Teacher hand book 2 maple by ST Spyridon College

ST SPYRIDON COLLEGE

Handbook 2 Managing Positive Learning Environments for Students

January 2013

CONTENTS Preamble ...................................................................................... 3 Policies and Procedures .................................................................... 5 •

Our Principles as Students ........................................................... 7

•

Code of Conduct ..................................................................... 8

•

Procedural Fairness .................................................................. 12

•

Statement on Student Bullying and Harassment ................................ 14

•

Provision for students with Special Needs ....................................... 16

Managing a Positive Learning Environment ............................................. 18 •

Teacher Responsibilities ............................................................ 20

•

Advice to Teachers ................................................................... 21

•

Communicating with Parents ....................................................... 22

•

Responsibility & Rights ............................................................... 23

•

Rewarding the Good - Junior School ............................................... 24

•

MAPLE Awards – Senior School ...................................................... 27

•

Other Acknowledgements ........................................................... 28

Building Leadership Capacity .............................................................. 29 •

Leadership Opportunity .............................................................. 33

•

Overcoming Stumbling Blocks to Leadership ..................................... 34

•

Linking Behaviours & Benefits with Opportunities ............................... 35

•

Student Leadership Groups & Positions of Responsibility ...................... 37

Managing “the Not So Good” Processes ................................................. 45 •

Junior School ......................................................................... 46

•

Senior School ......................................................................... 47

•

Teachers advice to Students ........................................................ 51

•

Advice To Teachers ................................................................... 56

School Attendance & Punctuality ....................................................... 65

Managing Positive Learning Environments for Students January 2013

Appendices Appendix A - Procedural Documents – Senior School ................................... 73 Appendix B - Procedural Documents – Junior School ................................... 101 Appendix C – Pastoral Care Management Roles & Responsibilities .................... 113

Managing Positive Learning Environments for Students January 2013

Preamble This Handbook provides St Spyridon College educators with guidelines and support in managing positive learning environments for students, within the context of the College Mission, the St Spyridon College Student Principles, Educators’ Principles and the Code of Conduct. It provides advice to teachers on: •

Establishing and maintaining safe, positive and orderly environments that maximize student effort and learning.

•

Managing student behaviour in ways that promote respect and responsibility.

•

Developing the leadership potential of each student.

•

Handling discipline problems consistently effectively, fairly and respectfully.

It should be read in conjunction with the following documents: •

Teacher Handbook Part 1 – Personnel.

•

Teacher Handbook Part 3 – Work, Health and Safety.

•

Parent Handbook.

•

Student Study Planner.

•

National Professional Standards for Teachers.

The content of these handbooks forms the basis of the St Spyridon College Induction, Professional Development and Appraisal Program. By implementing the guidelines and advice in this handbook, Teachers will be able to demonstrate that they are proficient in line with the National Professional Standards for Teachers and Standard 8 pertaining specifically to St Spyridon College: “Standard 8: Teachers align themselves to the ethos and culture of the school, actively contributing to shared goals and values.”

Managing Positive Learning Environments for Students January 2013

Policies & Procedures

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Our Principles as St. Spyridon Students Every student who enrols at St. Spyridon College becomes part of the College Community and subscribes to, and endeavours to abide by the following principles:

1. We value our religious and cultural heritage and respect the religious beliefs of others.

2. We contribute to the life of our Church and community, and exercise our responsibilities as citizens of a Democratic nation, always obeying the rule of law.

3. We work together to achieve a school community whose distinguishing characteristics are those of friendship, compassion and decency.

4. We value the mutual respect between Students and Teachers. We honour our Teachersâ&#x20AC;&#x2122; experience as they value our youthfulness.

5. We consider our studies to be our main goal and undertake to be active participants in our own learning. We set goals for our lives and strive to achieve them with a positive state of mind always working towards justice, truth and beauty.

6. We look after our health and respect our bodies. We care for our surroundings and the natural environment.

7. We believe in the sacredness of human life and the dignity of every human person.

8. We accept the value of hierarchy and the need to conform to rules. We see these as fundamental to the proper functioning of our College.

9. We respond to the difficulties of life with patience, dignity and faith, never fearing to start again.

Formulated in 2001 Updated by the Year 11 Class of 2006 August 2006

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Code of Conduct The College insists on a high standard of discipline. Students are expected to focus on their learning, behave courteously at all times to both peers and adults and to treat school and personal property with respect. It is the responsibility of every student to control their own behaviour. The College has programs in place to assist students to develop appropriate behaviours. There are also consequences for students who choose to behave inappropriately. Students who infringe the College Code of Conduct will be disciplined accordingly. Parents are expected to support the College in enforcing rules and discipline. St. Spyridon College students are expected to abide by the Student Principles and follow the Schoolâ&#x20AC;&#x2122;s Code of Conduct as given below.

Conduct at the College 1. Learning and Obedience i.

Students are to engage with their learning in a purposeful and focussed manner in order to maximise their own learning.

ii.

Students are not to interfere with the learning of others.

iii.

Students are to obey promptly the directions of all teachers and staff.

2. Respect for Self and Others i.

Students are to be courteous in their dealing with others; they are to respectfully greet their teachers and other members of the College community.

ii.

Students are to greet the Reverend Fathers in a respectful and appropriate manner.

iii.

Students are to stand when they are greeted by an adult and when an adult enters the room.

iv.

Students are to stand aside politely and allow adults to enter first when entering any room.

Studentsâ&#x20AC;&#x2122; language, both verbal and non-verbal, must be beyond reproach at all times.

vi.

Demeaning or intimidating behaviour towards others, whether verbal or physical or electronic, (eg. SMS messages, hotmail, phone messages) is most unacceptable in the context of a Greek Orthodox College.

vii.

Students are not to use mobile phones to take photographs or to audio record any person or persons without their express permission.

viii.

Students are to respect the property of others; great care is to be taken of all

Managing Positive Learning Environments for Students January 2013

College buildings, furniture and equipment. ix.

Smoking and alcohol is not permitted when wearing the College uniform or during any College activity.

Illegal substances and material are a Police matter and will be treated as such.

3. Orderly Behaviours i.

Students are to arrive for school and lessons punctually and well organised.

ii.

Students are not to run in corridors or on stairs.

iii.

Students are not to eat in corridors or on stairs.

iv.

Ball games are not to be played near windows.

Chewing gum is not permitted to be brought to or used at the College.

4. Conduct away from the College i.

At all times students are expected to wear the school uniform with pride and with respect to the good name of the College.

ii.

On public transport students are to keep their voices down. Students are to remain seated in one place, but are to offer their seats to adults. Jostling and leaning out of windows or doors is unacceptable.

iii.

On leaving the College, students are to go straight home unless accompanied by parents or there is a specific purpose. Loitering, especially at bus stops, railway stations, shopping centres or the City is not permitted.

iv.

Students whilst on camps and excursions are to follow teachers’ instructions and adhere to rules and guidelines as explained by teachers prior to excursions and camps.

5. Appearance and Grooming Pride in personal appearance and regard for the good name of the College should lead to care by parents and students that the uniform is clean, pressed and tidy. The full and proper uniform is to be worn at all times, i.e: •

When students are travelling to and from College.

•

At College functions except when otherwise stated.

•

After sports training, students are permitted to wear the official College tracksuit in place of the uniform to go home.

 Lengths of Girls Uniform should be to the knee or below.  Girls – socks must fully cover the ankle.

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 Boys must be clean-shaven at all times.  The only badges to be worn are approved College badges.  Hairstyles are to be kept neat and well-groomed according to the College standards set down from time to time, i.e: • Boys’ hair must be kept reasonably short. NO extreme styles are acceptable. • Girls’ hair, if long, must be tied back away from their faces with blue ribbon. Extreme hair colouration is not permitted.  The only acceptable adornments for boys are a watch and a cross which is worn inside the shirt.  The only acceptable adornments for girls are a watch, a cross which is worn inside the shirt or dress and stud or sleeper earrings, one in each earlobe.

Smoking, Alcohol & Drugs i)

Smoking – smoking is forbidden at the College and on the way to and from School. Any student who is found on the school property or at school functions with cigarettes can expect a suspension. A repeat of this offence certainly will entail the review of the student’s enrolment and may result in their removal from the school.

ii)

Alcohol – alcohol is forbidden at the College. Any student who is found on the school property or at a school activity or function with alcohol in his or her possession, or who has consumed alcohol, can expect to be suspended forthwith pending further action. This offence will entail the review of the student’s enrolment and may result in their removal from the school.

iii)

Illegal Drugs – any involvement with illegal drugs will render a student liable to immediate dismissal from the school. Such involvement may include: i. Using ii. Possessing iii. Buying or selling iv. Acting as a go between v. Being under the influence of illegal drugs, as well as attempting or agreeing to do any of the above, whilst at school or at a school approved or school supervised activity or on the way to and from.

Damage to School and Others’ Property

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Damage to school and othersâ&#x20AC;&#x2122; property is unacceptable in the context of a College that promotes respect. The costs of repair or replacement will be charged to the student responsible and added to his/her fees. Repeat offenders will have their enrolment reviewed, and may result in their removal from the school.

Theft All personal property must be clearly labelled. Money and other valuable must not be left unattended in clothing, bags or lockers. Large amounts of money and valuable items should not be brought or worn to school. If there is a need to do so, the item should be handed into the office for safekeeping. No responsibility will be accepted for any such item brought to the school and lost or broken. Theft is a serious matter and any student found stealing will have his or her place at the College reviewed. The College will cooperate fully with the police on these or any other matter that involves breaking the law.

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Procedural fairness investigating serious disciplinary matters for students 1. College Policy expressly prohibits corporal punishment of students by staff. 2. The College does not sanction the administering of corporal punishment by any non school person, including parents, to enforce discipline at the school. 3. No parent or community member is permitted to approach another’s child to question, reprimand or discipline in any form. 4. First point of contact for any issue in relation to your child’s learning or behaviour, is the relevant teacher. The Team Leader (eg. Year Adviser, Curriculum Leader, Infants Coordinator) is the next line of communication. It is expected that most issues will be resolved at these levels. If this is not the case the relevant Principal may be approached. All interviews must be with an appointment convenient to both parties. In exceptional circumstances where all avenues have been explored, the Head of College may be approached by appointment. 5. In accordance with the enrolment Acceptance Agreement the College expects parents to: •

abide by the polices and rules of the College and, to the best of their ability, ensure that their child respects the College’s Principles and the Code of Conduct;

•

support the teachers in matters of discipline, behaviour and generally accepted regulations relating to College life and its programs.

These expectations assist students to review and change their behaviour, for the benefit of their own learning and well-being. An adversarial relationship between the parent and the school does not benefit anyone, least of all the child. 6. Where a situation warrants an investigation the College will act in good faith, for the benefit of the students directly involved and the good of the whole College community. 7. In investigating a serious matter in relation to a student, the College will: i.

Outline the general behaviour to the student and parent.

ii.

Allow the student to respond.

Managing Positive Learning Environments for Students January 2013

iii.

Consider the response objectively and without bias.

iv.

Invite the Student Welfare Adviser to participate in the process if appropriate.

Indicate the schoolâ&#x20AC;&#x2122;s view and intended action to the student/parents who is under investigation.

vi.

Consider any further comment or appeal made by the student/parent in question particularly in relation to exclusion in school or out of school expulsion.

vii.

Conduct the investigation without undue delay.

viii.

Make a final decision.

8. Procedural fairness in investigating serious disciplinary matters, requires the persons conducting an investigation to:i.

Ensure that they do not decide a case in which they have a conflict of interest.

ii.

Act fairly and without bias.

iii.

Inform the student (and/or) the parents of the substance of the allegation, or complaint made against them, with as much detail as possible.

iv.

Provide the student with a reasonable opportunity to respond either in writing or orally.

Make reasonable enquiries or investigations before making a decision.

vi.

Consider all relevant available evidence (supportive of allegation and not supportive of the allegation).

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Statement On Student Bullying and Harassment Demeaning or intimidating behaviour towards others or collusion in such behaviour is most inappropriate in the context of St Spyridon College. Harassment of any member of the College community is unacceptable. This statement is a response to the relevant legislation for the protection of children from the adverse effects of bullying and harassment, as well as to the underlying ethos of the College, which actively promotes respect and responsibility.

What is Bullying and Harassment? •

Unfavourable treatment based on one’s gender, race, religion, sexuality, age, physical appearance, mental or physical ability or disability.

•

Behaviour used repeatedly and that gives offence or causes humiliation, fear, embarrassment, pain, discomfort or unhappiness to another person.

•

Harassment can take many forms including physical, verbal, gesture, extortion or exclusion. It can be written or visual.

•

It can include electronic communication such as email or SMS messages and social networking sites containing offensive, insulting and threatening material.

•

It may be spontaneous, unintentional or planned.

•

It may involve an individual or a group, both as aggressors or victims.

•

Bullying is a form of harassment.

It may involve the following unacceptable behaviours: Physical violence or threat of physical violence; teasing; belittling; ridiculing; gossiping; spreading rumours; excluding others from a group; forcing others to act against their will (bullying); making suggestive sexual comments; making discriminatory or degrading comments to or about a person’s or group’s racial/sexual identity or physical appearance; ability/disability; unwelcomed sexually provocative behaviours such as touching, leering and heavy-handed compliments; writing or texting offensive messages or graffiti about others; encouraging others to engage in harassment of individuals or groups is as unacceptable as being involved directly.

Advice to Students: What should I do if I am being bullied or harassed? Tell the other person: •

That you do not like their behaviour.

