Strategic Direction

A set of priorities have been identified for the next 5 years. In actioning these priorities the College will be reflective, responsive and effective. 

Much research has been published on what works and why in the area of student achievement. The dimensions identified in the BES will provide a research based guide for further improving student achievement. 

1. Strategic Priorities for Lynfield College

 A. Curriculum

• Implementation of the New Zealand Curriculum  The Lynfield Curriculum will be further developed to underpin and inform learning and teaching programmes.

• Resourcing for e-learning.  Technological innovation will create the ongoing need to train and resource staff, acquire new equipment and support student interaction with these technologies.

• Assessment (NCEA) Literacy, Numeracy.  NCEA will change significantly from 2011 until 2014 as the impact of the standards review unfolds. Innovative considerations will need to be adopted to ensure students benefit from ongoing changes.
• Effective Pedagogy.  This will be informed by best practice research and focus on strengthening relationships for learning.
• Post secondary opportunities. Options for school leavers have become more restricted in recent times. Every opportunity must be provided to students to support them for their life beyond school. This includes supporting them to leave with the best possible qualifications, as well as scholarships, careers and training advice.
• Targets. Targets for the next five years have been set in accordance with Ministry of Education guidelines for Planning and Reporting. Due to changes in NCEA from 2011-2014, there will be issues of comparability between years. The Achievement Goals for Maori students are to be comparable with the whole school. Percentages will vary due to the smaller size of the Maori student body.  
   

  B. Student Priorities;

Priorities in each of the following areas will promote;
 

• Sport, High participation levels, Student success, Acquire adequate external resourcing.
• Student Support, Student wellbeing that enables student success.
• Learning support, Mainstreaming, support to function in a school environment.
• Cultural activities,Reflect the multicultural nature of the College.
• The Arts,Dramatic, musical and visual arts opportunities are provided beyond the classroom.
• Student Leadership, provides opportunities across all levels and gives students a voice in school activities.
• International Education, welcomes students from a variety of cultures to provide opportunities for local students and support our objective of developing a global perspective.

  C. Management;

Priorities in each of the following areas will promote;

• Property;The aim of the Board is to provide a modern, safe, well maintained physical environment which promotes learning. Over the next few years major property work will be undertaken. Due to significant funding constraints this work will be prioritised and will take place in a staged manner. 
• Finance; To fairly resource College activities in accordance with Board priorities.
• Self review;A rigorous programme of self review will ensure monitoring of all aspects of school activity. (see below)
• Compliance; The Board and Management will seek to comply with all regulatory frameworks.

2. Actioning the priorities. Lynfield College’s ongoing commitment is to be reflective, responsive and effective in its engagement with learning. 

Reflective:

• Self-review is ongoing and reflective and uses technology, current research and the best local and international practice to inform and improve teaching and learning strategies.
• Professional development and learning for staff focuses on teaching practices which increase and sustain student engagement with learning i.e. effective pedagogy

Responsive:

• LynfieldCollege operates in an environment which has undergone significant changes in the past 20 years. We will continue to be responsive to these changes (demographic, political, educational, economic, technological, social) and innovative in dealing with their impact on our students and the wider community.
• The curriculum is adapted and differentiated to meet individual learning needs.
• New technologies provide innovative teaching practices and learning opportunities.

Effective:

• The effectiveness of learning processes is demonstrated by the continued steady improvement in the levels of student engagement and achievement.
• Evidence-based best practice requires data gathering, interpretation, communication and action.

3. School leadership and student outcomes; “Identifying what works and why”. (Best Evidence Synthesis, produced by the University of Auckland for the Ministry of Education.)

The key message from this BES is that the closer educational leaders get to the core business of teaching and learning, the more likely they are to have a positive impact on students. The following leadership dimensions provide a guide as to how student outcomes can be positively influenced:

• Establishing goals and expectations
• Resourcing strategically
• Planning, coordinating and evaluating teaching and the curriculum
• Promoting and participating in teacher learning and development
• Ensuring an orderly and supportive environment
• Creating educationally powerful connections
• Engaging in constructive problem talk
• Selecting, developing and using smart tools

Deans keep parents informed of specific barriers to a student’s learning when it becomes evident. The Dean is supported by a network of staff whose purpose is to get students back on track. Regular meetings are held within the school to ensure this information is passed on.
Parents have an opportunity to meet with staff at parent conferences twice during the year. They also receive 3 written reports. Parents are free to contact Deans at anytime.
 
Providing appropriate learning programmes
Appropriate learning opportunities are provided through a range of courses suited to the individual needs of our students. For those with special learning difficulties, the Learning Support Unit prepares IEPs to support the learning process. For other students a wide range of options are available. These are selected by students in consultation with their parents and College staff.
 
Respecting cultural differences.
The Board recognises the cultural diversity of the College by;
 
Bicultural

• The appointment of a Kaumatua – Mr. Ben Tawhiti.
• Recognising National Education Priority Six and its commitment to improving the learning outcomes of Maori
• Implementing the school objective to “fulfill the intent of the Treaty of Waitangi by valuing and reflecting New Zealand’s dual cultural heritage.
• Training staff to meet the Professional Standards in Te Reo and basic cultural protocols.
• Appointing staff who are trained, qualified and motivated in Te Reo and offer one MU to ensure such a person is found.
• Ensuring Te Reo classes are maintained at all levels of the College.
• The College is unable to offer curriculum delivery in Te Reo.
• Supporting of the Pounamu vertical form for Maori students wishing to join.
• Monitoring Maori achievement and reporting specifically in the Achievement report on it.

 
 Multicultural

• Supporting the Pasifika vertical form class for Pacific Island students wishing to join it.
• Having a well functioning Pasifika parent support group which meets regularly for the benefit of students and parents.
• Appointing staff who represent the ethnic diversity of the College, including bilingual workers who support the ESOL classes
• Affirming the diverse needs of the community eg. Supporting an Islamic club, participation in the annual Maori and Pacific Island cultural Festival, Diwali celebration by the Indian club.
• Presenting a cultural week, where the school celebrates the diverse traditions and integrates the curriculum and social activities. This takes place at the end of Term 1.
• Strongly supporting the College’s International perspective through International students, exchanges (both staff and students) and welcoming visitors from around the world.
• Welcoming guests from throughout the world, especially educators.
• Supporting MOE & University cultural initiatives.
• Relationship with Shinagawa Friendship Group and Shinagawa Education Board in Tokyo.
• Sister school relationship with High School 109 in Guangzhou & Greentown school in Hangzhou.
• Student exchanges between Germany, Japan and China.