5% (8)2012 52.9% (6) 58.9% (8) 57.1% (7) 46.4% (7)

Raising the level of achievement of our Pasifika boys is an area that needs continual focus. The appointment of a Pasifika Tutor, and the Community of Learning Programme of professional learning based on growing Cultural Responsive and Relational Pedagogy should help achievement amongst this cohort. Pasifika Rise (established in 2016), and Pasifika Performing Arts (2017) are new initiatives aimed at advancing self-identity among pour Pasifika Boys.


TARGET 1.4 - STUDENT LEARNING - Priority Learners / Special Needs TARGET: To raise the level of achievement of Priority Learners




TransitionTo transition successfully all new Year 9 students who are operating at Level 1 or 2 on the NZ Curriculum into the college

InclusivenessTo involve all Special Needs students (Level 1 and 2 of NZC) in the wider life of the College Community, to develop a sense of belonging to the school.

Programme PlanningAll ORRS funded students have at least 1 IEP and meetings each year

Non ORRS funded Special Needs Students have academic coaching plan in place

AchievementAll Senior Special Needs students work towards achieving Supported Living Certificate or L1 NCEA over 2/3 year period

- To gather detailed information from Contributing Schools on the individual student

- Interview :- - current teacher - parents - student - Outside Agencies- Set up visits to Tauranga Boys’ College prior to school starting- Identify the learning programme and relevant T/A support needed- Involve students in the Lunchtime Club- Parent/Teacher Meetings in first six weeks of Term 1- Involve students in Year 9 Camp

Where appropriate (identified by student/parent and key staff), encourage the student to take part in all aspects of the wider aspects of school life:

- attend all school assemblies- Being involved in House competitions (Sports Day, Work Day, Foodbank)- Going on camp with other classes- Attend Option Classes with Teacher Aide support- Join a college team- Acknowledgement of achievements in assembly- Newsletters- School Magazine- Being a member of a Vertical Form Class- All ORRS funded students connected up with a Prefect

- Special Needs staff run and implement IEP for all ORRS funded students

- Special Needs Staff and Form Teachers complete Academic Coaching plans for Non ORRS funded students

- Appropriate programs for Special Needs students are available- Teacher Aides are available to support learning- Special Needs Senior Students attend and participate in mainstream option

classes - supported

Term 4 of previous year

Term 1

All Year

Term 1Term 2Term 1Term 1/Term 2

STUGuidanceTutorsSTR

School Management STR/FAH

MANPasifika Tutor

Pasifika Tutor

Time for visits and interviews

Teacher Aide Support

Teacher Aide Hours

MMA/ Time

Student feedback on first 6 weeks of Term

Parent Feedback form

Review of individual programmes

Tutor appointedPlan developedEvent heldGroup performs

MAN / STU

BOT /Principal



REPORT:1.4 - Student Learning - Priority Learners /Special Needs

Transition: Feedback from contributing schools and parents have highlighted the strength of the College’s transition Programme. This can be attributed to the following actions:

- Special Needs staff meeting with the student, his parents and his Year 8 teacher.

- Student Management Team meet with family and support agencies

- Pre-School visits

- Transitional Group established - 5 pre-visits to the College to orientate the boys and to meet the key people.

- Key Case Worker established for family and student.

- Lunchtime Club established.

- Placed in Form Class with School Prefect who will mentor the young man for the year.

Inclusiveness: Most Special Needs students are involved in:

- A Vertical Form Class with mainstream students from Years 9 to 13

- House, Administration and Principal’s Assemblies

- House Competitions (Work Day, FoodBank, Athletics and Swimming Sports)

- Some Option Classes - supported by Teacher Aides

- Attend Year 9 Camp at Bowentown

- Represent the College at local sports events

- Work closely with a Year 13 Prefect.

- Run the annual Foodbank Appeal for the entire College.

Programme Planning:

- All ORRS funded students have Individual Education Plans established and reviewed each term with key Tauranga Boys’ College staff, family and outside agency support people. these are recorded and filed.

- Non ORRS funded Special Needs students have an Academic Plan established and reviewed each term.

Achievement:

- Many programs for Special Needs students in the Senior School are Life Skilled based both at school and in the community.

- Some students are working towards achieving NCEA Level 1 over a two to three year period.

- Transitional Programmes are developed with families, the young men and outside agencies.