Managing Positive Learning Environments for Students January 2013

•

That you want them to stop.

If you feel you cannot do this, seek help immediately from: •

Your Homeroom Teacher

•

Year Adviser

•

Student Welfare Adviser or any teacher you may feel comfortable to approach.

Teachers will report the incident to the Dean at the Senior School or the Assistant Principal at the Junior School. They will investigate the matter and organise support for students subjected to bullying and harassment.

What should I do if I am a witness to Bullying or Harassment? •

Speak up if you feel this is appropriate. Ask the harasser to stop, tell the harasser you do not approve of what they are doing. However, do not buy into an argument. Walk away if any aggression is directed at you.

•

Report the incident to a teacher. This is particularly important where someone may be in danger of being harmed.

Teacher Responsibility Teachers will take steps to protect students from all forms of bullying and harassment in line with the procedural fairness.

Consequences of Bullying or Harassment for the Offender Bullying and harassment whether they are directed at students, teachers or others, will be regarded as an offence against the College community. Offenders include those who indirectly involve themselves in harassing others (eg by encouraging the harasser, laughing at demeaning comments, joining in on inappropriate gestures or behaviours). All cases brought to the teacher’s or management’s attention will be investigated and appropriate disciplinary action will be taken. Consequences may include making verbal or written apologies; detention; in and out of school reflection time. Students who hound those who complain against them will be dealt with most severely. Students who have been identified by the school to repeatedly and persistently bully and harass others will have their enrolment at the College reviewed and are placing themselves at risk of dismissal from the School.

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Policy on Provision for Students with Special Needs General Aim: St Spyridon College aims to maximise opportunities for students with special needs to acquire skills and competencies necessary to learn to their capacity to participate in the learning process within a safe and affirming environment.

Specific Aims: •

To identify and meet the educational needs of students with special needs by developing appropriate programs and assessment procedures;

•

To encourage each student to develop learning skills and individual abilities;

•

To help students realise their individual worth, value and responsibility as members of our school and community;

•

To consult, advise and support classroom teachers, students and their parents in the development of appropriate programs and assessment procedures.

Outcomes: By applying the above aims, these outcomes will be met: •

Increased student confidence, self-respect and self-esteem in the realisation that one can improve and achieve;

•

Increased student, initiative and application to work, with the realisation that the teacher (or peers) is available and concerned to help with any problems that may arise;

•

Increased capacity to relate to other students and adults in the learning environment.

•

Learning is enhanced to each student’s potential.

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Students are identified through: •

Tracking documentation & records from pre-entry centres, Junior Schools & other institutions;

•

Entrance Exams;

•

NAPLAN results;

•

Half-Yearly & Yearly Reports;

•

Formal and Informal feedback from teachers;

•

Teachers meeting;

•

Psychometric Testing;

•

Meeting with parents and allied professionals.

Provisions for students with Special Needs: •

Support Teacher – In class assistance and after school support group.

•

Referrals to Student Welfare Adviser and other specialist personnel.

•

Modification of class work, assignments, tests/examinations, by class teachers.

•

Modifications to Half Yearly & Yearly reports.

•

Professional Development on how to assist students with special needs.

•

Input from AIS Special Needs Consultants as needed.

•

Individual Learning Plans developed collaboratively with allied professionals, specialist teachers and parents.

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Managing a Positive Learning Environment

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Teacher Responsibilities Teachers are responsible for: 

Knowing and understanding responsibilities emanating from the Teacher Handbooks.



Knowing and understanding student expectations resulting from the Student Principles and Code of Conduct.



Promoting focus on learning, mutual respect and understanding and modelling respect for students.



Providing safe, clean, caring and orderly learning environments.



Accentuating the positives, rewarding the good and employing successful strategies for resolving conflict.



Taking steps to establish and maintain orderly and engaging learning experiences.



Keep parents informed about their child’s behaviour and learning via Study Planner.



Working with parents on strategies to get students on track.



Seeking support in severe and continuing behaviour management situations from management.



Communicating with the line manager on emerging Student Behaviour Management issues.



Ensuring that as much as possible, responses to irresponsible behaviour are constructive, conciliatory and designed to teach respect and responsible behaviour.

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Advice to Teachers - Communicating Expectations •

Each teacher will articulate to students the specific Expectations for their subject.

•

The Expectations should be clearly understood by all students.

•

Expectations may be displayed in the room so that they may be easily referred to when responding to inappropriate behaviour.

•

There will be individual classroom variations according to certain situations eg. Equipment, safety procedures, movement around the room etc.

•

Where appropriate teachers will negotiate specific expectations with students.

The general expectations which apply to all students and classes are to:

Be on time Be on task Work quietly Follow teacher directions Bring necessary equipment Listen when others are speaking Respect the rights of others Actively participate in your own learning

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Communicating with Parents Parent Partnerships-Providing General Advice to Parents St Spyridon College values a strong partnership with parents. Teachers may find this AdviceList useful when speaking to parents about their children’s learning: •

Encourage your child to be organized and punctual. (If you are bringing children to school, allow sufficient time to arrive at school safely before the bell.)

•

Encourage, praise and support them in always doing their best.



Ask your child about their day and encourage them with questions, without badgering them when they choose to stay quiet.



Listen carefully until they have finished. Give them time and show interest.



If they do not wish to talk, give them space and time until they want to communicate.



Encourage your child to use the Study Planner to record details, dates and events. Have a calendar and timetable in their study area.



Discourage other family members from interrupting homework, unless they are older siblings giving constructive advice.



Encourage students to use technology to engage in their learning, rather than as a distraction from it.



Support teachers in their efforts to get the student to focus and achieve.

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Responsibilities and Rights Statements Students at St Spyridon College have responsibilities and rights that encourage cooperation, courtesy, participation and support, so that they may enjoy and benefit from learning with others as part of being a St Spyridon College student. Responsibilities

Rights

•

Attend class regularly

•

Opportunity to learn and achieve

•

Arrive on time and attend Roll Call

•

Be informed

•

Walk calmly and quietly throughout

•

Feel safe

the school buildings

•

Be heard

Follow instructions and respect the

•

Feel valued

rights of others

•

Access working equipment

•

Be prepared for class

•

Access to support from all relevant

•

Care for the school environment &

•

staff

equipment •

Work to the best of one’s ability

•

Follow the Code of Conduct

•

Seek help when needed

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Junior School K – 6

Rewarding The Good

Students are acknowledged for their commitment to learning and hard work through Merit Certificates. These are awarded each Wednesday at Morning Assembly. Each class awards two certificates each week; one by their Home Room teacher and one by their Greek Language teacher. These need to be recorded on I: drive. Each child should get at least one of each, each year.

Infants School K – 2 Wacky Doos are awarded to students in K -2 for non –academic behaviour e.g. showing initiative, playing well with others, taking ownership of learning, dressing appropriately. They can be awarded by any teacher. They need to be recorded on I: drive. When students reach an award level, they are presented with a prize by the Infants Coordinator 10 Wacky Doos =bookmark

80 =A4 Certificate

20 = pencil

100 = Icon

30 = card

150 = Pencils

40 = stickers

200+ = Lucky Dip

60 = A5 certificate

Primary School 3 - 6 MAPLES are awarded to students in order to encourage positive behaviour and increase student outcomes. This may include: applying themselves diligently to their work, showing initiative and responsible behaviour, dressing appropriately, representing the College and demonstrating care for their peers and teachers. Teachers are encouraged to give out one green maple stamp per lesson. Students receive a certificate as they reach each level of achievement. They need to be recorded on I: drive. These accumulate from Years 3 to 6. These are then used in calculating the Citizenship Award for Year Six.

in Student Planner = 1

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(red) certificate.

(bronze) certificate.

in Student Planner = 1

100

in Student Planner = 1

(silver) certificate.

(gold) certificate.

For Years 7 - 9 Managing a Positive Learning Environment (MAPLE) Award Purpose •

A consistent approach across Years 3 - 9.

•

Reward quiet students for hard work/ consistency/ listening.

•

Reward students who show initiative, apply themselves and perform beyond expectation.

•

Rewards for sustained improvement, to reinforce emerging positive patterns of behaviour.

•

Reward students for improvements in any learning skill or helping others learn

•

Attendance at College celebrations i.e. National and Religious Days, Spring Fair, Christmas Carols etc

The MAPLE Award Processes •

Teachers should aim to give a minimum of 1 MAPLE per lesson. It would be a signal of displeasure with class progress if none is given out.

Home Room Teachers •

Check planner for MAPLE count once a term

•

Keep a record of MAPLE count

•

Write movie draw slips at end of each term (Senior School)

Year Advisers (Senior School) •

Collect and collate MAPLE count for each student each term

•

Ensure presentation of Bronze, Silver and Gold awards at Middle School Assembly.

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Additional MAPLES and MERITS Students who actively participate in: •

the annual swimming and athletics carnivals

•

debating / public speaking events

•

drama and music productions

•

community action.

Qualify for: •

A maximum of 5 MAPLES for each activity / event (Middle School)

The co-ordinators of each activity / event are the only staff members who can issue the additional MAPLES. It is the responsibility of each eligible student to collect their MAPLES.

Upper School Years At present student efforts are acknowledged through special mention at school assemblies, in newsletter features, special gatherings such as Preparing for the Preliminaries, Leadership Assemblies, Sports Presentation Assembly and at the annual Speech & Prize Giving Assembly. In addition students have the opportunity to work towards positions of responsibility such as Peer Support Leaders, House Captains, Sports Captains and at the highest level, Prefects, Senior Prefect, Vice Captain and College Captain. (See p. 34)

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MAPLE Awards – Senior School 5 MAPLE stamps in planner

1 Movie draw slip

25 MAPLE stamps Bronze Star Award

50 MAPLE stamps

Silver Star Award

100 MAPLE stamps

Gold Star Award 200+ MAPLES

Principal’s Award and book voucher

A specified number of MAPLES qualifies a student to attend a special end of year excursion

Student with most MAPLES in the Middle School receives the Goldstein Award for Leadership by Example

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Other Acknowledgements Middle School Assembly Middle School Assembly is held at the end of each Term to acknowledge and celebrate student achievements in Managing a Positive Learning Environment. At this event, students have the opportunity to present to their peers, Term highlights, receive MAPLE Awards; Year Adviser Pat on the Back Awards; Excellent Attendance Certificates, showcase a performing arts activity; and win tickets in the movie draw.

Year Adviser Pat on the Back Awards Each term Year Advisers, in consultation with Class and Home Room Teachers, nominate three students from their Year for the Pat on the Back award which includes a MAPLE leaf and 25 MAPLE stamps. Criteria used to select recipients include: •

showing leadership and initiative

•

making an outstanding effort in a whole year / school activity

•

demonstrating kindness and understanding towards others.

Excellent Attendance Certificates Students with perfect attendance each term are acknowledged with the awarding of certificates. Furthermore, students who maintain a perfect attendance record for the entire year also receive a book voucher.

Movie Draw All students who have received MAPLES are entered into a movie draw, held each term. •

3 movie tickets are allocated to each year group

•

For each 5 MAPLES students receive one entry into the movie draw.

This ensures all students, including those who have not qualified for an Award, a chance to win.

House Cup The House Cup is presented at each Middle School Assembly to the House Captain for the highest number of MAPLES awarded to that House. Managing Positive Learning Environments for Students January 2013

Building Leadership Capacity

Managing Positive Learning Environments for Students January 2013

Building Leadership Capacity Developing People of Principle We want our students to develop into people of principle, conscience and compassion –people of respect and responsibility who exercise judgment in their personal choices. For us, this is leadership in action.

St Spyridon College is committed to the development and implementation of leadership programs that provide students with opportunities to develop character and conscience; opportunities to take responsibility, to exercise initiative and to contribute to the good progress of their school, their community and the world at large. In an increasingly connected world, this constitutes awareness of global issues and a questioning of their role within that world. In this process students develop a strong sense of responsibility for their actions and choices in relation to their studies and their relationships with others. Leadership development is not an option at St Spyridon College-neither is it a privilege bestowed on the few. Rather it is an integral part of every student’s education, since every person is ultimately responsible for their choices-and these choices inevitably impact on others. Taking responsibility for this impact on others, and actively seeking to make this impact a positive one, is an exercise in leadership. The responsibility to act for the general good often requires us to put aside our own ego-centric desires-and this requires discipline. The capacity to think analytically and critically is essential to leadership development. Exercising judgement in whom to follow, (defined by Reverend Christopher Welsh as “followership”) is therefore an exercise in leadership. This demands a level of academic skill, not only in terms of literary studies and the humanities, but in the sciences as well. Building Leadership Capacity The Pillars Leadership development at St Spyridon College is built on Jacques Delors’ Four Pillars of Education: –Learning to Know -Learning to Do -Learning to Be -Learning to live Together.

The Cornerstone At St Spyridon College leadership development is founded on the cornerstone of Learning to Love. This cornerstone gives meaning and depth to all action, since to act without love renders all action meaningless and empty of true purpose-that is a moral purpose- to be the

Managing Positive Learning Environments for Students January 2013

best one can be and to do the best one can do, for the benefit of oneâ&#x20AC;&#x2122;s family, friends, community and the world at large. In other words, principled leadership is premised on compassion and respect, since every person is made in the image of God and we, like everyone else are on a journey to become better than we are. The exercise of principled leadership therefore is not about exercising power over others, but working powerfully with others for the common good. Principled leadership demands self reflection, an awareness of our own shortcomings, for the avoidance of self righteousness and hypocrisy.

