TABLE OF CONTENTS TABLE OF CONTENTS ....................................................................................................... 1 SCHOOL PROFILE .............................................................................................................. 3 BELL TIMES ........................................................................................................................ 4 COLLEGE MAP .................................................................................................................... 5 LEADERSHIP TEAM ............................................................................................................ 6 OTHER POSITIONS OF RESPONSIBILITY ......................................................................... 7 EDUCATIONAL SUPPORT STAFF ..................................................................................... 8 STATEMENT OF VALUES AND SCHOOL PHILOSOPHY .................................................. 9 GENERAL EXPECTATIONS .............................................................................................. 11 COLLECTIVE DECISIONS ............................................................................................. 11 CLASSROOM MANAGEMENT ....................................................................................... 11 CLASSROOMS ............................................................................................................... 11 LESSONS ....................................................................................................................... 12 STUDENTS OUT OF CLASS .......................................................................................... 13 CORRIDOR MANAGEMENT .......................................................................................... 13 STUDENT RUNNERS ..................................................................................................... 13 PROFESSIONAL EXPECTATIONS ................................................................................... 15 STAFF DRESS CODE .................................................................................................... 15 TECHNOLOGY ............................................................................................................... 15 PRIVACY BREACHES .................................................................................................... 16 OTHER EXPECTATIONS ............................................................................................... 16 TEACHER ATTENDANCE ................................................................................................. 17 ABSENCES FROM WORK – UNPLANNED .................................................................... 17 ABSENCES – PLANNED (PD, PROFESSIONAL PRACTICE DAYS AND ILLNESS) ...... 17 EXTRAS ......................................................................................................................... 17 PROCEDURE TO FOLLOW AFTER AN ABSENCE ........................................................ 18 STUDENT ATTENDANCE.................................................................................................. 19 OTHER EMPLOYMENT ..................................................................................................... 20 PRIVATE TUTORING........................................................................................................... 21 INFORMATION TECHNOLOGIES AT GSC ....................................................................... 23 COMPASS ...................................................................................................................... 23 OFFICE 365 .................................................................................................................... 24 COMMUNICATION ............................................................................................................. 26 STYLE GUIDE .................................................................................................................... 27 INTERPRETING AND TRANSLATION SERVICES............................................................ 33 ENGLISH AS AN ADDITIONAL LANGUAGE .................................................................... 36 LEARNING ENRICHMENT CENTRE (LEC) ....................................................................... 39
PROFESSIONAL LEARNING ............................................................................................ 42 CURRICULUM MAP: YEARS 7-10 .................................................................................... 44 CURRICULUM : VCE ......................................................................................................... 45 TEACHING AND LEARNING FRAMEWORK .................................................................... 46 STUDENT REPORTING ..................................................................................................... 47 ONGOING REPORTING ................................................................................................. 47 SEMESTER REPORTS .................................................................................................. 