TARGET 1.5 - STUDENT LEARNING - Academic Excellence TARGET: To raise the level of Merit & Excellence Endorsement Achievement in 2016

REPORT: 1.5 - Student Learning - Academic Excellence 2016 Results: Excellence EndorsementLevel 1 Decile 4 - 7 Boys Level 2 Decile 4 - 7 Boys Level 3 Decile 4 - 7 Boys17.5% 14.1% 6.2% 11.0% 6.5% 13.4%

2016 Results: Merit EndorsementLevel 1 Decile 4 - 7 Boys Level 2 Decile 4 - 7 Boys Level 3 Decile 4 - 7 Boys33.5% 33.5% 36.1% 31.4% 43.5% 37.0%

Excellence Endorsements - We continue to gain significantly more Merit Endorsements than boys in Decile 4-7 schools at all levels, but remain behind in Excellence endorsements, nationally, at Levels 2 and 3. This is pleasing but will remain a continued area of focus to encourage our boys to strive to achieve Excellence. A move towards reducing assessment (the number of credits per course) should also see an improvement in endorsements.

Scholarship - The College can be proud of the 20 ‘Scholarship’ and 1 ‘Outstanding’ grades achieved in the national scholarship examinations in 2016. 16 students gained awards, across 8 subjects. Four Scholarships were gained by Year 12 students, and 17 by Year 13 students.



To whom Reported /When

% of Excellence2016 - 2015 - 2014 - 5.8%2013 - L1 = 6.72014 - 6.0%2013 - L2 = 4.52014 - 4.3%2013 - L3 = 5

Scholarship2016 = 212015 = 282014 = 322013 = 422012 = 372011 =- 432010 = 572009 = 192008 = 31

Increase the percentage of students achieving Excellence endorsement in all NCEA Levels better than the national average for Decile 4-7 boys


HOD Curriculum Meetings targetting interventions

Academic Tutor to interview all Year 13 Accelerate Students

Engage Dr Ian Hunter

September Scholarship mock exams

Gold Group - Academic elite and competition

University and Scholarship Specialist Classes

Term 1

Term 1

All Year

All Year

All Year

HLL

COO

HLL

COO

Staff

HOC CommitteeSLTAccelerate Tutor

ICT / CowsFinancial

Mentors

Timetabled classes

Outcomes 2014 ExcellenceOutcomes Student Feedback

Scholarship Success in 2014Number of Scholarships

HLLTerm 3

COO Term 3

HLL 2015

2015BOT/Community


TARGET 1.6 - STUDENT LEARNING - Attendance / Engagement TARGET: To improve attendance rates and engagement of all students




Attendance rates historically2016 - 87.7%2015 - 86.6%2014 - 88.7%2013 - 89.4%2012 - 85%2011 - 84.8%Improvement of 2.9% over five years.Truancy Rates2016 - 6.6%2015 - 4.9%2014 - 6.1%2013 - 4.5%2012 - 5.2%2011 - 7.1%Improvement of .5% over five yearsMaori Attendance Rates historically:2016 - 82.6%2015 - 81.5%2014 - 83.7%2013 - 85.7%2012 - 79.8%2011 - 77.9%An improvement of 4.7% over five yearsMaori Truancy Rates2016 - 10.8%2015 - 8%2014 - 7.9%2013 - 6.7%2012 - 8.1%2011 - 11.3%Improvement of .5% over five yearsPasifika Attendance2016 - 85.4%2015 - 85.6%2014 - 86.4%2013 - 87.2%2012 - 84.9%Pasifika Truancy2016 - 9.1%2015 - 6.7%2014 - 8.2%2013 - 5.7% 2012 - 6.9%

Attendance Target:School-wide Attendance Target for 2014 at or above 91%

Truancy Target:School-wide unexplained target for 2017 is less than 4% or better

Attendance Target for Maori in 2017 is at or above 87%

Truancy Target for Maori Students in 2017 is less than 4%

Attendance Target for Pasifika Students in 2017 90%

Truancy Target for Pasifika students in 2017 less than 4%

Increase Awareness:• Newsletters - Parent Portal• Assemblies - Expectations• Attendance Portal - KAMAR• Staff Meetings - % Rates per month

School Systems:Academic Coaching with Senior Students so they see the direct importance of being at school:

• HOW - Follow up weekly on staff• Nikki - Mark roll for relievers• All Staff - Trips away entered• Form Teachers - follow up on absences

Absentee Follow Up:•Text messaging / Parent meetings•Letters home / Home visits•TAG follow up - Inter Agency Group•Police - home visits•CYFs referral•Rock On - Police, CYF's, MoE•Truancy Officer - Home visits