The Building Blocks The four building blocks of Leadership capacity at St Spyridon College are:

Personal Development Community Action Global Connections Skills for Academic Study. At every Year level, these building blocks increase in complexity, in response to the growing maturity of the students and their capacity to engage with issues at a higher level. As students move from Kindergarten to Year 12, the emphasis changes from the self to the global community from the school to the world of further study and work. For example, Careers Education expands as students move towards Year 10 and then intensifies to Year 12. The Student Leadership Program is not developed in isolation from the rest of the schoolâ&#x20AC;&#x2122;s program. There are explicit links to the Orthodox Studies, PDHPE, HSIE and English.

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Building Leadership Capacity The Four Pillars Learning to Know Learning to do Learning to be Learning to live together

The Cornerstone Learning to love

The Four Building Blocks Personal Development Skills for Academic Study Community Action Global Connections

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Leadership Opportunity Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

SRC – Student Representative Council

SRC – Student Representative Council – Council Chairperson

Sporting CoCurricular / Team Captains

Sporting House Captains / Team Captains

House Captains Sports Captains

Transition Program Yr 5

Transition Program Yr 6 Probationary Peer Support Leaders

Transition Program Yr 7 Peer Support Leaders

Leaders in Training & (Probationary Prefects)

College Captain Vice Captain Senior Prefect Prefects

Epitaphios Bearers

Divine Liturgy Reading

Flag Bearers

Procession Leaders (25th March)

Transition Program Yr 4

Environment Care Green Up Clean Up

Camp Connecting & Resilience

Garden Duty Flag Duty

Camp Team Building & Initiatives

Easter Food Drive Soup Kitchen Duty Nursing Home Visits

Camp Peer Support Training & Stepping Up

Nursing Home & Children’s Hospital Visits Choir –Easter Church Services

Preparing for the Preliminaries Course Stepping Up

Procession Leaders (25th March)

Grecian Dress

School Assembly

Camp Leadership Development

Academic Development & HSC Preparation

Stepping Up

Elevate Program

Year 12 Elite Representatives Prefect Body and the Student Leadership Team are the highest formal position of Leadership, and have the responsibility to lead to student body K – 12 and act as the elite Ambassadors of their College.

Managing Positive Learning Environments for Students January 2013

Overcoming Stumbling Blocks to Leadership Most people’s reluctance to take leadership stem from their fears. Some of the most common fears area as follows: Fear

Unhelpful Thinking

Fear of failure

“What if I fail?” “What if people laugh at me?” “I will feel so bad, so I won’t try.”

Fear of Success

“What if I succeed this one and then find it was a fluke?” “It’s just going to hurt more when I fail the next time.”

Fear of work & effort

“I don’t want to do this, its too hard.”

Fear of taking responsibility

“It’s not my fault”. “They expect too much”. “It’s not fair”. “They are picking on me”.

Fear of giving & sharing

“Why should I help?” “Why should I put myself out?”

Everyone including and sometimes especially people who develop into strong leaders experience strong feelings of fear that become stumbling blocks to exercising leadership. For some students however, fears can lead to chronic underperformance and low self esteem. For those students, opportunities to take “small steps” are often the key to making a change in patterns of behaviour that may have become ingrained. This is one of the central aims of the Building Leadership Capacity Program.

Managing Positive Learning Environments for Students January 2013

Linking Behaviours & Benefits with Opportunities Behaviours

Demonstrating Responsibility

Benefits

Opportunities to Develop

Develops resilience.

SRCâ&#x20AC;&#x2122;s, Peer Support Leaders, & Prefects, act as role models.

Develops capacity to be accountable for actions. Develops judgement; Distinguishes between helper and leader. Develops confidence to exercise initiative; begin projects; suggest ideas; spark action; get a group moving; take calculated risks â&#x20AC;Śfor personal gain and the general good.

Students represent the school at various forums, gatherings and sporting events. Pastoral Care Program, Reward & Discipline Systems. Meeting homework, assessment and other study commitments. Planning & decision making, as Student Leader Groups, as a member of a year group and as individuals. Assisting in projects, activities, at special events by making a commitment and following through: School and Community Service, involvement in special events/activities; Playing Saturday sports.

Displaying Confidence

Enables student to achieve their full potential by positively impacting on feelings & behaviours.

Reward/acknowledge effort and achievement, display student work and showcase their activities and talents.

Develops the courage to act decisively;

Pastoral Care interactions and through targeted units.

Capacity to resist unwanted peer pressure; to stand up for what is right;

Opportunities to engage in sports; perform in drama and music productions; public speaking and debating competitions.

Understands that you grow when you have a go. Develops resilience. â&#x20AC;Śfor personal gain and the general good.

Managing Positive Learning Environments for Students January 2013

Develops capacity to set goals, pursue them systematically, and achieve.

Strong Organisation Skills

Develops capacity to lead groups in setting goals and achieving them in a planned and coherent manner. …for personal gain and the general good.

Develops social relationships and friendships. Develops capacity to help and empower others.

Strong Team Skills

Has positive expectations of others. Gains the respect and increases self confidence.

Teachers, peers, student leaders as role models. In the classroom; through Pastoral Care study skills units; as part of a year group planning activities. Through House/Sports Team membership; SRC; Prefect Body and the Peer Support Leader Program.

Group work in classrooms, Pastoral Care, planning fundraising activities, drama/music & other performance projects, sporting teams, camp activities. Leadership group participation & opportunities.

Develops a social conscience. …for personal gain and the general good. In the classroom, across all curriculum areas. Feels empowered

Public Speaking

Builds confidence and self-esteem Develops skills that are transferable to many situations that require oral language Enables student to have influence for personal gratification and for the general good.

Answer questions; participate in discussions and debates; individual oral presentation; drama productions. Prefects organise and speak at weekly assembly and other formal gatherings; Compete in Public Speaking Competitions – Lions Youth of the Year Quest, Rostrum Public Speaking etc. Speech giving is part of leadership selection for SRC, PSL’s & Prefects. SRC’s report to PC classes and take up feedback every fortnight; speak to Junior School Groups during ‘Getting to Know Us’ visits; address parent groups at open days/ forums; address whole school assemblies at Junior School and speak to individual classes. Individual students from Middle School present Term in Review Reports at MS Assemblies each term. SRC’s from each MS Year Group host

Managing Positive Learning Environments for Students January 2013

Student Leadership Groups and Positions of Responsibility

Student Representative Council Peer Support Leaders House Captains & Sports Captains Prefect Body

Managing Positive Learning Environments for Students January 2013

Student Leadership Groups and Positions of Responsibility In a learning community in which leadership is an expectation of every student, the roles and responsibilities of those with a place of honour in the leadership structure is all the more demanding, since those they represent will inevitably have exacting expectations. At St Spyridon College there are primarily four student Leaderships Groups: SRC, Peer Support Group, House and Sports Captains and Prefect Body.

Student Representative Council (SRC) The SRC provides a vehicle for the student voice to be heard in relevant school matters. It is also a forum for presenting or proposing student – initiated activities. Each Home Group across Yr 7 – 11 elect one student, whose chairperson is from Year 12, specifically the College Captain. Yr 12 is represented by the three Senior Prefects ie. Captain, Vice Captain & Senior Prefect. The SRC meets once a fortnight at a lunchtime meeting. The SRC contributes to school life in a number of ways.

Proposals and Feedback In Pastoral Care lessons, SRC’s are given the opportunity to take up concerns raised by their peers. These are recorded as proposals on a feedback sheet, and brought up during General Business at the fortnightly SRC meeting. Council Members also provide feedback to their peers about matters discussed at Pastoral Care meetings. SRC Meeting minutes are posted on Middle & Upper School Noticeboards every fortnight.

Activities SRC members work together to organise and carry out whole school charity fundraisers (eg. 40hr famine, Loud Shirt Day). In this way its activities help further reinforce awareness of the needs of others. Additonally, SRC’s assist with transition activities involving Junior School students. They attend Leadership development forums, act as guides during Open Days / Twilight Tours and speak at assemblies and other school gatherings. The Dean of Middle School is responsible for the SRC and attends meetings, helps prepare the Agenda and discusses progress issues and feedback with the Senior Leaders Group. The Managing Positive Learning Environments for Students January 2013

Principal is provided with written feedback from each meeting and is consulted on various matters as they arise. On occasion, the Principal may attend and address the Council on specific matters.

Application & Selection Interested students can self nominate, or others may nominate them. Nominees can choose to accept or reject a nomination. If they accept, they must be seconded and then fill in a nominee application form. This is processed by the Dean of Middle School, who also determines a nominee’s suitability. Those who are successful are notified and provided with a speech writing guide. Nominees must present a 1 – 2 minute speech in front of their Home Room Group before an anonymous ballot is taken.

Acknowledgement The SRC members are presented with their badge of honour at the Years 3 – 12 Scholarships and Student Leadership Assembly in Term 1.

Peer Support Leaders Peer support is part of the Middle School Transition and Leadership Development Program. It is based on the premise that when students engage in experiential learning activities, they develop skills that are vital in building a sense of connectedness and self worth. Peer Support also promotes responsibility within students selected to the position of Peer Support Leader (PSL). The Program enables PSLs to: •

build self esteem

•

develop team work skills

•

promote positive relationships between older and younger students

•

improve communication skills

•

gain a greater sense of belonging and feeling of being valued.

Managing Positive Learning Environments for Students January 2013

Application and selection All students from Year 9 are invited to apply for the position of PSL by writing of a letter of application, outlining their leadership qualities. Following this, the entire year group attends a Leadership Development Day and a Peer Support Leadership Training Day. Here all students have the opportunity to explore and experience firsthand the nature of Peer Support through a series of structured activities. PSL applicant’s attitude and degree of engagement during these days are taken into consideration in conjunction with their application a vote by teachers. During Year 9 PSL’s begin a preliminary program with Year 6. This involves facilitating group activities at the Junior School aimed at familiarising Year 6 with elements of senior school life while also building positive relationships. Year 9 PSL also assist in “Getting to Know US” visits and on Orientation Day. On reaching Year 10, PSL duties continue with their involvement in further transition activities with Year 7. Successful applicants are formally acknowledged at the Term 3 Middle School Assembly.

Acknowledgement The PSL are presented with a badge of honour at the 3-12 School and Student Leadershp Assembly in Term 1.

House Captains House Captains are elected from the Year 11 Class. They provide leadership to their House and promote House Spirit, particularly (but not only) though Gala Days and Carnivals.

Sports Captains Two students from Year 12 are appointed to the position of Sports Captain Boys and Sports Captain Girls. These are students who have consistently displayed their leadership qualities through their participation in ISA sport. They assist the co-ordination of boys and girls sport in promoting all aspects of school sport.

Managing Positive Learning Environments for Students January 2013

The Prefect Body “As Prefect of St Spyridon College, I will act as guardian of the College Mission and the Student Principles. I will behave in an exemplary manner and endeavour to be a role model for my peers. I will treat younger students as brothers and sisters in my care. I will instruct, encourage, support and nurture them. I shall at all times be conscious of the good name of St Spyridon College, and do all I can to uphold and promote its reputation. I will show by my conduct that I care for our College, and the welfare of my fellow students. My leadership will be shown by example. My role will be one of service. With God’s help. Amen”. (Prefect’s Pledge) The Prefects are students of exceptional ability who lead the student body, by acting as role models to younger students. They are the guardians of the values, beliefs and traditions of St Spyridon College. It is the most prestigious student body in the school structure and the office of Prefect is a highly prized position of honour.

Prefects’ Duties A Prefect’s duties include the day-to-day leadership of the student body, especially at public functions, supervision (in association with an assigned member of staff) of students during playground duty, and supervision of students at sports carnivals, on buses and at assemblies. Prefects are expected to exercise initiative and are, in effect, on duty at all times of the school day. They should be pro-active influences for good, setting an outstanding example for other students in the behaviour, dress and bearing, and never walking past a potential problem or duty. Generic Role Description associated with a specific area of responsibility: •

to represent their school in the best possible light

•

to mentor young students

•

to work as a team of Prefects

Managing Positive Learning Environments for Students January 2013

•

to liaise with teachers regarding specific events and areas of specific responsibility

•

to be actively involved and to encourage and assist student involvement in specific events and areas of responsibility

•

to attend meetings as required

•

to assist teachers with the organisation of school events

•

to undertake any other duties that they may be reasonably called up to undertake.

Vice Captain & Senior Prefect Two students from the Prefect Body are appointed to the positions of Vice Captain & Senior Prefect. They, together with the College Captain, make up the Student Senior Leadership Group. They meet regularly with the Dean of Middle School and Principal. They co-ordinate the work of the Prefect body and will often assist the Captain in representing the School on public occasions. Students appointed to these roles should be academically able, excellent managers, comfortable in social roles with both their peers and adults, acting as examples for the students of the School in all aspects of their commitment, to its mission, ethos and activities.

College Captain This is the most senior student appointment and must thus have a demonstrated ability to obtain and direct the support of the student body. The College Captain regularly represents the School on public occasions, and as well as sharing all the positive qualities of the Vice Captain and Senior Prefect, must be articulate and self-confident. The College Captain is expected to act as a role model for all the students of the school, and provide it with a “public face”. Their role as leader in setting the tone for the year in office is a vital one for the school, and it is a responsibility that represents the culmination of a long training.

