2018 Goals

Teacher: Giulia Eugster

Northcote College 2018-2021 Strategic Goals/Outcomes for Students

1. By 2021 95% of all Northcote College leavers/18 year olds will achieve NCEA Level 2 (including 95% of Maori, Pasifika and boys)
2. By 2021 80% of Northcote College leavers will be engaged in tertiary study one year after leaving school (including 80% of Maori, Pasifika and boys)
 

Department Goals:​ ​Focus on student learning, specific to student achievement, measureable, couched in terms of what Link to school-wide ​strategic focus e​ .g. HaSPP,
students will achieve.   Effective Pedagogy/ Tataiako/ Curriculum Design
● 85% of students will regularly submit meaningful work for their Inquiries and Essays, including Maori, Effective pedagogy
Pasifika and boys. Tataiako
● Increase student self-reported engagement, via our department end-of-year surveys, across aspects Curriculum design 
such as motivation to study, appreciating the significance of what they’re learning and transferability of
skills learned to 85%. 
 

Teacher Goals​ ​(Focus on student   Strategies/Actions 2018​ ​(​Why this strategy? Research base? Our own research?   Professional Learning Needs​ ​(Linked
learning, specific to student   Expected outcomes/targets. Measures, Timeline) to Dept/Teacher Goals)
achievement, measureable, couched in
terms of what students will achieve, ● I will incorporate effective pedagogies including individual feedback, student ● Surveying techniques
pedagogical focus. N ​ B T​ ataiako goal is a choice of task integration of device use to support domain specific content ● Valid approaches and strategies
requirement for all teachers) acquisition in my classes. These were designed at the end of 2017 as part of ● Further understanding and
involvement with Tataiako
the departmental course reviews and curriculum development.
● All students in my 11HIS
● I will record and analyse the achievement results for 11HIS, 10SST, and 9SST
class to gain a minimum of
to ensure they are meeting the aforementioned targets. This will also involve
14 level 1 credits.
keeping a record of homework/workbook activity completion to ensure
● Develop resources and
students are on target to meet the goals.
strategies to assist
● I am involved in the SST online literacy PLG for low-literacy learners. It is
low-literacy learners
hoped that this inquiry will enable me to develop strategies to assist and
involved in the junior SST
  target students in my 9SST and 10SST with low-literacy levels when  
PLG inquiry.
completing their essay and inquiry assessments in social studies.
● Communicate high
expectations of my
Māori/Pasifika students in
9SST (5/5) and 10SST (4/4)
and develop and use
strategies that facilitate
successful learning for these
learners. ​(Tataiako Goal).
 
Self-Evaluation of Individual Goals
● Goal 1: (History LVL 1 Achievement)
○ Success:
■ Increasing individual and written feedback was successful in improving students ability in the internal assessments - as evidenced in their results
and student feedback.
■ 18/19 (95%) students achieved their three internal assessments (each worth 4 credits) giving them a total of 12 credits prior to their external exam
assessments (in which they can achieve a further 8 credits). All students on target for achieving 14 credits. In addition, 10/19 (53%) students
achieved their final internal assessment with excellence and 32% achieved with merit.
■ Success of achieving 14 credits is contingent on their final NZQA results which come out in January.
○ Next Steps:
● Goal 2 (PLG): Worked with the department to identify how to enable our low literacy learners to achieve success in social studies assessments. This involved
identifying the understandings they would need to achieve both the inquiry and essay assessments. I subsequently created four low literacy weebly websites that
condensed the understandings students would need to achieve success in the inquiry and essay assessments to a more accessible and management literacy level
for the low level literacy students in my social studies classes. Focus was largely on Maori and Pasifika students, less so on ESOL students.
○ Success:
■ Ongoing - 10SST websites will be used in 2019 when students are completing their first inquiry assessment.
■ 9SST - majority of my low literacy learners taken out of 9SST to receive additional literacy and numeracy assistance. Used the department weebly’s
for the remaining low level literacy students (1 ESOL, and 1 Pasifika student). Evidence and analysis of their inquiry assessment demonstrated
improved understanding of the content, improved ability to identify and interpret relevant information. The adapted websites were still of a level
beyond ESOL students, although there was evidence of some improved understanding. Therefore for our target of low literacy learners, this goal
was largely successful in meeting the intended outcomes.
■ Sample of completed department weebly’s: ​https://docs.google.com/document/d/1Sa9rGdF4wFGfBdPrvFbsJDrJk5mQpXIY4AkhwU_3HnI/edit
○ Next steps:
■ Apply this strategy to a larger sample (10SST in 2019) to achieve more conclusive results.
■ Despite demonstrating an improved understanding - certain elements of the assessment remained incomplete. Highlights that an accompanying
challenge is to ensure students complete all tasks of the assessment.
● Goal 3: Tataiako Goal
○ Strategies: increased individual written feedback, communicating positive high expectations - emailing home, motivational talk etc., introduced more
student centred learning (student choice and differentiated tasks).
○ Success:
■ Variable success, for those students who maintained high attendance in social studies - greater engagement, higher achievement rates in
assessments (essays, content tests, inquiries).
● Evidence: achievement results, student feedback, observation feedback.
■ Students with low attendance rates, achievement stayed largely the same or was variable.
○ Next Steps:
■ Continue to implement strategies on a wider level and from the beginning of 2019.
■ Department and individual discussions around finding additional ways to motivate and engage these learners e.g. integrating more games for
learning - PD on this organised for dept by BA.
■ Revision a continued issue in social studies - greater attention given to this area - e.g. teach students how to revise, integrate it into social studies
units etc.