•Deputy Form Teacher an addition to Form Classes•BAK (Kai Awhina) engaging Maori families via home

visits•DUR Maori Mentor - academic mentoring•Maori Parent /Teacher/Student Evening•Year 9 Maori Parents Evening

•Two Pasifika Mentors linking with Pasifika students and families•Local Pasifika Leader linked with the College•Pasifika Rise Programme (Monday mornings) -

importance of education

Weekly

Term by Term

Annually

Analysis of Attendance Data

STU - school rollHOW - staff markingForm Teachers - follow upsSubject Teacher - MarkingJoy - Attendance Officer - text messaging coordinatorTruancy Officer - Home visitsCAR - website, Parent PortalDUR - Maori MentoringBAK - Kai Awhina

Text Messaging cost

Term by Term data review - STU

Weekly analysis by:

• Joy - non attendees• HOW - staff marking• STU - roll

numbers

MAN / BOT

MOERoll Returns(Quarterly)Audit (Annual)


REPORT: 1.6 - Student Learning - Attendance/Engagement


Attendance Observations for the whole school in 2016 and over the last five years:

1. Attendance

In 2016 we have seen an increase in whole school attendance over the last five years of 2.9%

2. Truancy

IN 2016 we have seen an increase of unexplained absence by 2.3%. Over the last five years we have seen a small improvement of 0.5%. This is a key focus in 2017.

3. Maori Attendance

In 2016 we have seen an increase of Maori boys attendance of 1.1% over the year which is trending upward. Over the last five years Maori attendance has improved over 4.7%.them.

4. Maori Truancy

In 2016 truancy amongst Maori students has increased by 2.8% which is concerning. Over the last five years we have seen a slight improvement of 0.5%. This is a key focus in 2017.

5. Pasifika Attendance

Attendance rates for Pasifika students has been maintained around the 85% mark for the last five years, our target of 90% still is the goal.

6. Pasifika Truancy

Unexplained absences still remain an area of focus with our Pasifika students. We have seen an increase of truancy of 3.6% over the last year.

7. European / Pakeha Attendance and Truancy Rates

European /Pakeha attendance rates are consistently reaching our target of 91%. Truancy rates are also low at 4.8%.

Asian Attendance and Truancy Rates;

Asian attendance rates are consistently high (92%) and truancy rates are low.

Annual Targets 2017


1.1 Student Learning - Academic Achievement of All Boys 1.2 Student Learning - Academic Achievement of Maori Boys

1.3 Student Learning - Academic Achievement of Pasifika Boys

1.4 Student Learning - Academic Achievement of Priority Learners

1.5 Student Learning - Academic Excellence

1.6 Student Learning - Attendance / Engagement

2017 TARGET 1.1 - STUDENT LEARNING - Academic Achievement of all Boys TARGET: To raise the level of achievement for boys in NCEA

Baseline Data 2017 TARGETS

Actions Timeframe Personnel Responsible



Level 1 Pass rates:2016 - 78.7%2015 - 80.2%2014 - 77.8%2013 - 73.9%2012 - 74.4%2011 – 72.7

Level 1 Literacy2016 - 90.0%2015 - 94.5%2014 - 91.2%2013 - 92%Level 1 Numeracy2016 - 88.1%2015 - 90.9%2014 - 90.2%2013 - 82%

Level 2 Pass Rates2016 - 78.3%2015 - 80.8%2014 - 74.8%2013 - 73.2%2012 - 77.3%2011 - 75.4

Level 3 Pass Rates2016 - 79.6%2015 - 65.5%2014 - 69.5%2013 - 65.1%2012 - 63.1%2011 - 60.5

U.E Pass Rates:2016 - 59.6%2015 - 51.6%2014 - 51.7%2013 - 59.2%2012 - 58.9%2011 - 57%



Level 1 Literacy achievement at or above 95%

Level 1 Numeracy achievement at or above 90%



UE at or above 60%

Create and promote an environment for students where learning is explored, tailored, measured and reported upon.Goals - Articulate goals targeting achievement and success are made a priority with:

• EXEC/SLT• Academic Tutors• HOD’s – Department reports reflect this focus• Staff / Parents/community

SCHOOL-WIDE LEVEL:Academic Coaching Model

• Interviewing, careers (industry) focus for Yr 11 & Yr 12 students.• Parent Evening, Yrs 11 &12.• Input of data into KAMAR.• Estimated Credits Database, 2 week mandatory reporting of student results from the

time the assessment is completed.• Data collection and dissemination to relevant groups.• Vocational Pathways (VPs). Grow knowledge of Vocational Pathways Form

Teachers & Year 12 boys. Incorporate in A.C. interviews with Year 12 Parents. Map subjects on Vocational Pathways - include in Option Selection Booklet. Track Achievement against VPs and update Students.