Leaders in Training – Senior School From Term 3 all Year 11 students are invited to accept the position of Leader in Training. Their duties include stepping up to perform the duties of the exiting Prefects eg. organise and run weekly student assemblies, assist teaching staff on Playground duty, helping keep the school clean, supervising behaviour on buses, and assisting at School functions. Leaders In Training are observed for their attendance and diligence. In fulfilling these duties students would give a clear signal that they would like to be considered for subsequent appointment to school office in their final year. Following this, applications are invited, ballots are held, speeches given and interviews conducted.

Managing Positive Learning Environments for Students January 2013

Application Students formally register their interest in applying for the position of Prefect by submitting a letter of application. Towards the end of Term 3 the Year 11 student body and the opinions of staff are invited with regard to the appointment of school leaders through an anonymous ballot. From this a list of candidates in created. All listed students prepare a 1 – 2 minute speech which is then presented before an audience of their peers and staff. The next stage of the selection process involves another ballot to produce a short list of students who will proceed to a panel interview made up of the Principal, Dean and Year Adviser. The Principal informs successful candidates through individual meetings. As part of the interview requirements students prepare a portfolio of their achievements. The Prefect Body, Captain, Vice Captain & Senior Prefect are formally presented to the School at the end of year Prize Giving Assembly.

Prefect’s Process – Junior School At the beginning of Term Four of each year, Year Five students are invited to apply for one of the student leadership roles of the Junior School: Captain, Vice Captain, House Captain or prefect. They must complete a Curriculum Vitae which they hand to the Principal for consideration. These students then prepare a short speech which they deliver to the 3 -6 student body. All staff and students from Years 3 – 6 vote for one girl and one boy. The students who receive the most votes make up the leadership team. The highest votes are for the Captains, then Vice Captains and then prefects.

House Captain’s Process – Junior School Year Five students are invited to apply for the role of House Captain for each of the Sporting Houses: Corinthians, Delphians, Nemeans and Olympians. The students must complete a Curriculum Vitae which they hand to the Principal for consideration. These students then prepare a short speech which they deliver to their house. The staff and students (Years 3 – 6) of each house vote for a girl and a boy captain. The students who receive the most votes are elected. The student leadership team receive their badges at the annual Prize Giving Morning at the end of Term Four.

Managing Positive Learning Environments for Students January 2013

Duties Prefects are expected to exercise initiative and influence for the good, setting an outstanding example for other students in their behaviour and dress. Role includes: •

to represent their school in the best possible light

•

to work as a team

•

to liaise with teachers regarding specific events and areas of specific responsibility

•

to be actively involved and to encourage and assist student involvement in specific events and areas of responsibility

•

to assist teachers with the organisation of school events

•

to undertake any other duties that they may be reasonably called up to undertake.

Managing Positive Learning Environments for Students January 2013

Managing â&#x20AC;&#x153;The Not So Goodâ&#x20AC;? Processes

Managing Positive Learning Environments for Students January 2013

JUNIOR SCHOOL Class Teachers Record comments in student study planners that relate to such behaviours as the following: No homework / incomplete homework, Unprepared for class, Late to class, Persistent misbehaviour, Non completion of Assessment Tasks. Home room teachers are to sight and sign study planners once a week. In conjunction with feedback on expected behaviour, classroom teachers employ their own behaviour management strategies.

BEHAVIOUR MANAGEMENT PROTOCOLS The level system outlines the protocols to be followed for monitoring and managing student behaviour. LEVEL Level 1

PROTOCOLS

1A - In the Classroom Teacher – Child interaction for unacceptable behaviour. Teacher asks: What are you doing? What are you supposed to be doing? How are you going to improve your behaviour? Most Children do not move beyond this stage of discipline. 1B – Verbal Warning If unacceptable behaviour continues, a verbal warning is given and recorded by the teacher

Level 2

Time Out If behaviour continues, the child is given Time Out to reflect on their behaviour (age appropriate). At the teacher’s discretion this may include filling out a Reflection Sheet. Classroom teacher to debrief with child to address how to act in a more acceptable manner. Conduct Reflection Sheet sent home to be signed and returned to Home Room teacher.

Level 3

Buddy Class Continuing misbehaviour will result in child being sent to Buddy Class (same grade level). During this time the student will be required to reflect upon their behaviour using Reflection sheet. Student may be required to complete set amount of work before returning to own class. Parent contact – Classroom Level: Contact is made with student’s parents.

Level 4

Administration Support Administration support may be requested should the inappropriate behaviour continue. Parents are informed and student behaviour monitored.

Level 5

Level 6

Parent/Child/Teacher/Administration Conference. Parent contact - Administration Level. Parents are contacted by phone or letter and invited to contribute to a plan for modifying behaviour. At this stage students are warned of future consequences regarding continued serious misbehaviour, e.g. exclusion from school activities internal suspension. After parental consultation, school counselling intervention may be provided at this stage. Exclusion from School activities/School Suspension Consultation with parents and/ or administration/ support team will occur to discuss the proposal of school suspension. This may take the form of either in school or out of school suspension. Serious misbehaviour* may result in immediate suspension. A letter will be sent to the parents to propose a suspension and/or confirm a suspension. An interview may also be held with parents. * Serious Misbehaviour at times in Level 1-5 serious misbehaviour may result in immediate removal from class. This includes such things as fighting, bullying, swearing disobeying staff, stealing, destruction of property etc. Administration staff contacted, then refer to Stage 5 Resolution of Problem: All parties have the right to be heard, understood, in a safe environment, with their needs addressed and a positive outcome agreed upon. Mutual respect in meetings include: discussion in calm, non-aggressive voice, private, mediator if necessary as impartial 3rd person, time/place convenient to all. Confidentiality adhered to.

Managing Positive Learning Environments for Students January 2013

SENIOR SCHOOL Class Teachers 7 - 12 Record comments in student planners that relate to such behaviours as the following: No homework / incomplete homework, Unprepared for class, Late to class, Persistent misbehaviour, Non completion of Assessment Tasks. •

Notify the Curriculum Leader on students who need to follow up with parents.

In conjunction with feedback on expected behaviour, class room teachers employ their own disciplinary measures.

Home Room Teachers Middle School 1. Check and sign student planners once a week during the timetabled Pastoral Care lesson. 2. Track misdemeanours by filling in a tally sheet showing the range of infringements. 3. Place students receiving 3 same or 5 mixed comments on after school detention with the relevant Year Adviser. 4. Fill in and staple a detention notification slip to the week planner page. 5. Provide the name of any student on detention to the Year Adviser in person or via email.

Upper School 1. Randomly selects 5 planners to be checked by the Year Adviser each week. 2. Keep a record of the planners checked, so that a new selection of 5 occurs each week.

Year Advisers Middle School •

Ensure Home Room Teachers follow set procedure in relation to checking the student planners.

•

Prior to the detention, the Year Adviser will remind the student about detention.

•

Review misdemeanour sheets for each student at the end of each term, and conduct a Year Group tally for each misdemeanour category. This evaluation is aimed at identifying any problem areas so that they may be addressed in future Pastoral Care lessons.

•

A record of this evaluation is included in the Year Advisers’ End of Term Report.

Managing Positive Learning Environments for Students January 2013

Year Advisers Upper School •

Check the 5 planners selected by the Home Room Teachers each week.

•

Any issues of concern, revealed by the random check are brought up for discussion in the Year Adviser’s fortnightly 1:1 meeting with the Deans. eg. uniform violations, homework not recorded consistently, misbehaviour.

•

Record an evaluation of issues of concern and action taken in Year Adviser’s end of Term Report.

After School Detention Middle School 1. (a) Students are placed on detention for having: •

3 or more of the same comment

•

5 or more mixed comments

in the one week (Mon – Fri). (b) At detention the Year Adviser checks the detention slip for Parent signature. If it has not been signed, phone contact to verify parent awareness of the detention is to be made immediately. Students on detention fill in a Detention Reflection Sheet before it is reviewed by the Year Adviser. The Year Adviser also surveys the student planner and counsels student accordingly. 2. Detention time is from 3.05pm – 4.00pm on Friday in a pre-determined classroom/location. 3. Management of students on detention is the responsibility of the Year Adviser. 4. Students on detention are informed that if they accumulate 3 detentions in a term, parents will be contacted, and further action taken.

Managing Positive Learning Environments for Students January 2013

Disciplinary Measures Upper School 1. Year Advisers use their discretion in placing students on after school detention or a School Service Duty. 2. In cases of after school detention, (the After School Detention procedures, Middle School points 1 â&#x20AC;&#x201C; 4) are to be followed.

Managing Positive Learning Environments for Students January 2013

Managing “The Not So Good” BEHAVIOUR MANAGEMENT *THE LEVEL SYSTEM OUTLINES THE PROTOCOLS TO BE FOLLOWED FOR PLACING A STUDENT ON A SUBJECT MONITORING SHEET (LEVEL 1 & LEVEL 2), ACROSS SUBJECT MONITORING CARD (LEVEL 3), REFERAL TO PRINCIPAL (LEVEL 4), AND REFERAL TO THE HEAD OF COLLEGE (LEVEL 5) LEVEL LEVEL 1

PROCESSES • • • • • • •

LEVEL 2

• • • • • • •

LEVEL 3

• • • • • • •

LEVEL 4

• • • •

LEVEL 5

Class teacher has identified and tried to deal with persistent behavioural and/or learning issue(s) without success and now notifies Curriculum Leader Curriculum Leader interviews, counsels and explains the Level 1 monitoring process to the student Curriculum Leader notifies the parent/caregiver, and reports students’ name to Dean Year Adviser(s) notified of students on Level 1 by Dean The class teacher retains the Level 1 monitoring sheet, and fills at the end of each lesson Curriculum Leader evaluates the students’ Level 1 performance at the end of the monitoring period, and meets with the student Student improvement results in an end to monitoring. No improvement, results in Level 2 Curriculum Leader provides a copy of the Level 1 to the Dean along with an outline of the classroom issue(s) The Curriculum Leader interviews, counsels and explains the Level 2 monitoring process to the student The Curriculum Leader notifies the parent/caregiver, and reports students’ name the Dean Year Adviser (s) notified of students on Level 2 by the Dean The class teacher retains the Level 2 monitoring sheet, and fills the sheet at the end of each lesson The Curriculum Leader evaluates the students’ Level 2 performance at the end of the monitoring period, and meets with the student Student improvement results in an end to monitoring. No improvement, results in Level 3 Curriculum Leader provides a copy of Level 2 to the Dean The Dean instructs the Year Adviser to collect and collate feedback from all the students’ teachers The Dean evaluates the feedback and calls for a parent & student interview to review feedback, and explain the Level 3 process The Dean counsels the student and together a learning contract is developed The student is placed on an a Level 3 across subject monitoring card for two weeks, with daily monitoring by the Dean At the end of the two weeks the students overall progress is evaluated Student improvement results in a 1 week return to Level 1 monitoring and an end to monitoring. No improvement, results in Level 4 The student is referred to the Principal who will decide on the course of action Consequences may involve : Exclusion, Internal suspension, out of school suspension A parent interview & school contract may need to be signed as part of the students’ re entry agreement Parents and students have access to Procedural Fairness

•

At the most serious level where: - the inappropriate behaviour is persistent and seriously disrupts their learning and the learning of others and not subject to change despite all efforts to support and refocus - the behaviour seriously contravenes the Code of Conduct, and places the student and others at risk of harm, or contravenes the law • The Principal may recommend to the Head of College: - the student be placed on a contract they must fulfill within a set time, pending which, determination be made regarding their continuous presence in the College - the termination of a student’s enrolment at the College *The Head keeps the Chairman of the Board informed and consults as necessary, particularly in relation to terminating a student’s enrolment at the College

Managing Positive Learning Environments for Students January 2013

Teachers Advice to Students Communicating Expectations and Consequences 1.

Attend school when lessons are planned

Positive •

Experience all parts of your school work and be well informed

•

Learn, complete school work and achieve

•

Increase confidence, develop relationships/friendships, have a sense of pride, belonging and commitment

•

Opportunity to work towards a variety of Awards & Prizes and student leadership positions Negative

•

Miss work and fall behind in class

•

Missed work will need to be completed at own time

•

Disruption to peers

•

Lack of pride

Arrive to school on time and attend Roll Call

Positive •

Receive announcements and be prepared for the day

•

Feel calm, relaxed involved and ready

•

Be appreciated by peers and staff. Negative

•

May feel disorganised, rushed or anxious

•

Miss out on changes to notices or events

•

Receive a late note

•

Feel rushed and stressed, uninvolved or unprepared

Managing Positive Learning Environments for Students January 2013

Walk calmly and quietly throughout the school buildings

Positive •

You will be safe

•

Calm on arrival to class

•

Appreciated by others Negative

•

You will be stopped and reminded

•

You may injure yourself and cause injury to others

•

You will be reprimanded

Follow classroom instructions and respect the rights of others to learn and teach Positive •

Learn, achieve and be respected by others

•

Be a valued member of the class

•

Opportunity to work towards a variety of Awards & Prizes and student leadership positions Negative

•

Spoken to by teacher

•

Withdrawal from class

•

Official Warnings

Enter Management Policy •

Lose friends because of annoyance to others

Managing Positive Learning Environments for Students January 2013

Care of Equipment Positive

•

Access to working equipment

•

Improve the quality of education

Negative •

Not allowed to use equipment – at that time or in the future

•

Pay for damage

•

Affect other students’ learning – lose friends

Be prepared for class Positive

•

Confident and ready to learn and complete tasks well

•

Knowledge is expanded and enthusiasm is rewarded

•

Opportunity to work towards a variety of Awards & Prizes and student leadership positions Negative

•

Cannot participate in activity

•

Make up lost time during lunch or at home

•

Fall behind and underachieve

Enter Management Policy

Managing Positive Learning Environments for Students January 2013

Work to your ability Positive

•

Succeed, improve, good results

•

Recognition Awards

•

Help when needed

•

Positive self-esteem Negative

•

Not fulfil goals

•

Underachieve

•

May require extra time working

•

Others underestimate your abilities and deny you opportunities

Be actively involved in all lessons

Positive •

Learn, enjoy school more

•

Contribute to positive learning environment

•

May increase opportunities/choices and control over your own learning

•

Find out how to learn effectively

•

Expand skills and knowledge Negative

•

Underachieve

•

Miss important concepts

•

Make up extra time at lunch

•

Fail to benefit from success

Managing Positive Learning Environments for Students January 2013

Follow the Code of Conduct

Positive •

Respected by others

•

Increase learning

•

Feel safe and have a sense of belonging

•

Self-respect

•

Formal recognition – Praise, Awards Negative

•

Excluded from Leadership Opportunities

•

May be excluded from activities, privileges and responsibilities

•

May place yourself and others at risk – if don’t use commonsense

Enter Management Policy

Managing Positive Learning Environments for Students January 2013

Advice to Teachers Group and Individual Management Strategies In order to maintain an atmosphere in which students prefer to cooperate and be engaged in learning activities, it is essential that a teacher be prepared to deal effectively with unwanted behaviour as soon as it occurs. The Teacher is primarily responsible for preventing the likelihood of discipline problems occurring, and disarming them quickly once they do. A general approach, which communicates hesitancy or ambivalence, is likely to be tested by students. A manner too far to the other extreme, that is authoritarian or punitive, is often resented and may produce counter aggression.