47 PARENT TEACHER INTERVIEWS .................................................................................... 48 STUDENT MANAGEMENT ................................................................................................ 49 GUIDE TO RESPONDING TO STUDENT ENGAGEMENT AND BEHAVIOUR ................. 50 AFTER SCHOOL DETENTIONS ........................................................................................ 52 STUDENT LATENESS ....................................................................................................... 53 YEAR 7-10 LATE WORK PROCEDURES ......................................................................... 54 STUDENT UNIFORM CODE .............................................................................................. 56 WELLBEING ...................................................................................................................... 58 STUDENT SUPPORT GROUP MEETING OVERVIEW ...................................................... 59 SSG STUDENT PROFILE – TEACHER FORM .................................................................. 61 STUDENT SUPPORT GROUP CONSIDERATIONS .......................................................... 62 MANDATORY REPORTING............................................................................................... 63 YARD DUTY DESCRIPTORS ............................................................................................ 65 YARD DUTY MAP .............................................................................................................. 70 RESOLVING DIFFERENCES ............................................................................................. 71 POLICIES OVERVIEW ....................................................................................................... 72 CHILD SAFE – CODE OF CONDUCT POLICY.................................................................. 73 DUTY OF CARE POLICY ................................................................................................... 75 EQUAL OPPORTUNITY POLICY....................................................................................... 76 GIFTS, BENEFITS AND HOSPITALITY POLICY ............................................................... 76 LEAVE POLICY.................................................................................................................. 76 PRIVATE CAR USE POLICY ............................................................................................. 77 SEXUAL HARASSMENT POLICY ..................................................................................... 77 WORKPLACE BULLYING POLICY ................................................................................... 77 RETURN TO WORK ISSUE RESOLUTIONS PROCESS .................................................. 78
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SCHOOL PROFILE Gleneagles Secondary College is located in the south-eastern suburbs of Melbourne and is a moderately large sized school of 1400 students. We have a teaching and non-teaching staff of around 130 (teaching and non-teaching). Our Students: The College has a diverse student body and we have a rich mix of nationalities and cultural experiences; our multicultural student population comprises 65 different cultural groups, over 40% of our students come from a “Languages other than English� background, and there has been a gradual increase in the number of students with refugee status. T he socio-economic background of our community is varied, with parents in professional occupations, trade and family businesses. 31% of our current families qualify for a Health Care card. Our History: Gleneagles Secondary College was part of Eumemmerring College, a multi campus College. It began in 1995 as part of the larger College and was one of 3 campuses that provided education to students in Years 7-10. It was at the Hallam Campus that our students completed their final 2 years of education. Gleneagles Secondary College became a stand-alone 7 to 12 school on January 1st, 2009. It has the advantage of operating as one of an alliance of schools in the region. Our Programs: Gleneagles offers programs to cater for the needs of the school community. We are one of only 37 schools in the State to be able to offer the Select Entry Accelerated Learning program (SEAL) for academically gifted or talented students. Our aim is to give students every opportunity to explore their individual talents and aspirations in a safe and supportive school environment and to provide a high quality education program accessible to all. Students are also provided with extensive co-curricular programs including music, debating, public speaking, sports, student leadership, drama and international student exchange/study tours to name a few. We have literacy and numeracy centres for year 7 and 8 students and this enables students to develop their skills in small groups.
KEY INFORMATION College Principal: Sue Peddlesden College Assistant Principals: Adele Duffy, Kathie Toth, Andrew Barker, Jo Tippett Address: Reema Boulevard, Endeavour Hills. 3802 P.O. Box 185, Endeavour Hills. 3802 Web: www.gleneagles.vic.edu.au Ph: 9708 1319 Fax: 9708 1324 School number: 8869 Region: Southern Metropolitan Network: Casey North VCAA school number 13439