Achievement, Retention and Transition (ART) Project• Partnership with MOE• Identify, track and inform a group of students using a range of interventions where

appropriate.Trades Academy

• 14 students in a partnership with TBC & Toi Ohomai• Integrated learning programme for literacy and numeracy.

Establish a RPM Study Centre Study Leave not to be granted for at-risk students. Tutors available to support students.Department Level:Department Reporting and Interviewing

• 3 times a year, including goal setting• Dept target setting in mid – year interview, published goals• Departmental tutorials

Academic Tutors:• Identification & Assemblies• Collate list of ID boys who are at risk of not achieving L1/L2


• At risk boys fall into the following categories:(i) borderline risk - receive a letter/phone call home and interview with tutor/dean(ii)Medium risk - phone call home, interview with tutor/significant staff member/family(iii)High risk - home visit • Term 2/3 Updated Credits to Date information given to students and parents through

reports. Last one in Form time beginning of Term 4.Subject Teacher- Tailoring our focus on Priority Learners using ethnicity button on KAMAR- Estimated Credits inputted into KAMAR: - Green ticking all A.S. US EntriesForm Teacher- Academic Coaching Relationship building- Gifted and Talented- Gold Group to raise the number of Scholarships. Raise the number of Excellences.

Ongoing

Ongoing

Term 1Term 2,3

Term 2, 3 & 4.

Terms 1, 3 & 4Term 3Term 1

Term 2

End of Term 2

End of Term 2

Ongoing

Ongoing

BOTPrincipalEXECHOD

EXEC/SLT/HOD

EXECDeputy Form Teacher

GILGIL/SMI/ELM

Form TeachersMEYHODs

GIL/GLB/MCF/ELM

GLB/HOD/LAW

StaffHOD

Time

Time

KAMAR

KAMAR



Survey -StaffStudentsParentsHODA.T’s Report

Reports and interviews conducted

BOTEXEC

EXEC

EXECTerm 4

OngoingTIS/GLB

EXEC

GIL/GLB Terms 1, 3 and 4.

MAN / BOTEXEC


2017 TARGET 1.2 - STUDENT LEARNING - Academic Achievement of Maori Boys TARGET: Ka Hikitia Vision - Māori Enjoying Educational Success As Māori

Baseline Data 2017 TARGETS Actions Timeframe Personnel Responsible



Level 1 Pass rates:2016 - 68.1%2015 - 65.1%2014 - 65.5%2013 - 58.5%2012 - 53.8%2011 – 61%

Level 1 Literacy2016 - 85%2015 - 91.3%2014 -81.8%2013 - 87.5%2012 - 86.9%Level 1 Numeracy2016 - 80.5%2015 - 81.9%2014 - 77.3%2013 - 69.8%2012 - 71.7%

Level 2 Pass Rates2016 - 68.9%2015 - 75.8%2014 - 59.5%2013 - 57.6%2012 - 58.9%2011 - 57.7%

Level 3 Pass Rates2016 - 72.9%2015 - 44.3%2014 - 61.7%2013 - 49%2012 - 57.1%2011 -48.5%

UE 2016-43.8%2015 - 37.7%2014 - 26%2013 - 31%2012 - 46.4%

Level 2 & UE better than national comparison, U.E better than Maori Boys nationally.




Level 1 Numeracy achievement (roll based) at or above 90%)




Culturally Responsive and Relational Pedagogy: To lead, support, develop and embed culturally responsive and relational pedagogy.

• To develop leaders who are leading pedagogical transformation at Tauranga Boys’ College.

• Community of Learning (CoL) Across School Leaders (ASL) lead support and work alongside In School Teachers (IST) to develop capability.

• Linking to the school wide goal of Effective Teaching.• TBC PL focus for 2017• FB/FF• Shadow Coaching• Teaching as Inquiry• Regular feedback/feedforward at HoC, SLT, EXEC and staff hui.• Provide Professional Learning (PL) support as required e.g

attendance at wananga and conference.

School-wide Level: Academic Coaching Model

• Goal-setting and Career focussed Interview with formtecher for Yr 11 & Yr 12 students.