Characteristics of a strong teacher presence CLASSROOM MANNER 

Prepared to follow through once consequences are assigned.



Has faith in student ability to succeed.



Uses specific praise that indicates what students have done and why it is desirable.



Reinforces desirable behaviour.



Consistent in expectations but open to review of procedures, which do not appear to be working.



Willing to be the instructional and behavioural leader in the classroom.



Stops inappropriate behaviour before it escalates.



Demonstrates respect for the child: ie separates the child from the behaviour, ie. labels the behaviour as unacceptable, not the child as an unwanted (or bad) person.

Research indicates that most discipline problems in the classroom are low intensity and ongoing in nature, for example: calling out, showing off, inattentiveness, forgetting supplies and mild defiance. The teacher needs to decide if, when and how to intervene. He/she needs to consider the type of intervention that is warranted by the behaviour. This requires careful observation and consideration of several factors such as: how often does the behaviour occur, what is the goal of the behaviour, and what reward is the student receiving by misbehaving. These factors play an important part in seeing the behaviour in its proper perspective and choosing appropriate consequences.

Managing Positive Learning Environments for Students January 2013

For the most part, it is the teacher who crafts a positive learning environment. Given the right conditions and rules which they understand and accept, most students will behave appropriately. If prevention fails, be prepared to state your expectations clearly, reinforce them consistently and follow through with strategies for dealing with potential problems.

Teacher presence is strengthened through: Non-Verbal 

Eye contact.



Body language - faces students directly, straight posture, not tense or rigid or overly aggressive, open, relaxed stance that communicates confidence and assertiveness leans towards students when speaking to them.



Facial expression variations that convey awareness, enthusiasm and involvement, keeps expression consistent with the message, eg. look serious when you mean it.



Establishes gestures to signal attention, eg. cues for “silence”, “look at me”, “not now”, “eyes here, “that is great”, “good for you”, etc.

Verbal 

Uses the voice as a management tool through variations in timing, pitch and volume. Calm, modulated tone – more often lowering the voice to gain student attention. Delivered with purpose, vigour and interest in the topic at hand and positive phrasing of expectations.



Frequent use of student names in reinforcing the positives, including girls’ names.

Managing Positive Learning Environments for Students January 2013

Strategies for responding when minor problems arise Planned Ignoring Sometimes the most effective way to deal with student misbehaviour is to ignore it and to encourage students to move on with a learning task. Planned Accentuation of Positives If a student is seeking attention for inappropriate behaviour, surprise him/her by catching them being good and praising them.

Pointers for When to Ignore Behaviour: 

When the inappropriate behaviour is unintentional or not likely to re-occur.



When the goal of misbehaviour is to gain teacher attention.

Pointers for When to Intervene: 

When there is physical danger or harm to you, others or the child.



When a student persistently disrupts learning.



When there are violations of classroom rules or school policy.



When there is interference with learning.



When the inappropriate behavior will spread to other students.

Providing Cues to Students An important aspect of behaviour management is developing ways to communicate with students that provide reminders that support your expectations. Remember that look your mother/father would give you when you were young? Cues can used to reinforce positive behaviour patterns as well. These may by non-verbal, including eye contact, physical gestures ie. Raising your hand in silence, tapping your fingers on then desk, coughing or clearing your throat, facial expressions, or posture.

Proximity Control Get up and walk to the students. Do not sit in front of the class during independent work. Walk around and express interest in students’ work.

Managing Positive Learning Environments for Students January 2013

Simply by moving around the classroom the teacher can assist students in staying on taskbecause of your “proximity” to them. This works well because the student knows you are aware of what is going on, and allows the classroom teacher to continue without interrupting the lesson or the flow of the activity. However, be aware of students’ personal space.

The use of Humour Humour can be the most prone to misuse and is not easy to master, especially if it is directed towards a particular child or group of children. We have all heard the expression “laugh with, not at children”. Even the practice of laughing at one’s own actions can sometimes be troublesome, particularly if it is negatively directed. Do not use sarcasm and do not belittle students. Be careful, because what you think is funny may not be funny to the student involved.

Appeal to Student values Often times you can appeal to students’ values when intervening in problem situations. Their desire is to be liked by others, to do the right thing, to be treated with respect, etc. You might: 

Appeal to the natural consequences of a specific behaviour.



Appeal to the student’s self-respect.

Removal of Nuisance Items It may be difficult for teachers to compete with certain objects, either found at school or brought from home (ie. Rubber bands, combs, mobiles etc.). In order to gain students’ undivided attention, you may be required to deal with these types of competing items. Sometimes, however, the removal of such belongings will only lead to further conflict. One way to avoid such conflict is to simply state the problem: “You are wasting class time, because I keep having to stop to talk to you about it”, and give 2 choices: 

You can either put it away immediately; or



I will put it away until the end of the day

It is important to treat the incident in a low-key manner.

Managing Positive Learning Environments for Students January 2013

Understanding the Goals of Misbehaviour “Children compete for uniqueness. If they cannot attain uniqueness in socially constructive ways they will seek to attain it in other ways.” Bishop, B.: Mutual Respect Psychology. Armidale University Press, Armidale, 1980. When students do not achieve self worth and belonging by obeying the rules and expectations of society, they choose other behaviours to attain these goals. The key is to nurture students’ self-worth and belonging and to reward the good.

Four goals of misbehaviour are: 1. Attention Seeking The student feels a sense of belonging only as long as the teacher is prepared to pay attention to them. Attention seekers dread being ignored. 2. Power struggle The student who displays this behaviour only feels worthwhile if she or he is being boss and controlling everybody. He or she feels, “I prove my importance by refusing to do anything you want.” 3. Revenge Seeking The student feels the only way of attaining a social position is to be disliked. He or she has been unsuccessful in gaining attention or demonstrating power and therefore tries to hurt others, as he or she feels hurt. In order to be recognized he or she provokes hostility. 4. Display of real or alleged inadequacy Students displaying inadequacy see themselves as incompetent. They are deeply discouraged, and no longer hope for any success or recognition in school. Their sole purpose is to avoid further hurt, humiliation or frustration. They hide behind “lack of ability” so that their real or imagined deficiency will not be obvious. Managing Positive Learning Environments for Students January 2013

Recognising the signs There are two reliable indicators to help teachers recognize the goals of misbehaviour: 1. The first way we immediately react to the behaviour gives us the most reliable clue as to the purpose of the behaviour. If we feel annoyed because the student does not respond to our reminding, pointing out, coaxing or nagging, the goal is probably ATTENTION SEEKING. If we feel threatened or challenged in our position the goal is probably POWER. If we feel defeated and hurt by the student the goal is probably REVENGE. If we feel utterly hopeless and have tried everything without success – “I give up” – the goal is probably INADEQUACY. 2. The second indication of the child’s goal will show itself in the manner in which the student responds to our reprimand. If the student responds to our reprimand and stops the behaviour, then we know he or she wanted attention. The behaviour may, however, start again, trying for additional attention. When the student continues the behaviour, in spite of being reprimanded, he or she is usually seeking power. He or she may even intensify the behaviour. If a student becomes angry and abusive when reprimanded, she or he feels unjustly accused and wants to get revenge. When a student does nothing and just sits, after being reprimanded, she or he is usually operating out of a real or imagined inadequacy goal.

Managing Positive Learning Environments for Students January 2013

DISCUSSING THE GOAL Students are often unaware of the purpose of their behaviour. There is no point in asking “why do you annoy me so often?” The student may be unaware of “why”. Teacher needs to have a private discussion with the student to try to disclose the goal. This procedure can be used when talking with the student: Do you know why you….? I would like to tell you what I think. Could it be that…?

Attention Seeker 

“Catch them being good.” Ignore as much inappropriate behaviour as possible.



Make a plan of your own or a contract with the student that involves the student receiving recognition from teacher, class, Year Adviser or parent as the reward.



Use logical consequences.

Power Struggle 

Establish class responsibilities and expectations.



Do not “buy into” the power struggle.



Say to the student, “You are here to learn, don’t sabotage yourself.” Discuss the situation to come to an agreement in which the student decides to co-operate.



Encouragement works well – look for opportunities to encourage cooperation.



Give student responsibilities that enhance the feeling that you value them.



Logical consequences with a discussion on responsibilities.

Inadequacy 

Assess learning needs by reading student’s file and seek support to meet them.



Find activities in which the student can succeed and gradually increase the difficulty of the task.

Managing Positive Learning Environments for Students January 2013



Help the student to realize that, without trying and maybe failing, she or he will never know his or her true potential.



Encouragement works well here.

Revenge 

Have a group discussion on what are the good things about students in the class.



Do not retaliate.



Discuss the times the student provokes others but more importantly talk about the good qualities he or she can use to make others like him or her.



Use consequences that are logical but not retaliatory.

REMEMBER: Analyse your first feeling and reaction, and consider doing the exact opposite. The student’s behaviour is usually not aimed at you as an individual, but rather at the system or the world. It is an attempt to belong, find self-worth or exercise power over others..

Managing Positive Learning Environments for Students January 2013

School Attendance & Punctuality

Managing Positive Learning Environments for Students January 2013

School Attendance Procedures Attendance checking procedures enable the identification and provision of assistance to students with unsatisfactory attendance. Early detection of poor attendance and prompt positive intervention measures, are essential in meeting the schoolâ&#x20AC;&#x2122;s duty of care requirements, and both educational and social responsibilities.

Rolls and Marking â&#x20AC;&#x201C; Senior School Home Room Teachers 1.

Mark paper rolls in a roll call period at the start of each day prior to the commencement of formal lessons.

Record absences on the roll.

Collect returned absence explanation notes and adjust rolls to indicate note return.

Record names of absent students and returned notes each day on coloured roll slips (each year has an assigned colour).

Issue absence reminder slips to any student who has not returned a note of explanation from the parent / caregiver on their first day of return.

Instruct students to write a reminder note on their planner.

Write a comment in the planner each day the absence explanation note is outstanding (after one reminder).

Inform Year Adviser of any student who has been absent for more than two consecutive days.

Check the previous dayâ&#x20AC;&#x2122;s absence history printout, (emailed daily) and adjust rolls as needed for lateness and absence explanations submitted directly to the school office.

10.

Place rolls, roll slips and returned notes in roll pigeon holes at the end of roll call.

11.

Receive a print out every two weeks showing an ongoing list of outstanding unexplained absences from Administration Staff.

12.

Follow up outstanding absence explanation notes and make any necessary corrections. Keep a record of students who have had 3 consecutive unexplained absences. Inform Year Adviser.

Managing Positive Learning Environments for Students January 2013

Administration Staff 1.

Rolls slips and returned absence explanation notes are collected during Period 1 and processed electronically.

Every homeroom absence history is emailed to the Home Room Teacher and the relevant Dean daily.

Class teachers are sent a daily email of absence history for all students they teach.

Official electronic records within i-wise are retained indefinitely, with regular backing up of the system records.

Returned notes are filed in each individual studentâ&#x20AC;&#x2122;s file, while enrolled, and later archived when the student leaves the school.

Returned roll slips and paper rolls are kept in administration files.

Attendance Monitoring Class Teachers â&#x20AC;&#x201C; Procedures and Follow Ups. 1.

Check absence history email at the end of each day and cross check against class roll which is marked in each class every day.

Anomalies are noted on a hard copy of the absence history sheet or attached to the original email and sent to Administration for checking against excursion and sporting activities lists, before adjustments are made.

Follow up unexplained class absences.

Unsatisfactory explanations are reported to the Curriculum Leader who will take the appropriate action.

Year Advisers 1.

Ensure Home Room teachers follow set Roll Marking and Follow Up procedures.

Follow up students who have 3 or more consecutive unexplained days absent, by calling parents/caregivers.

Report any concerns to relevant Dean as soon as possible.

Have an awareness of attendance patterns for their year group by regularly surveying Absence History notifications noting individual students with unsatisfactory or unusual patterns of attendance, including lateness.

