Green Bay High School has been serving its community for over 45 years. Over this time it has been a leader in educational innovation, nurtured an outstanding number of very successful graduates and placed a high value on developing independent, confident young adults.
As we look towards a rapidly changing and increasingly complex future, our school is taking the best of our past and weaving it into a fresh vision for the community we serve. Our reputation for being a small, friendly, semi-rural school has been blended with a sharp, professional focus on meeting the diverse learning needs of the next generation of adults. We understand our crucial role as a secondary school in supporting our students into the next stage of tertiary learning and career pathways.
The last few years have been extremely dynamic ones for our school. We are very proud of the way in which the whole school has managed a significant amount of change, without losing the most valued aspect of its character…an emphasis on positive, respectful relationships. Authentic and meaningful relationships are at the heart of effective learning. With our continued strong focus on student achievement we know the school is heading in the right direction.
The quality of a school reflects the quality of its relationship with the community it serves. Where there is a genuine partnership with families the outcomes for students are always enhanced.
This is my Green Bay High in-school Community of Learning team:
My name is Hannah Hopkins and I work at Green Bay High School, I teach junior Social Studies and NCEA History. I am Head of the Social Sciences Department and the Teacher in Charge of Junior Social Studies. This is my third year as a member of the Community of Learning and I am involved in the curriculum team. My focus this year is on the use of curriculum to track student progression in Junior Social Studies. The aim of this is to make students more engaged in their learning, ensure this learning is visible and to help bridge the gap between a students learning in intermediate and preparation for NCEA.
Researching the area of: Connecting both ends of the learning pathway - Ensuring successful transitions into and out of schooling.
I have been teaching at Green Bay High School for the past 7 years. My subject area is Mathematics and I have also been a year level Dean since 2016. My CoL inquiry sits within the Junior Assessment Team and focuses on how our Mathematics Department can present a junior programme which shows student progression through the curriculum. Integral to this is the development of a framework which can be easily communicated to, and used by, students and whanau. I am also interested in how similarities can be drawn on from the models used by other departments and intermediate schools within the CoL to ensure consistency.
Focus Question: How can a shared across-school understanding of who gifted and talented learners are, assist teachers in effectively identifying and catering for high ability students' needs in the Kotuitui COL?
This question was developed from my doctoral research centered on priority gifted and talented learners in NZ schools. Having last year scanned and gathered background information relating to the focus inquiry question, this year I plan to develop shared understandings across a number of participant schools in the Kotuitui network, with an eye to concurrently developing identification and programming for high ability students.
Kia Ora , I have now been teaching at Green Bay High School for the last 3 years. Over the last ICOL cycle I have been focusing my work around the measurement of curriculum progressions in junior English stream. This work has seen a lot of time and effort been put into designing rubrics that will help us track and make years 9 and 10 meaningful for students, teachers and Whānau.
This year I will be focusing on English rubrics and tracking strategies towards improving student progression and achievement. There will be a natural focus on assessing our ability to accurately use , record and report on curriculum levels.
I look forward to continuing this journey and working with other departments at GBHS and across our other community schools.
I am assistant HoD of Science, providing leadership in junior curriculum inquiry and development. I am working on a CoL Inquiry into how teachers, students and whanau can navigate students’ progression through the Nature of Science strands of the NZC via the use of 4 NOS rubrics and improved visibility of learning. I am also seeking to find out how best to design rich assessment tasks that allow students to fully show their current understand of NOS through a redefined and blended e-learning lens. The aim is to find out how best to provide teachers and students with this valuable information so that in turn it may drive differentiation of practice based on the ‘next steps’ of learning of students.
For 2020, Nirtike is working within the 'Connecting the steps through Curriculum Levels' - Curriculum Progressions workstream. Their inquiry question is in development.
For 2020, Rogan is working within the 'Connecting the steps through Curriculum Levels' - Curriculum Progressions workstream. Their inquiry question is in development.
For 2020, Edd is working within the 'Connecting the steps through Curriculum Levels' - Curriculum Progressions workstream. Their inquiry question is in development.