• Academic Coaching Evening for Yrs 11 &12.• Input of data into KAMAR.• Printouts from the Estimated Credits Database for form teachers to

signal progress to boys doing NCEA.• Two week mandatory reporting of student results from the time the

assessment is completed.• Involvement in the Achievement, Retention and Transition (ART)

Project

Academic Tutors:

• Available to support and guide Māori students• Positive Reinforcement Letter home to those boys who are on track

to achieving L1• Collate list of boys who are at risk of not achieving L1/L2


• At risk boys fall into the following categories:• Borderline risk - receive a letter/phone call home and interview

with tutor/dean• Medium risk - phone call home, interview with tutor/significant

staff member/family• High risk - home visit

Term 2/3 Updated Credits to Date information given to students and parents through reports. Last one in Form time beginning of Term 4.

Throughout 2017

Term 1

Term 1

End of Term 2

Term 2

Term 2

EXEC,JON, HUL,CRO

EXEC

STU,EXEC

TIS,GIL

TIS,Tutors

TIS,SMH

TIS,SMH

TRDs for PL days

Support from former KEP facilitators

Non-contact for coaches (teacher observations and shadow coaching as required)

Venue / Time

Administration support

SMS/time/Office staff support

Home visits resource personnel

TBC 2017 PL model implemented

School wide goal and Teaching as Inquiry developed in Appraisal process

Printed by GIL pigeon-hole by TIS

Lists collated by Tutors and intervention actioned

Instructions delivered at staff briefings

BOT/EXEC/SLT

EXEC Term 2

TIS/MAN


Advancing Maori Achievement 1.2 continued …

Baseline Data Actions Timeframe Personnel Responsible



Educationally Powerful Connections with Māori: To promote whanau connections that fulfil the guiding principles of Ka Hikitia.

• Year 9 Māori Parents Evening• Produce Māori Achieving as Māori Newsletter each term.• Mau Rākau Ceremony Year 9,11 and 13• Te Whanau o Aronui Whakawhanautanga Evening

• Performance• Ritual (presentation of rākau from Yr 10 to Yr 9s)• Kai

• Tu Rangatira Awards Evening• Following in the Footsteps of the Māori Battalion 2018 Tour - planning• Gather evidence relating to whanau attendance at report evening and

Academic Coaching evening.• Letter home to parents sharing the schools concern about Maori

achievement/attendance.

Maori Achievement Mentor

• Tama Tu, Tama Ora. Identify high achieving Maori students in the Years 9, 10 and 11 and provide opportunities to accelerate these students through to high standards of achievement academically, culturally and in co-curricular

• Support Deans/Student Management / with the engagement of Maori students as required.

• Mentor identified Y13 Maori students, ensuring they are knowledgeable of NCEA, their final College year aspirations (academic, sporting, cultural, leadership) and future pathways.

• Produce Maori Achieving as Maori Newsletter each term.• Guest speakers and tertiary organisations to present to Years 12/13 boys

about career planning and future options.• SLT/Staff update of progress to date

Literacy and Te Reo Māori

• Implement Pause, Prompt, Praise reading programme.• Initiate a strategy hui with Te Whanau o Aronui mo te Reo Ranagtira and

develop a strategy with actions.

Term 1

Term 1

Term 4

Continue from 2016

Term 2

2017

DURDUR,RIR,TISRIR,TIS

TIS,DURDUR

TIS

DUR

MAN,TIS

MLB,TIS

RIR,TIS

Cost for ph callsAdmin Support to make follow-up callsVenue / SMS dataCatering / AdminTimeKoha- KaumatuaTRDs to setup

Admin

Time resourcesMMACateringAccess to operating resource to fund initiativesSMS

Programme costs

Kai

Evening is well attendedWorthwhile newsletter is producedCeremony occursValuable experience

Data gathered

Letters sent

Reporting to MAN/TIS on tasks completed and progress made

Time and feedback/review allocated

Programme Implemented and Māori boys enrolledStrategy formed

TIS,EXEC

BOTEXEC

MAN,TIS,SLT

TIS,EXEC

TIS,EXEC


Advancing Maori Achievement 1.2 continued …Specific Initiatives to be guided by the College’s involvement in the Ministry Initiative - Kia Eke Panuku



To Whom Reported

NCEA data Developing data capability and capacity

2015 and 2016Professional Learning ProgrammeRongohia te Hau ObservationsEngagement SurveyStudent VoiceAREA Data