Take action by either speaking to the student, seeking advice from relevant Dean, arranging a parent meeting.

Managing Positive Learning Environments for Students January 2013

Rolls and Marking â&#x20AC;&#x201C; Junior School Home Room Teachers 1.

Mark roll daily at roll call prior to the commencement of formal lessons.

Record absences on the class grid using â&#x20AC;&#x2DC;aâ&#x20AC;&#x2122; for absent.

Imput onto iwise each day.

Collect returned absence explanation notes and adjust rolls to indicate note return.

Instruct students to write an absence reminder in their planner if s/he has not returned a note of explanation from the parent / caregiver on their first day of return.

Home Room Teacher writes a comment in the planner each day the absence explanation note is outstanding (after one reminder).

Inform Principal of any student who has been absent for more than three consecutive days or who has more than three unexplained absences.

Managing Positive Learning Environments for Students January 2013

Identification of Attendance Issues Strategies for dealing with them LEVEL 1 Responsibility Identification

Home Room Teacher & (Year Adviser) • • • • • •

Action

•

Unexplained absence up to 2 days and numerous 1 & 2 day absences Late to School Home Room Teacher initially and then Year Adviser if no progress is made (after Home Room teacher has spoken to the student) Home Room Teacher speaks with student about the absences/lateness. Home Room Teacher reinforces the importance of regular attendance/being on time to school. Home Room Teacher encourages the student to bring an absence explanation note through the issue of reminder slip on student’s return (if no note from parent is provided). If no note is provided after one reminder slip : - Write a comment to the effect in planner for each day the absence explanation note is outstanding. - 3 notes in a week for unexplained absence results in a Friday detention with Year Adviser

LEVEL 2 Responsibility

Year Adviser •

Identification

• • •

Action

Next Step

• • • • • •

Unexplained absences for 3 or more consecutive days or numerous 1-2 day absences. Persistent late to school occurrences Referrals from Home Room Teacher and Year Advisers own checks of Absence History. Check with office to see if parent has called with an explanation. Call parents/caregivers if there has been no parental contact. Record date of call and information provided to explain the absence. Let office know. On student’s return, interview student (as needed). Reinforce importance of regular attendance. Encourage student to bring in an absence explanation note if one has not been provided. 3 negative comments in a week = Friday detention Refer to Dean Generate attendance concern letter to parents.

Managing Positive Learning Environments for Students January 2013

LEVEL 3 – Attendance Improvement Team Responsibility Identification

Principal, relevant Dean & Year Adviser • • • • •

Action

Next Step

• • •

Unexplained absences 6 – 10 days or more. Numerous 1-2 day absences within a short period of time. Persistent late to school occurrences Referrals from Year Adviser/Dean. Organise parent and student interview to develop attendance improvement plan. Encourage student to bring an absence explanation note. Monitor student attendance for a set period Contact Parents if student is absent during monitoring period without explanation

Yr 7 -9 • Letter from Principal. • Principal discretion for referral to relevant authorities. Yr 10 – 12 • Warning Letters. • Warning of termination of Enrolment. • Termination of Enrolment.

Managing Positive Learning Environments for Students January 2013

Punctuality Procedures Being punctual to school is important to the student and the school. It is the student’s responsibility to get to school on time.

Late A student will be considered to be late to school if arrival time is after the 8.30am bell. The school will not call home on the occasion a student is late to school. Any Senior School student who is late to school must go to the front office to have their planner stamped and signature registered. Any Junior School student must be accompanied by their parent to the Office to collect a Late Slip which they must hand to their teacher.

Late to School Lates will be recorded throughout the year and disciplinary action taken. Excuses considered as being late without good reason include: •

oversleeping

•

disorganised

•

no reason

•

2 or more late arrivals to school eg. due to transport (exception = private school bus)

Disciplinary Action •

Warning by Year Adviser (Senior School) and Principal (Junior School)

•

Counselling by Year Adviser (Senior School) and Principal (Junior School)

•

Parent Contact – via phone

•

Improvement Plan

•

Referral to relevant Dean (Senior School)

•

Detention (Senior School)

Written Notification of Absences from School – Senior School Parents must indicate by telephone, or email of a student’s absence from school by 9.00am. Written notification signed by either parent or caregiver must be provided for every unexplained absence on the first day of a student’s return to school.

Managing Positive Learning Environments for Students January 2013

Notes Absence Explanation Notes must include Name of Student, Home Room Class, date of absence, reason for absence and the signature of either parent / caregiver.

Early departure from School Senior students requesting to leave early for any reason during the school day are required to present a note from their parent or caregiver to the office at the beginning of the school day before Roll Call at 8.23am. The Principal approves all early departures. The student will then be issued with an early leave slip, which they will present to their class teacher if in a lesson at the time of departure. Before leaving the school, early leavers must sign a Roll in the Office to record their departure time. Parents of students of the Junior School must collect a blue slip for early departure and must hand this to their childâ&#x20AC;&#x2122;s teacher before collecting their child.

Managing Positive Learning Environments for Students January 2013

Appendices Appendix A – Procedural Documents Senior School Subject Monitoring Sheet (Level 1)................................................. 75 Subject Monitoring Sheet (Level 2)................................................. 76 Misdemeanour & Maple Register .................................................... 77 Year Advisers Detention Log ......................................................... 78 Detention Slips ......................................................................... 79 Detention Reflection Sheet .......................................................... 80 Incident Report ......................................................................... 81 Incident Student Reflection Sheet .................................................. 82 Dean of Middle School •

Across Subject Student Monitoring ......................................... 83

•

Across Subject Homework Monitoring ..................................... 85

•

Across Subject Homework & Behaviour Monitoring ..................... 86

Roll Marking Procedures .............................................................. 89 Absentee Follow Ups .................................................................. 90 Pastoral Care Teacher Record Sheet ............................................... 91 Pastoral Care Student Record Sheet ............................................... 92 Year Advisers Uniform Register ..................................................... 93 Phone Register ......................................................................... 94 Student Going Overseas .............................................................. 95 Sample Letter 1 ........................................................................ 96 Sample Letter 2 - Contract ........................................................... 97 Sample Letter 3 ........................................................................ 98 Maple Red Star Award ................................................................. 99

Managing Positive Learning Environments for Students January 2013

ST SPYRIDON COLLEGE SUBJECT MONITORING SHEET Level 1 Student Name: _____________________

Class Teacher:

_____________________________

Class: ______________________________

Subject Area: _______________________________

Date Monitoring Commenced: ______________________ A = Excellent, B = Good, C = Satisfactory, D = Unsatisfactory Date

Period

Late Y/N

Hwk (Circle) A-B-C-D

Behaviour (Circle) A-B-C-D

Work Level Teacher (Circle) signature A-B-C-D

Y/N

A-B-C-D

Y/N

A-B-C-D

Y/N

A-B-C-D

Y/N

A-B-C-D

Y/N

A-B-C-D

Y/N

A-B-C-D

Y/N

A-B-C-D

Y/N

A-B-C-D

Y/N

A-B-C-D

Date Parent notified: ______________________________ Curriculum Leader Signature: ________________________________________ Date: ____________________________________________ (filled at end of monitoring period) *NOTE- If an acceptable level of improvement has not occurred then a copy of the subject monitoring sheet must be forwarded to the Dean and student moves to Level 2.

Managing Positive Learning Environments for Students January 2013

ST SPYRIDON COLLEGE SUBJECT MONITORING SHEET Level 2 Student Name: _____________________

Class Teacher:

_____________________________

Class: ______________________________

Subject Area: _______________________________

Date Monitoring Commenced: ______________________ Date

Period

Late (Circle)

Hwk (Circle)

Behaviour (Circle)

Y/N

Work Level (Circle) Y/N

Y/N

Teacher signature

Date Parent notified: ______________________________ Dean Signature: ________________________________________ Date: ____________________________________________ (filled at end of monitoring period) *NOTE- If an acceptable level of improvement has not occurred feedback from all teachers will be gathered and a parent interview conducted before the student moves on to a Level 3 across subject monitoring card

Managing Positive Learning Environments for Students January 2013

ST SPYRIDON COLLEGE MISDEMEANOUR & MAPLE REGISTER Term Student Name: _____________________________________ Class: __________________ • • • •

3 same = Detention Friday 5 mixed = Detention Friday 1 maple demerit deducted for each negative comment Every 10 maple demerits accumulated = Yard duty

MISDEMEANOUR

Wk 1

Wk 2

Wk 3

Wk 4

Wk 5

Wk 6

Wk 7

Wk 8

Wk 9

No Planner No Signature Graffiti – in planner/on bag Uniform Late to class Late to school stamp No Homework Unprepared for class Misbehaviour No absence note DETENTION (tick)& issue slip, write name on white board

DEMERITS – deduct 1maple for each comment

Issue Yard Duty slip, write name on white board

√

Yard Duty completed

5 MAPLES awarded

No Negative Comments

to students who receive no negative comments

Term Maple Count Deduct 1 Maple for each negative comment

Maple Tally

Total Maples for the term

Managing Positive Learning Environments for Students January 2013

Wk 10

YEAR ADVISERS DETENTION LOG Term/ Date

Student Name

Class

Completed Yes

Managing Positive Learning Environments for Students January 2013

Comment/Problems

Detention Slip Name:__________________ Class: __________________ Detention Date: __________ Detention Time: 3.05-4pm Reason: _______________________ _______________________

Teacher Signature:

______________________

Parent Signature ______________________

Year Adviser Signature at completion

_______________________

Detention Slip Name:__________________ Class: __________________ Detention Date: __________ Detention Time: 3.05-4pm Reason: _______________________ _______________________

Teacher Signature: ______________________

Parent Signature ______________________

Year Adviser Signature at completion

Managing Positive Learning Environments for Students January 2013

Detention Reflection Sheet Name: .............................................

Date: ..........................................

In your own words explain why you have been placed on detention?

List the comments below and next to each match them to the code of conduct rule that has not been met.

Explain how each comment affects your learning and/or learning of others.

What steps can you take in future to prevent yourself from being placed on detention for the same comment you have listed above.

Student signature ............................................... Date: ...............................................................

Managing Positive Learning Environments for Students January 2013

ST SPYRIDON COLLEGE INCIDENT REPORT Report made by: _______________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Teacher/Student Signature: __________________________________ Date: ________________ Managing Positive Learning Environments for Students January 2013

Incident Reflection Sheet Name: .............................................

Date: ..........................................

Explain why your behaviour has resulted in teachers becoming concerned and involved?

How has your behaviour shown a lack of regard for the code of conduct and studentâ&#x20AC;&#x2122;s principles?

What can you do in future to minimise the chance of this incident occurring again?

Is there anything you can do now that can help improve the situation?

Is there anyone that you need to apologise to? Circle

Yes

If Yes â&#x20AC;&#x201C; Who and why?

Student signature ...............................................

Managing Positive Learning Environments for Students January 2013

STUDENT CONTRACT

ST SPYRIDON COLLEGE

I understand the reasons why I have been placed on this card and acknowledge that I must improve.

Dean of Middle School

I agree to the following. ___________________________________________________

ACROSS SUBJECT STUDENT MONITORING

___________________________________________________ ___________________________________________________ ___________________________________________________

NAME: _____________________________________ CLASS: _____________________________________

___________________________________________________ My failure to comply will result in further action ___________________________________________________

Managing Positive Learning Environments for Students January 2012

FOR WEEK BEGINNING ON ________________________________ AND ENDING _________________________ A = EXCELLENT, B = GOOD, C = SATISFACTORY, D = UNSATISFACTORY PERIOD

Monday

Tuesday

Wednesday

Thursday

Friday

Subject:

RECESS 3

Subject:

LUNCH 5

Subject:

Subject

Subject:

Dean of MS Signature Parent Signature

Managing Positive Learning Environments for Students January 2012

STUDENT CONTRACT

ST SPYRIDON COLLEGE

I understand the reasons why I have been placed on this card and acknowledge that I must improve. I agree to the following.