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BELL TIMES Normal Day
Home Group / Mentor Day
Shortened Day
Monday, Wednesday, Friday
Tuesday, Thursday
Special Days e.g. end of term
Bell Times
Bell Times
Bell Times
8:20
Warning Bell
8:20
Warning Bell
8:20
Warning Bell
8:30
Period 1 Start
8:30
Period 1 Start
8:30
Period 1 Start
9:18
Period 1 Finish
9:16
Period 1 Finish
9:16
Period 1 Finish
9:21
Period 2 Start
9:18
Period 2 Start
9:18
Period 2 Start
10:09
Period 2 Finish
10:04
Period 2 Finish
10:04
Period 2 Finish
10:09
Recess Start
10:04
Recess Start
10:04
Recess Start
10:26
Warning Bell
10:22
Warning Bell
10:22
Warning Bell
10:37
Recess Finish
10:32
Recess Finish
10:32
Recess Finish
10:32
Home Group Start
10:52
Home Group Finish
10:37
Period 3 Start
10:54
Period 3 Start
10:32
Period 3 Start
11:25
Period 3 Finish
11:40
Period 3 Finish
11:18
Period 3 Finish
11:28
Period 4 Start
11:42
Period 4 Start
11:20
Period 4 Start
12:16
Period 4 Finish
12:28
Period 4 Finish
12:06
Period 4 Finish
12:16
Lunch Start
12:28
Lunch Start
12:06
Lunch Start
1:06
Warning Bell
1:11
Warning Bell
12:46
Warning Bell
1:16
Lunch Finish
1:21
Lunch Finish
12.56
Lunch Finish
1:16
Period 5 Start
1:21
Period 5 Start
12.56
Period 5 Start
2:04
Period 5 Finish
2:07
Period 5 Finish
1:42
Period 5 Finish
2:07
Period 6 Start
2:09
Period 6 Start
1:44
Period 6 Start
2:55
Period 6 Finish
2:55
Period 6 Finish
2:30
Period 6 Finish
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COLLEGE MAP
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LEADERSHIP TEAM College Principal
Assistant Principal (School Improvement)
Sue Peddlesden
Adele Duffy
Assistant Principal
Assistant Principal
(Student Engagement: Junior School)
(Operations) Kathie Toth
Andrew Barker
Assistant Principal (Student Engagement: Senior School) Jo Tippett
WELLBEING MANAGER Colette Davis
STUDENT ENGAGEMENT AND WELLBEING LEADING TEACHER TEAM Year 7,8 & 9 Sub-School Leader Year 10,11 &12 Sub- School Leader
Sophie Sykes Nick Evans
PEDAGOGY LEADING TEACHER TEAM Heather Carver Leokardia Lilikakis Nicole Pallot Lyndal Scolyer Robert Young
LEARNING SPECIALIST LEADING TEACHER TEAM Roxanne Bell Jess Mason Julie Mullins Katharine Seyler Ariella Sweet 6
OTHER POSITIONS OF RESPONSIBILITY Year 7 Team Leader Year 7 Team Leader Year 8 Team Leader Year 8 Team Leader Year 9 Team Leader Year 9 Team Leader Year 10 Team Leader Year 10 Team Leader Year 11 Team Leader Year 12 Team Leader Visual Art & Technology Domain Leader 7-12 English Domain Leader 7-8 English Domain Leader 9-12 English Domain Leader VCE Health & PE Domain Leader 7-12 Humanities Domain Leader 7-12 Science Domain Leader 7-12 Junior Maths Program & Maths Domain Leader 7-8 Maths Domain Leader 9-10 Maths Domain Leader VCE Performing Arts Director Instrumental Music Director CBD Experience Coordinator Debating Inter-School Sports Coordinator Advance – Gleneagles Cup & Carnivals Library Resource Manager SEAL Manager Student Activities & Leadership Team (SALT) Facilitators Timetabler & Related Services Homework Club Coordinator Communications Manager
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Kevin McCall Kellie Fallon Lucie Turner Helana Corrigan Tim Pearson Zohra Salehi Jess Ferguson Kate Morris Daniel Bowen Sarah Reynolds Jess Kinnersley Katrina Wood Lucinda Cottier Elise Cassar Beth Cooper Jade Stent Candice Russell Michelle Patterson Adam Vulic Frank Ngari Ashlee Thompson Zorana Horvat Meagan Neil Katrina Wood Adrian Parker Tim Hooper Donna Karvelas Melissa Casley Emily Piddington and Janette Tang Hannah Langmead Juanita O’Dowd Karen Sykes
EDUCATIONAL SUPPORT STAFF Business Manager Accounts Receivable Accounts Payable Excursions Planner Sick Bay/Runner Coordinator Reception Administration Administration Daily Organiser ICT Technician ICT Technician ICT Support ICT Support Junior Sub-School Support Senior Sub-School Support Social Worker Speech Pathologist Food Technology Assistant PE/Art Admin Assistant Science Lab Technician Science Lab Technician Library Assistant Library Assistant Library Assistant Careers Coordinator Careers Assistant Maintenance Maintenance Multicultural Aide Multicultural Aide Multicultural Aide Literacy Centre Aide Aide Aide Aide Aide Aide Aide Aide Aide Aide Aide Aide Aide
Sue Quinn Lyn Connors Rose Xerri Jen McEwan Deb Collard Semiha Yenilmez Renee Voysey Jackie Batson Leslie Czmok Durgesh Sukhatankar Justin Peers Connor Quinn Lachlan Gilbert Lorraine Gardiner Christine Hudson Mel Yoffa Natalie Beebe Anne Halley Rosey Dinter Karen Cox Bianca Downe Patricia Rebeiro Trisha Ord Donna Crutchfield Jade Drew Catherine O’Byrne Barry Bertram Branko Horvat Awista Mukhlas Zahra Safaei Nadia Alawie Peta Finn Suzanne Ashford Lissette Brearly Gina Fahey Debbie Hall Barbara Hammond Sylvia Kovacevic Verna Randone Jennifer Riley Olya Schroeder Dee Taylor Michelle Williams Vanessa Siwes Rita Mawal
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STATEMENT OF VALUES AND SCHOOL PHILOSOPHY Purpose The purpose of this policy is to outline the values of our school community and explain the vision, mission, objectives and expectations of our school community.