Some knowledge and understanding of Ka Hikitia - Accelerating Success Document

Achieving NCEA targets

To develop data literacy capacity at TBC: - Collating- Interpreting and

understanding- Analyzing - Setting targets and

interventions- Review

To lead, support and develop Culturally Responsive and Relational Pedagogy

To develop an understanding and knowledge of key Ministry documents in advancing Maori educational success and links to school goals/targets

Continue to develop Data Literacy Capability with support from Achievement, Retention and Transition (ART) Project - Partnership with MOE

- Identify, track and support at risk group of Maori students at L1 - L3- Interventions put in place to support achievement- T3 Achievement Support- Study leave to complete NCEA Courses and relevant new learning

opportunities- Explore and provide opportunities to meet NCEA targets, e.g. JV with

other providers, through Academy- Development of Level 2 and Level 3 courses to meet the needs and

aspirations of boys

Trades Academy - boys enrolled in partnership course with Toi OhomaiIntegrated learning programme for literacy and numeracy.

Academic Coaching Model - refined use of data to inform students and families of progress and 'at risk' of not achieving.

See Community of Learning Strategic Plan Coaching Team with SCLT will lead and support Culturally Responsive (CP) and Relational Pedagogy (RP) through lesson observations and Shadow Coaching, linking to School-wide Goal - Effective Teaching, School PL, Teaching Inquiry and Appraisal.'

Upskill Coaching Team- Teacher observations- Shadow Coaching- OTL Conversations

COL Support and expertise to deliver a PL Session with identified TBC staff on Ka Hikitia.

Align key strategies and actions to Advance Maori Achievement at TBC to Ka Hikitia - vision, guiding principles and focus areas.

Mau Rakau Ceremony - see Maori Achievement Mentor Plan

Following the 'Footsteps of the Maori Battalion 2018 Tour' - planning

Ongoing

2017

2017

2017

2017/2018

EXEC/SLT/HOD's/Tutors

DIS

DIS/MAN/GLB/TIS

DIS / DUR

School/MOE/TimeGIL

TRD's costs for attendance at Wananga and Conference

Non-Contact for coaches (teacher observations and shadow coaching)

Teacher release costs for attendance at Wananga and Conference

Boys identified and collated.

Increased data literacy skills, expertise and capacity at TBC

Interventions in place and followed through

Course delivered

Delivered

PL deliveredStaff Survey and reviewTeacher observations and shadow coaching in place. Shifts in teaching practice observed.Student feedback /voice / surveys and improvements in achievement

Greater knowledge and understanding of Ka Hikitia documents

MANDIS

GLB/GIL/DIS

BOTEXECSLTHOD

BOTEXECSLTHOD

BOT


2017 TARGET 1.3 - STUDENT LEARNING - Academic Achievement of Pasifika Students TARGET: To raise the level of achievement of Pasifika boys in NCEA




Level 1 Pass rates:2016 - 36.4%2015 - 76.5%2014 - 42.9%2013 - 57.1%2012 - 50%2011 - 83.3%

Level 1 Literacy2016 - 90.9%2015 - 91.3%2014 - 81.8%2013 - 87.5%2012 - 86.9%Level 1 Numeracy2016 - 63.6%2015 - 80.2%2014 - 77.3%2013 - 69.8%2012 - 71.7%

Level 2 Pass Rates2016 - 68.4%2015 - 41.7%2014 - 60.0%2013 - 57.1%2012 - 75%2011 - 77.8%

Level 3 Pass Rates2016 - 81.8%2015 - 42.9%2014 - 66.7%2013 - 50%2012 - 57.1%2011 - 0%

UE 2016 - 45.5%2015 - 28.6%2014 - 50.0%2013 - 62.5%2012 - 57.1%2011 - 50%




Level 1 Numeracy achievement (roll based) at or above 90%

Level 2 NCEAachievement at or above 80%(Roll Based)



Continue to support the Pasifika Tutor established in 2016:• Align to the Academic Tutor Group in the

College so they can get a perspective of the wider school.

• Continue to grow community links - engage PICTT (Pacific Island Community Trust Tauranga) who come in regularly and run sessions with the boys and help Pasifika boys in need.

• Continue to involve the BOT

School Systems• Improve communication to parents and

Pasifika Community (fono) or newsletter each term outlining success

• Follow up attendance issues.

Pasifika Tutor• Meetings with Pasifika boys stressing the need

to be better than before• Pasifika Parents Evening• Pasifika Celebration Weekend• Term 2/ 3 Academic Coaching using Education

Plans with Years 11 and 12 Pasifika boys• Establish a mailing list to be able to

communicate effectively to the TBC Pasifika community.