Dean of Middle School ACROSS SUBJECT

___________________________________________________ ___________________________________________________

HOMEWORK MONITORING

___________________________________________________

NAME: ________________________________

___________________________________________________

CLASS: ________________________________

___________________________________________________ My failure to comply will result in further action ___________________________________________________

Managing Positive Learning Environments for Students January 2012

*NB

Tick or cross as appropriate

HWKG = Homework Given this lesson

□

HWKC = Homework Completed previous lesson

□

FOR WEEK BEGINNING ON ______________________________ AND ENDING ____________________________ PERIOD 1

Monday

Tuesday

Wednesday

Thursday

Friday

HWKG= HWKC= Subject:

HWKG= HWKC=

Subject:

HWKG= HWKC= Subject:

HWKG= HWKC=

Subject:

HWKG= HWKC=

Subject:

RECESS 3

LUNCH 5

Dean of MS Signature Parent Signature

Subject:

Managing Positive Learning Environments for Students January 2012

Subject:

Subject

Subject:

STUDENT CONTRACT

ST SPYRIDON COLLEGE

I understand the reasons why I have been placed on this card and acknowledge that I must improve. I agree to the following. ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________

Dean of Middle School ACROSS SUBJECT HOMEWORK & BEHAVIOUR MONITORING

___________________________________________________ NAME: ________________________________ My failure to comply will result in further action

CLASS: ________________________________

___________________________________________________

Managing Positive Learning Environments for Students January 2012

*NB

Tick or cross as appropriate

HWKG = Homework Given this lesson

□

HWKC = Homework Completed previous lesson

□

FOR WEEK BEGINNING ON ______________________________ AND ENDING ____________________________ GRADE AS PERIOD 1

RECESS 3

LUNCH 5

Dean of MS Signature Parent Signature

A = Excellent

B = Good

C = Satisfactory

D = Unsatisfactory

Monday Subject: Grade:

Tuesday Subject: Grade:

Wednesday Subject: Grade:

Thursday Subject Grade:

Friday Subject: Grade:

HWKG= HWKC= Subject: Grade:

HWKG= HWKC= Subject Grade:

HWKG= HWKC= Subject: Grade:

HWKG= HWKC=

Subject: Grade:

Subject Grade:

Subject: Grade:

HWKG= HWKC= Subject: Grade:

HWKG= HWKC= Subject Grade:

HWKG= HWKC= Subject: Grade:

HWKG= HWKC=

Subject: Grade:

Subject Grade:

Subject: Grade:

HWKG= HWKC=

Managing Positive Learning Environments for Students January 2012

ROLL MARKING PROCEDURES 1. Pick up ROLL from pigeon hole slot. 2. Call the ROLL (aloud) and sight student. 3. Write a small ‘a’ if the student is absent. 4. Write a small ‘n’ above the ‘a’ when a note of explanation has been brought in. 5. If a student was marked away you must ask them for their absence explanation note on the FIRST day of their return. Students enter a reminder into their planners and a reminder slip is given. If this continues a comment is written in the planner. The Year Adviser must be informed when 3 comments or more have been written, as this will result in further action. 6. During follow ups, if a student informs you they were not away but instead were late, you must sight the office stamp as proof, and then adjust the roll by writing a ‘l’ above the ‘a’. 7. Once Roll has been marked, and the above mentioned catch up procedures performed, tear off and fill in the Roll Marking slip. 8. On Roll Marking slip, record initial and surname of absent student and the name of student who has provided a note of explanation (include date of absence). 9. Place the Roll slip and any returned absence explanation notes on top of the class roll and secure. 10. Return ROLL to the pigeon hole slot. Do not send the ROLL to the front office or to the lunch room with a student. It is a legal document for which you are responsible. Additional Roll Adjustment 1. Use Daily Absence History email to adjust roll for previous day – eg notes handed in at office, students late to school. 2. Use two week Absence History printout to follow up on unexplained absences, ensuring all absences are explained/accounted for.

Managing Positive Learning Environments for Students January 2012

ABSENTEE FOLLOW UPS YEAR _______________________ CLASS_______________________ NAME

Dates of note(s) owed (List each date separately)

Comments (Tick) Reminder slip given Refer to Year (tick) Adviser (tick)

Upper School If any student has been given 3 comments for the non return of absence explanation note, copy this sheet & pass on to relevant Year Adviser for follow up.

Managing Positive Learning Environments for Students January 2012

PASTORAL CARE TEACHER RECORD SHEET Teacher Name: ______________________________ Term _______ , 20 ______ Date

Lesson Topic

Comments

Managing Positive Learning Environments for Students January 2012

Teacher signature

PASTORAL CARE STUDENT RECORD SHEET Date

Lesson Topic

Managing Positive Learning Environments for Students January 2012

ST SPYRIDON COLLEGE YEAR ADVISERS UNIFORM REGISTER Student Name

Class

Detail e.g. wrong shoes, make up, no tie, hair

Managing Positive Learning Environments for Students January 2012

Compliance date

Completed

PHONE REGISTER Teacher: ___________________________________ Position: _________________________ Name

Class

Date

Issue/Concern

Managing Positive Learning Environments for Students January 2012

STUDENT GOING OVERSEAS School Work Check list: This sheet must be filled in and signed by all your teachers then returned to your Year Adviser for checking and copying before leaving for your holidays / extended leave. Student Name:

________________________________________

Year:

__________________

Absent from

__________________ till __________________

No of School Days/Weeks: ________________ Teacher Name

Subject

Work to be completed

Managing Positive Learning Environments for Students January 2012

Teacher signature

SAMPLE LETTER 1 Date

Dear Mrs/Mr ,

This letter confirms the conversation held in the meeting (date) with (Names)Dean of Middle School/ Principal. The meeting took place following a day’s suspension for (eg fighting/attitude to school). It identifies the issues discussed regarding (name) future and what is required in regard to the Middle School/Preliminary/ HSC Courses. (Name) will not achieve his/her goals if he/she does not follow the steps outlined below. As discussed in the meeting: (examples only) 1. 2. 3. 4. 5.

(name)…… must take control of the situation at St Spyridon and make the change required. (name)…… will attend a meeting with Mrs Fatouros, Student Welfare Officer. (name)…… will seek advice regarding his/her chosen subject choices. (name)…… must be respectful to teachers. (name)…… will complete all set tasks to his/her best ability and work in class without requiring the teachers to prompt him/her. 6. (name)…… must do all required homework. 7. (name)…… will remain focused in class and not be distracted by others. 8. (name)…… will be prepared for each class and change his/her attitude. 9. (name)…… will sit away from his/her friends. 10. (name)…… will seek support from Year Adviser and Dean of Middle School for his/her future. We hope (name) understands the importance of this letter and makes an immediate change so he/she is able to continue as a valued member of the St Spyridon College community. Yours sincerely

Dean of

Managing Positive Learning Environments for Students January 2012

Principal, Senior School

SAMPLE LETTER 2 - contract Date

Dear (Name),

This letter confirms the conversation held in the meeting (date) with (names of people at the meeting) regarding ongoing issues of concern with (name) behaviour at the College. (Name) has persistently engaged in behaviours that seriously disrupt his/her learning and the learning of others. As a result, his/her lack of progress is such that if he/she does not make significant and substantial changes to his/her behaviour during the term, he/she will not be in a position to commence Year… in Term…, at this College. The College has endeavoured to support (name) to adopt a focused and purposeful approach to his/her studies by (examples only):  Numerous conversations with and pastoral support from (name) teachers, Year Adviser, Dean of Middle School and Principal Senior School regarding his/her progress and suggestions on how to improve.  Tutorial support from Teachers outside of class time  Pastoral care support in developing study skills for preparation of assignments and for exams  Disciplinary measures, such as withdrawal from classes, detentions and suspension from school, provided to encourage (name) positive involvement in classroom learning activities. The College has kept parents informed of problems with (name) behaviour on an ongoing basis, utilising: (examples only)  Numerous phone conversations with the Year Adviser.  Interviews with yourself and (name) attended by Year Adviser, Dean of Middle School and/or the Principal Senior School.  Written reports from classroom Teachers on (name) progress provided during interviews  Interim Report at the end of term 1 that indicated that five of his/her teachers had major concerns with his/her progress. Despite all efforts to support (Name) to modify his/her behaviour and to help him/her to adopt a focussed and purposeful approach to his/her learning, his/her behaviour has not improved to date and if anything has deteriorated in some classes with his/her return to school in Term….. As agreed at the most recent meeting with you, (name) has now been placed on a contract, and a monitoring sheet of four weeks duration. This specifies the type of satisfactory behaviour that would allow (name) to continue at this College. It also specifies that (name) cannot continue at St Spyridon College if his/her behaviour does not change. We will continue to support (name) as much as possible during this time, including opportunities to attend sessions with the Student Welfare Adviser. Please discuss these issues with (name) so that together you may consider his/her future. Please also consider the statement that (name) must make regarding the ways in which he/she is going to address the numbered points in the contract. (Name) can no longer take his/her position at St Spyridon College for granted. We hope (name) will make the appropriate changes to his/her behaviour so that he/she may continue as a valued member of the St Spyridon College community.

Yours sincerely

Principal, Senior School Managing Positive Learning Environments for Students January 2012

SAMPLE LETTER 3 Date

Dear (Name),

In our letter to you of (date) we informed you of ongoing issues of concern in relation to your [son/daughter], [name]. As we explained in the letter, [name], was placed on a contract of [number of weeks] duration, which specified the type of satisfactory behaviour that would allow, [him/her] to continue at the College. We also made it clear that [he/she] would not be able to continue at St Spyridon College if [his/her] behaviour did not change. Either: Following a review of [name] behaviour during this period I wish to inform you that the College will not be able to offer [him/her] a place at the school after [date]. This decision has been taken after much thought and discussion and ultimately we believe it to be in the best interest of [name]. If you require any assistance in placing [him/her] in another school we will do all that we can to assist. Or: Following a review of [name] behaviour I wish to inform you that there have been positive signs of improvement however to safeguard his/her place in the College this progress must continue. There will be continued monitoring of [his/her] behaviour for the next [number] of weeks. A decision about [name] continuation at the College will be made at the end of this period. If you have any questions about the current situation please make an appointment with my secretary so that we can meet as soon as possible. Or: Following a review of [nameâ&#x20AC;&#x2122;s] behaviour, I wish to inform you that there has been very limited progress in the areas previously explained. This is unacceptable. If there is not an immediate and sustained improvement then [his/her] place at the College will be revoked. A decision in this regard will be made by [date]. [Name] should understand that the position is now very serious and that this is a final warning. If you have any questions about the current situation please make an appointment with my secretary so that we can meet as soon as possible.

Yours sincerely

Principal, Senior School

Managing Positive Learning Environments for Students January 2012

Head of College

MAPLE RED STAR AWARD

Name:_______________________

Class:________________________

MAPLE RED STAR AWARD

Name:_______________________

Class:________________________

MAPLE RED STAR AWARD

Name:_______________________

Class:________________________

MAPLE RED STAR AWARD

Name:_______________________

Class:________________________

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Appendix B â&#x20AC;&#x201C; Procedural Documents Junior School Reflection Sheet ....................................................................... 103 Prefect Curriculum Vitae ............................................................ 104 Late Note and Permission Note for Leaving ..................................... 106 Junior School Roll Marking Procedure ............................................. 107 Merit Certificates ..................................................................... 108 Red Maples ............................................................................. 109 Bronze Maples ......................................................................... 110 Silver Maples ........................................................................... 111 Gold Maples ............................................................................ 112

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Name:……………………………………………

Class: ………….

Date: …………..

Managing A Positive Learning Environment Circle the Positive Behaviour element/s that you have not demonstrated:

Showing pride

Cooperating

Learning Being safe

Completing homework Being prepared

Showing Respect

I am on detention for ................................................................................................ ………………………………………………………………………………………… The above behaviour is inappropriate because ……………………………….. ………………………………………………………………………………………….. Showing respect is important because ……………………………………….. …………………………………………………………………………………………. The positive behaviour that I’m committing to is…………………………. ………………………………………………………………………………………… ………………………………………………………………………………………… The Actions that I need to take on in order for the positive behaviour to take place are: •

…………………………………………………………………………………..

•

…………………………………………………………………………………..

•

…………………………………………………………………………………..

•

…………………………………………………………………………………..

_________________ Student Signature

_________________ Teacher Signature

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_________________ Parent signature

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CURRICULUM VITAE NAME What can you contribute as a prefect in a leadership role to the College

Academic Achievements

Sporting Achievements

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School Involvement

Any other comment you would like to make

I would like to be considered for nomination as 20__ Prefect 20__ House Captain of __________

Please return your CV to Mrs. Synesios by ________

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ST SPYRIDON COLLEGE JUNIOR SCHOOL

LATE NOTE Name: _____________________________________________ Class: _____________ Date: _______________

Time on arrival: __________________________________

Reason:_________________________________________________________________ _________________________________________________________________________ Parent’s Signature: ____________________Teacher’s Signature:__________________

PERMISSION NOTE FOR LEAVE DURING SCHOOL HOURS

Name: _________________________________________________ Class: ________ Date: ___________________________________ Time: __________________________ Reason: _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ The abovementioned child may leave the school grounds with Mr/Mrs _________________________________________________________________ Signed: _______________________________

______________________________ Mrs Hamer – Principal Junior School

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ROLL MARKING PROCEDURES JUNIOR SCHOOL It is the Home Room teacher’s responsibility for maintaining this record. Any relieving teacher must hand to Home Room teacher paper copy so s/he can enter onto iwise.

1. On your paper roll, note down who is absent or late each day. Use ‘a’ for absent and ‘L’ for late. 2. Collect any absence notes that are outstanding. Initial and date receipt. Remind those that owe notes. 3. Log onto iwise. 4. Go to Data Entry → Absences → By Roll. You can change the date by clicking on Calendar & Search to select month/date. 5. Look at Column ABSENT/PRESENT?

Click absent for all students that are absent only.

If students are present no need to do anything. In the column that says HALF, place a 1 for a half day absence and a 2 for a full day absence. 6. In the column for REASON click on arrow down and choose Absent-Explained or Unexplained. 7. COMMENT column is for any other information you want to add. 8. TIME column is for writing down departure / arrival time. 9. CONTACT METHOD click on arrow down and choose Email, Telephone,Written etc. Only written notes are acceptable. 10. Press Submit to save.

This procedure must be followed daily.

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ST SPYRIDON COLLEGE

MERIT CERTIFICATE Presented to ________________________ Class_____________ For ____________________________________________________________

______________________________________________________________

Signed _________________________________

Date: _______________

ΚΟΛΛΕΓΙΟ ΑΓΙΟΥ ΣΠΥΡΙΔΩΝΑ

ΒΡΑΒΕΙΟ

ΠΡΟΟΔΟΥ

Απονέμεται στ…………………………..………………………………….……. τάξη....………….. Για.......................................................................................................................................................... ................................................................................................................................................................ Υπογραφή……………………………………………..

