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:
I am HOD Bridging Programme at GBHS and have been running this programme since 2006. The students in this programme are priority learners who have a wide range of academic, social, emotional and learning needs but all need extra support to achieve their goals. I am passionate about giving all students the opportunity to have pathways that are meaningful and appropriate to them. My inquiry is focusing on ‘what good looks like’ in terms of inclusion of priority learners in larger option and core classes. At first, I am focusing on teachers who have demonstrated success at teaching priority learners - completing lesson observations, surveys and interviews as well as doing professional reading. From this, the vision is to find ways of upskilling other teachers.
I have been a Social Sciences teacher for the past 5 years and teacher in charge of History and Assistant Head of Social Sciences for the past 3 years. My CoL inquiry is within the Junior Assessment team and I am focussing on how we can effectively measure curriculum progression using SOLO in Junior Social Studies. Within my inquiry I also hope to inquire into ‘where’ Junior Social Studies fits in the wider NZ curriculum, through the use of the Social Science strands. I believe this is an important inquiry as it will help to ensure that students understand the pathway offered by Social Sciences. I believe Social Sciences is a vital part of a students school programme as it encourages students to empathise with various values and perspectives as well as consider how they can actively participate in their local and global communities.
I have been an English and Social Studies teacher at Green Bay High School for the past three years. I am working on my CoL Inquiry with Chris Jordan; sharing a class as part of a new initiative to ease the pressure on students transitioning from Intermediate to High School.
Our shared inquiry is focussed on accelerating student achievement through the use of targeted literacy strategies. Our vision is to prepare and empower students to have the skills and confidence required to be successful at NCEA level one.
We strongly believe that strong working relationships are at the heart of all effective teaching and learning. Therefore this philosophy informs and drives our practice and engagement with our learners.
I am a Mathematics and English teacher with a background in pastoral care. Last year I had the privilege of beginning a CoL inquiry into the development of a common junior assessment framework. This journey allowed new understandings to emerge surrounding how to make learning visible to akonga and how to manage change across an organisation. This year, my inquiry journey continues as the findings of 2017 allow for navigation forward. In 2018, along with a team of four other inquirers, I will explore how to develop aligned systems that enable visible learning and a shared understanding of learning progress across an organisation as large and complex as a secondary school.
My focus has evolved into: Will student self efficacy improve with greater understanding of Curriculum Achievement Objectives and lead to improved outcomes? I am a teacher of Mathematics at GBHS, previously TiC junior maths. I have been teaching at high schools since 1981, including several years as HOD. I started teaching in the primary service (1979-1981). I am encouraged by feedback from a range of students that most would be willing to monitor their own progress against the (mathematics) curriculum if they knew what it was that they were supposed to be learning.
I have spent time at Avondale College and ACG Parnell. I have been teaching for 5 years now and love being in the classroom. I recently joined the Green Bay High school team in 2018.
My CoL inquiry sits within the Junior Assessment focus group. I will be focussing on how we effectively measure curriculum progression using SOLO in Junior English. My COL will continue the work completed last year with the creation of rubrics focusing on curriculum levels. This will lead into the unpacking and ultimately implementation of the rubrics. The main objective of this research is to enable pupils,teachers and family to have ownership of their learning while creating a clear and readable measurement of progress.
Kia ora koutou. I am the SENCO at GBHS and teach Maths, English and Science. My inquiry is all about inclusion. Our work in the Learning Support department feels much like putting out fires at the bottom of the cliff. We want all students learning and achieving (and to know they are learning and achieving). This means ensuring we have a strong and tall fence at the top of the cliff - and that’s where I see inclusion. So how inclusive are we? Do we have a shared understanding of inclusion? What do our students and whanau think? In Term 2 I will be running a school audit using the Inclusive Practices Toolkit produced by NZCER. From this, I hope to be able to find our strengths and weaknesses and to be able to use this information to enhance the learning and assessment experiences/opportunities of our learners.
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.