• Pasifika Rise• Pasifika Sevens Team

Subject Teacher• Tailoring our focus on Pasifika using ethnicity

button on KAMAR• Staff meeting /briefing focusing on “how well

do I know my boys?”• Implement a Pacific Studies T3 option for Yr

11-13 which will focus on Music, Performance and Pasifika research.

• investigate Pasifika boys being able to deliver speeches in Samoan or Tongan.

Form Teachers• Form teacher to contact home about important

upcoming events - report evenings / Pasifika parent hui

Prepare a Pasifika Education Plan to outline strategy to advance achievement of Pasifika students.

All Year

Term 2 and 3 - school van costs and volunteers timeTerm 3IKY

WRN

WRN ZANMrs Taula

Academic Tutors

WRN - Pasifika Tutor

Text Messaging cost

Attendance at Professional Learning Opportunities

Numbers in the school that engage with the Group.Parent Feedback

Academic Achievement in NCEA

WRNGLBMAN

SLT

EXEC


2017 TARGET 1.4 - STUDENT LEARNING - Academic Achievement of Priority Learners / Special Needs TARGET: To raise the level of achievement of Priority Learners




TransitionTo transition successfully all new Year 9 students who are operating at Level 1 or 2 on the NZ Curriculum into the college

InclusivenessTo involve all Special Needs students (Level 1 and 2 of NZC) in the wider life of the College Community, to develop a sense of belonging to the school.

Programme PlanningAll ORRS funded students have at least 2 IEPs and meetings each year

Non ORRS funded Special Needs Students have academic coaching plan in place

AchievementAll Senior Special Needs students work towards achieving Supported Living Certificate or L1 NCEA over 2/3 year period

Senior Special Needs students have access to work opportunities in the community.

ASD Students (Room 49)A modified programme is available for ASD students to cope within our school environment.

- To gather detailed information from Contributing Schools on the individual student

- Interview :- - current teacher - parents - student - Outside Agencies- Set up visits to Tauranga Boys’ College prior to school starting- Identify the learning programme and relevant T/A support needed- Involve students in the Lunchtime Club- Parent/Teacher Meetings in first six weeks of Term 1- Involve students in Year 9 CampWhere appropriate (identified by student/parent and key staff), encourage the student to take part in all aspects of the wider aspects of school life:- attend all school assemblies- Being involved in House competitions (Sports Day, Work Day,

Foodbank)- Going on camp with other classes- Attend Option Classes with Teacher Aide support- Join a college team- Acknowledgement of achievements in assembly- Newsletters- School Magazine- Being a member of a Vertical Form Class- All ORRS funded students connected up with a Prefect- Students have responsibilities at suchool - Bike Monitors / Assembly

Monitors / Workshop Helper.- Special Needs staff run and implement IEP for all ORRS funded

students- Special Needs Department / Students have responsibility for running

the Foodbank Appeal at school.- Special Needs students participate in local and regional Special

Olympic Events.

- Special Needs Staff and Form Teachers complete Academic Coaching plans for Non ORRS funded students

- Appropriate programs for Special Needs students are available- Teacher Aides are available to support learning- Special Needs Senior Students attend and participate in mainstream

option classes - supported.- Increase use of Technology with the students.

Room 49 is set up as a place of respite for students who struggle with multiple changes of teachers/rooms: get over stimulated by a lot of noise: don't cope with change: are highly anxious: Modified programmes are established for all students to help them cope. The room is a safe 'respite area' at lunchtime and interval. Families and students are fully involved in the programme development. Guidance Counsellors Mr Ebbett & MsWallaceBoyd are involved with each student.

Term 4 of previous year

Term 1

All Year

Throughout the year

STUGuidanceTutorsSTR/FAH

School Management STR/FAH

STRFAHSTU

EBB WLB

Time for visits and interviews

Teacher Aide Support

Teacher Aide Hours

TimeTeacher Aide hours

Student feedback on first 6 weeks of Term

Parent Feedback form

Review of individual programmes

Student Parent FeedbackTeacher Aide FeedbackCredits gainedWider life of the school involvementStudent Portfolios.