Ημερομηνία ………….………………...

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Managing A Positive Learning Environment at St Spyridon College

_______________ has received 20 GREEN MAPLES and so qualifies for a

Date:

Signed:

Managing A Positive Learning Environment at St Spyridon College

__________________ has received 20 GREEN MAPLES and so qualifies for a

Date:

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Signed:

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Managing A Positive Learning Environment at St Spyridon College _________________________________ has received 40 Green Maples and so qualifies for a

Date:

Signed:

Managing A Positive Learning Environment at St Spyridon College __________________________________has received 40 Green Maples and so qualifies for a

Date:

Signature

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Managing A Positive Learning Environment at St Spyridon College

__________________________________ has received 60 Green Maples and so qualifies for a

Date:

Signed:

Managing A Positive Learning Environment at St Spyridon College

__________________________________ has received 60 Green Maples and so qualifies for a

Date: Managing Positive Learning Environments for Students January 2012

Signed: 111

Managing A Positive Learning Environment at St Spyridon College

__________________________________ has received 100 Green Maples and so qualifies for a

Date:

Signed:

Managing A Positive Learning Environment at St Spyridon College

__________________________________ has received 100 Green Maples and so qualifies for a

Date:

Signed:

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Appendix C

Pastoral Care Management Roles and Responsibilities Primary Stage Coordinators ......................................................... 115 Dean of Middle School ................................................................ 117 Year Adviser ............................................................................ 119 Home Room Teacher .................................................................. 121 Dean of Senior Programs ............................................................. 123

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PRIMARY STAGE COORDINATORS ROLE STATEMENT The Stage Coordinator is responsible to the Head of College through the Principal Junior School. The Stage Coordinator will establish effective relations with all Teachers in their team, and provide them with leadership, support, advice and direction. The Stage Coordinator will actively seek to enhance communication and unity across the whole school K – 12 and work closely with the Primary Curriculum coordinator. The Stage Coordinator will work collaboratively with members of the Management Team so that students are provided with a coherent learning journey that maximizes their learning outcomes. Role Description The Infants Coordinator will contribute significantly to improved student learning outcomes and enhance team and individual Teacher performance by: • Providing instructional leadership to the team in curriculum planning, development, assessment and reporting. • Supervising the delivery of teaching programs • Contributing to the management of student behaviour management issues arising in the classroom • Building and maintaining a positive, dynamic and forward-focussed team. Team Leadership Attend Academic Leadership and other management and planning meetings in order to: o Contribute to directions that improve the academic achievement of St. Spyridon students • Collaboratively develop and implement teaching and learning practices and programmes that promote best practice and are in line with current educational thinking • Provide leadership in curriculum development and innovation at their Stage Level • Provide leadership in the transition program home to school and Year 2 to Year 3, Year 4 to 5 and Year 6 to Year 7. • Promote the professional development of their stage Teachers to improve knowledge and skills • Assist in providing access to support services catering for the needs of specific groups of children • Assisting with preparation of special school functions

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Teacher Management • Convene regular Team meetings which are purposeful and effective in maximizing the student learning outcomes. • Provide induction programs for Teachers that enable them to implement Teacher Accreditation requirements and expectations outlined in the Teachers’ Handbooks • Inform the Principal Junior School of ongoing Teacher performance issues and assist her in managing appraisal and performance of the stage Teachers. Student Management The Stage Coordinator will: • Assess incoming students and make appropriate recommendations • Be responsive to needs and concerns of all students • Manage the school code of conduct and award system • Be aware of issues that might affect a student’s behaviour or progress and advise relevant personnel appropriately • Communicate and liaise with parents when appropriate. As a member of the Junior School Management Team, the Stage Coordinator will: • Actively promote the concept of A Thinking School of the College • Promote the Greek Orthodox ethos and culture Enhance the good name of the College by contributing actively to public relations initiatives • Demonstrate loyalty and support to the management of the College. • Perform any other duties as requested by the Principal Junior School or the Head of College.

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DEAN OF MIDDLE SCHOOL ROLE STATEMENT Working relationships The Dean of Middle School is responsible to the Head of College through the Principal, Senior School and works closely with the Deans of Upper School and Senior Programs. The Dean of Middle School will establish effective relations with all teachers in the Middle School team, and provide them with leadership, support and advice. The Dean of Middle School will work productively with the Deans of Upper School and Senior Programs, Principal Junior School and as well as teachers across all teams and actively pursue initiatives that enhance the learning journey of students 6-12. The Dean, Middle School will actively seek to enhance communication and unity across the whole school. Role Description To assist the Principal, Senior School in the development and implementation of the Years 7 to 12 Pastoral Care and student Services program. To assume responsibility for the educational life and pastoral care of the Middle School students. To provide Instructional Leadership to the Year Advisers and Home Room teachers. Programs and Structures The Dean of Middle School will assume responsibility for organizational and administrative matters pertaining to Middle School students and their studies. She will develop and implement initiatives that enhance student learning outcomes, including: •

Coherent and sequential Pastoral Care programs that promote the personal development, study skills, community responsibility and global awareness of students in their learning journey from Years 7 to 12

•

Transition programs for critical juncture points in students’ learning journey from 6 to 12

•

Student Leadership Development programs for Years 7 to 12

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•

Propose organizational structures and processes that facilitate teaching and learning of Middle School students

•

Provide leadership in promoting and enhancing links between students across all learning teams

•

Propose initiatives that enhance the school’s capacity to provide a safe teaching and learning environment for all students

Student Management •

Demonstrate an active interest in and concern for all Middle School students

•

Be aware of medical and other problems that might affect a student’s behaviour or progress and advise other teachers as appropriate

•

Assist the Principal Senior School with Middle School student discipline and morale

•

Work closely with teachers in following up issues of concern in regard to Middle School students’ performance and morale and communicate with parents when the situation warrants it

•

Assist the Principal Senior School to organise events that celebrate students’ rites of passage from Middle to Upper School

•

Support, advise and guide students in managing their behaviour, learning and relationships with others.

Instructional Leadership • • • • •

Coordinate the work of the Pastoral Care Team (PC and SS Team) Convene Pastoral Care and Student Services Team meetings which are purposeful and effective in maximising student learning outcomes Promote the professional learning of Middle School staff and the PC and SS Team Assist the Principal Senior School to develop and implement induction programs for newly appointed teachers Assist the Principal Senior School in managing the induction, appraisal and performance of Year Advisers and Home Room Teachers.

As a member of the Executive Team, the Dean of Middle School will: • Promote the Greek Orthodox bilingual ethos and culture • Enhance the good name of the College by contributing actively to public relations initiatives • Contribute to initiatives that enhance the public profile of the whole College.

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YEAR ADVISER ROLE STATEMENT Working relationships The Year Adviser is responsible to the Head of College through the Principal Senior School and works closely with the Dean of Middle School/Dean of Upper School. The Year Adviser will provide coordination and leadership to the work of the Home Room teachers and establish effective relations with all teachers in their teams. Role Description The Year Adviser has a significant presence in the lives of their Year level students and Home Room Teachers. Student Management The Year Adviser will: •

Demonstrate an active interest in and concern for students generally and for students in their Year in particular.

•

Through the Home room teachers and own interaction, be aware of the emotional dynamics of their Year, be alert to potential rifts and emerging issues of discontent or harassment.

•

Take steps to defuse, listen, and seek the support of the Dean of Middle School/Dean of Upper School.

•

Be aware of medical and other problems that might affect a student’s behaviour or progress and advise the Dean of Middle School / Dean of Upper School and other teachers as appropriate.

•

Follow up students who are repeatedly absent, uncooperative or unsatisfactory in their conduct.

•

Communicate with parents on issue of concern.

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Team Leadership The Year Adviser will: •

Provide advice and support to Home Room teachers in taking lessons of Pastoral Care. This lesson is also the forum to raise SRC matters.

•

Coordinate Year activities.

• Take responsibility for the monitoring by Home Room teachers of the use of the student planner, student attendance, appearance, discipline and morale. • Meet regularly with the Dean of Middle School / Dean of Upper School and in the course of these meetings provide advice and seek advice on:  Implementation of the Pastoral care lessons  Appearance and grooming, routines and orderly conduct of the Year  Positives to be accentuated and trouble-spots to be addressed in relation to individual and group needs  Performance of homeroom teachers and the support they provide for the role to be appropriately carried out.  Emerging issues of concern in regard to students’ performance and morale  Provide termly reports. • Contribute to projects and initiatives including transition programs, co-curricular and peer support programs. • Attend meetings as required and contribute to purposeful and effective actions in maximising student learning outcomes. In terms of School leadership, the Year Adviser will: •

Promote the Greek Orthodox bilingual ethos and culture

•

Enhance the good name of the College by contributing actively to public relations initiatives

•

Contribute to initiatives that enhance the public profile of the whole College

•

Contribute to initiatives that promote and enhance links between students across all learning teams.

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HOME ROOM TEACHER ROLE STATEMENT Working relationships The Home Room Teacher is responsible to the Head of College through the Principal Senior School and reports to the Dean Middle School through the relevant Year Adviser. The Home Room Teacher will establish effective relations with all teachers in their team. Role Description The Home Room Teacher has a significant presence in the lives of their Home Room students. In terms of Pastoral Care, the Home Room Teacher will: •

Demonstrate concern for students in their Home Room in particular and an active interest in students generally.

•

Take lessons of Pastoral Care, in which they deliver a set program of life and studyskills development. This lesson is also the forum to raise SRC matters.

•

Be aware of the emotional dynamics of their class, be alert to potential rifts and emerging issues of discontent or harassment

•

Take steps to diffuse, listen, and seek the support of the Dean of Middle School, Year Adviser or the Student Welfare Officer.

•

Be aware of medical and other problems that might affect a student’s behaviour or progress and advise the Dean of Middle School and other teachers as appropriate.

•

Take responsibility for the Home Room student attendance, appearance, discipline and morale, by monitoring and following up on these issues.

•

Conduct weekly planner checks and follow through on emerging issues.

•

Advise the Year Adviser, Dean of Middle School and other teachers of emerging issues of concern in regard to students’ performance and morale.

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•

Attend meetings and contribute to purposeful and effective in maximising student learning outcomes

•

Contribute to Middle School projects and initiatives including transition programs, co-curricular and peer support programs

•

Contribute to initiatives that promote and enhance links between students across all learning teams

In terms of School leadership, the Home Room Teacher will: •

Promote the Greek Orthodox bilingual ethos and culture

•

Enhance the good name of the College by contributing actively to public relations initiatives

•

Contribute to initiatives that enhance the public profile of the whole College

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DEAN OF SENIOR PROGRAMS ROLE STATEMENT Working relationships The Dean of Senior Programs is responsible to the Head of College through the Principal Senior School and works closely with the Deans of Middle School and Senior Programs. The Dean of Senior Programs will establish effective relations with all teachers in the Senior School, and provide them with leadership, support and advice in relation to their duty of care responsibilities and matters relating to the development and maintenance of a disciplined and orderly environment. The Dean of Senior Programs will work productively with the Deans of Middle School and Upper School, Principal Junior School and as well as teachers across all teams and actively pursue initiatives that enhance the safety and welfare of all teachers and students. The Dean of Senior Programs will actively seek to enhance communication and unity across the whole school. Operational Management The Dean of Senior Programs assists the Principal Senior School in developing, implementing, monitoring and evaluating operational management structures and processes that ensure that the College is a safe, orderly and dynamic learning environment for students and teachers. This responsibility includes:  Ensuring all classes are assigned replacement teachers when their regular teacher is absent.  Creating an outside supervision roster and monitoring that all teachers adhere to their delegated duties.  Informing all teachers of any changes to normal routine that may occur from time to time, and making certain that disruptions have minimal impact on the normal running of the school day.  Monitoring teachers’ punctuality to classes and the orderly conduct of classes.  Monitoring and reporting to the Principal on the extent to which teachers are implementing routines that ensure the safety and welfare of students and the fulfillment of duty of care of teachers-including proper start and finish to the day as instructed.  Dealing with issues arising from behaviour in the playground.

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Timetable Management The Dean of Senior Programs will:  Design an effective timetable that minimizes disruptions within the school but which enhances learning opportunities.  Develop an effective co-curricular program that enables students to enrich their learning experiences beyond the classroom, while working towards public performances and competitions.  Initiate structures that will maximize choice and access to a variety of subjects for years 9-11 and developing groupings to suit the majority of students, ensuring that the groupings are practical and sustainable in relation to the effective running of the school.  Design effective and practical exam timetables suiting as best as possible students and teachers. Policy Management The Dean of Senior Programs will:  Provide leadership in the development of the College Occupation Health and Safety Policy.  Create a data base of all teachers and their relative status in regard to: a. First Aid Training b. Child Protection Training c. Internet Policy d. Contract of employment  Create a data base of all students and their relative status in regard to: a. Medical Information b. Internet Policy The Dean of Senior Programs will provide leadership in the management of risk and assist the Principal and Head in ensuring that policies and processes are in place that: • • • • • • •

Are clear and documented Are regularly updated and communicated Are appropriately implemented and monitored Ensure that the college operates within the requirements of the various awards, acts and government regulations Lead to continuous improvement of safety and welfare practices Enable staff to do their work efficiently Support the leadership and management of change

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The Dean of Programs will: •

Promote the Greek Orthodox bilingual ethos and culture of the College

•

Enhance the good name of the College by contributing actively to public relations initiatives

•

Assist in the development and implementation of induction programs for newly appointed teachers

•

Provide advice and leadership in Policy Development\

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