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Introduction

Introduction. Background and context Purpose and ethos of Guidelines Process of development Consultation process. Approach. Preventive Inclusive Whole child approach Whole school approach Assist and support existing school work Professional judgement and responsibility.

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Introduction

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Presentation Transcript

  1. Introduction • Background and context • Purpose and ethos of Guidelines • Process of development • Consultation process

  2. Approach • Preventive • Inclusive • Whole child approach • Whole school approach • Assist and support existing school work • Professional judgement and responsibility

  3. Goals of the Code of Behaviour • Encouraging and reinforcing good behaviour • Positive environment for teaching and learning • Promoting personal responsibility • Supporting active citizenship • Relationship of trust • Communicating high expectations

  4. Guidelines contain • Legal Obligations • Good practice guidance

  5. Structure of the Guidelines

  6. Auditing and Reviewing

  7. Foundation of an effective code

  8. Developing a Code that manages behaviour effectively

  9. Suspensions and Expulsions

  10. Using the Guidelines • Developmental focus • Familiarisation and Audit • Plan for implementation • Use by school community and individual teacher

  11. Using the Guidelines Do we have to? • School code must be in accordance with Guidelines • General legal obligations • Good practice When/by when?

  12. Using the Guidelines Where do we start? • Familiarisation • Audit process • Plan and prioritise ‘Our Code is fine’

  13. Audit Checklist • Website • Prompt questions – yes/no • Identify and celebrate achievements of school code • Identify areas for review • Identify immediate action

  14. Supports for the Guidelines • Summary version • Translations of summary • Website • EWOs • Work with SDPS and SDPI • Scope for working with partners

  15. How young people see it • Sometimes the young people’s bad behaviour is as a result of being provoked or the teacher making the situation worse. It’s a two way process with the young people and the teacher • Some teachers think good behaviour is being quiet, not doing any work in class and not asking any questions • The school code of behaviour is important because it’s important the students know what they can and can’t do • The Principal and teacher should listen to the young person’s side of the story and not just the teacher • There are certain teachers you would go to if you had a problem, you wouldn’t go to the counsellor …as you would get slagged and you know they are going to talk about you in the staff room • Some teachers do not enforce the school rules and come up with their own

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