MAN / STU


2017 TARGET 1.5 - STUDENT LEARNING - Academic Excellence TARGET: To raise the level of Merit & Excellence Endorsement Achievement




NCEA Endorsement EXCELLENCE Level 1 2016 - 17.5% 2015 - 6.8% 2014 - 5.8% 2013 - 6.7 % Level 2 2016 - 6.2% 2015 - 5.1% 2014 - 6.0% 2013 - 4.5 % Level 3 2016 - 6.5% 2015 - 5.6% 2014 - 4.3% 2013 - 5.1 % EXCELLENCE & MERIT Level 1 2016 - 2015 - 46.7% Level 2 2016 - 2015 - 46.3% Level 3 2016 - 2015 - 36.8% SCHOLARSHIPS 2016 - 21 2015 - 28 2014 - 32 2013 - 42

Increase the percentage of students achieving Excellence endorsement in all NCEA Levels at or better than the national average for Decile 4-7 boys

Combined Excellence & Merit Endorsements at or above 50% for each level.


HOD Curriculum Meetings targetting interventions

Academic Tutor to interview all Year 13 Accelerate Students

September Scholarship mock exams

Gold Group - Academic elite and competition

University and Scholarship Specialist Classes

Term 1

Term 1

All Year

All Year

All Year

GLB

COO

GIL/GLB

JON / COO

Staff

HOC CommitteeSLTAccelerate Tutor

ICT / CowsFinancial

Mentors

Timetabled classes

Outcomes 2017 ExcellenceOutcomes Student Feedback

Scholarship Success in 2017Number of Scholarships

MANTerm 3

COO Term 3

GLB

BOT/Community


TARGET 1.6 - STUDENT LEARNING - Attendance / Engagement TARGET: To improve attendance rates and engagement of all students




Attendance rates historically2016 - 87.7%2015 - 86.6%2014 - 88.7%2013 - 89.4%2012 - 85%2011 - 84.8%Improvement of 2.9% over five years.Truancy Rates2016 - 6.6%2015 - 4.9%2014 - 5.0%2013 - 4.5%2012 - 5.2%2011 - 7.1%Improvement of .5% over five yearsMaori Attendance Rates historically:2016 - 82.6%2015 - 81.5%2014 - 83.7%2013 - 85.7%2012 - 79.8%2011 - 77.9%An improvement of 4.7% over five yearsMaori Truancy Rates2016 - 10.8%2015 - 8,!%2014 - 7.9%2013 - 6.7%2012 - 8.1%2011 - 11.3%Improvement of .5% over five yearsPasifika Attendance2016 - 85.4%2015 - 85.6%2014 - 86.4%2013 - 87.2%2012 - 84.9%Pasifika Truancy2016 - 9.1%2015 - 6.7%2014 - 8.2%2013 - 5.7% 2012 - 6.9%

Attendance Target:School-wide Attendance Target is at or above 91%

Truancy Target:School-wide unexplained target for 2017 is less than 4% or better

Attendance Target for Maori is at or above 87%

Truancy Target for Maori Students is less than 4%

Attendance Target for Pasifika Students is 90%

Truancy Target for Pasifika students is less than 4%

Increase Awareness:• Newsletters - Parent Portal• Assemblies - Expectations• Attendance Portal - KAMAR• Staff Meetings - % Rates per month

School Systems:Academic Coaching with Senior Students so they see the direct importance of being at school:

• HOW - Follow up weekly on staff• Nikki - Mark roll for relievers• All Staff - Trips away entered• Form Teachers - follow up on absences

Absentee Follow Up:•Text messaging / Parent meetings•Letters home / Home visits•TAG follow up - Inter Agency Group•Police - Home visits•CYFs referral•Rock On - Police, CYF's MoE•Truancy Officer - Home visits

•Deputy Form Teacher an addition to Form Classes•BAK (Kai Awhina) engaging Maori families via

home visits•DUR Maori Mentor - academic mentoring•Maori Parent /Teacher/Student Evening•Year 9 Maori Parents Evening

•Two Pasifika Mentors linking with Pasifika students and families•Local Pasifika Leader linked with the College•Pasifika Rise Programme - Importance of

Education - Monday mornings

Weekly

Term by Term

Annually

Analysis of Attendance Data

STU - school rollHOW - staff markingForm Teachers - follow upsSubject Teacher - MarkingAttendance Officer - text messaging coordinatorTruancy Officer - Home visitsCAR - website, Parent PortalDUR - Maori MentoringBAK - Kai Awhina

Text Messaging cost Term by Term data review - STU

Weekly analysis by:

• Attendance Officer - non attendees• HOW - staff marking• STU - roll numbers

MANBOT

MOE • Roll Returns (quarterly)• Audit (annual)



Attachment: 1 Community of Learning

Tauranga Peninsula Community of Learning



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