Policy Gleneagles Secondary College is committed to providing a safe, supportive and inclusive environment for all students, staff and members of our community. Our school recognises the importance of the partnership between our school and parents and carers to support student learning, engagement and wellbeing. We share a commitment to, and a responsibility for, creating an inclusive and safe school environment for our students. The programs and teaching at Gleneagles Secondary College support and promote the principles and practice of Australian democracy, including a commitment to equal rights for all, openness, tolerance and freedom of religion, speech and association. This policy is available on our school website (publications/policies), our staff handbook and enrolment/transition packs. To celebrate and embed our Statement of Values and Philosophy in our school community: we may display posters and banners that promote our values, provide awards and recognition for students who actively demonstrate our values and discuss our values with students in the classroom, meetings and assemblies.
VISION At Gleneagles we empower students to reach their personal best by exploring and taking responsibility for their own learning.
MISSION We help students to develop lifelong skills, knowledge and learning habits to reach their education and work aspirations.
OBJECTIVE We want all our students to leave for a quality destination, with knowledge and skills that build on their interests and passions and enable them to have a secure and fulfilling future.
VALUES Together we are stronger, better and strengthened by our diversity. We are individuals coming together as a community. This is reflected in our College logo. Our values are captured by PACKS
Perseverance - I never give up. I haven’t got it - yet. I take responsibility. Acceptance - I welcome all. I respect all. Compassion - I seek to understand. I care. I show empathy. Kindness - I am generous. I am thoughtful. I am considerate. Success - I create purpose and reach my goals. I develop my passions. I acknowledge effort and achievement. 9
Behavioural expectations for members of our school community are in school’s Student Wellbeing and Engagement Policy and Against Bullying Policy. Our Statement of Values and School Philosophy ensures that everyone in our school community will be treated with fairness and respect. In turn, we will strive to create a school that is inclusive and safe, where everyone is empowered to participate and learn.
FURTHER INFORMATION AND RESOURCES Links to related policies: Student Wellbeing and Engagement Against Bullying Policy Duty of Care
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GENERAL EXPECTATIONS COLLECTIVE DECISIONS At Gleneagles, we have processes to reach decisions. Generally, staff will have input into decisions and have the opportunity for their views to be heard. Once a decision has been reached, it is expected that all staff affected by the decision abide by the outcome, even if their personal view differs. If a staff member cannot support the decision they should follow the difference procedure or discuss it with their Domain Leader, Leading Teacher or a Principal. Passively or actively undermining the decision is not acceptable. You are expected to work as a cooperative team member or have the courage of your convictions and be prepared to follow up the issue.
CLASSROOM MANAGEMENT ▪ ▪
▪ ▪ ▪ ▪
Is based on clear and consistent expectations you have as a teacher. Expectations are discussed or negotiated with the students to ensure a common understanding. This avoids should statements e.g. they should know not to ….If it has been discussed, they will know. Recognises appropriate behaviour through positive feedback. Uses the positive behaviour chronicle template in Compass regularly to encourage good choices. Has a clear set of consequences for those who do not meet expectations, which are applied consistently The teacher is interested in each student, willing to support their efforts and believes they can succeed and makes the student believe it too.
CLASSROOMS Classrooms are an important resource in any quality teaching and learning environment. They are the responsibility of all of us. Please report any damage or other matters related to the condition of the room to the Assistant Principal, Kathie Toth. ▪ Rooms are left clean and tidy. ▪ Chairs in the classroom are left pushed in (Periods 1–5) and put up correctly (Period 6) ▪ Whiteboards are left clean ▪ Rooms are locked when you leave ▪ Students are not in a room unless actively supervised by a teacher ▪ At the end of the day, windows are locked, fans, electrical appliances and lights turned off. Please be environmentally aware. ▪ Air-conditioning and heating, correctly turned off at the end of the day ▪ Damaged furniture that may be a safety concern is removed from the room immediately e.g. chair with a bent leg. If it is obviously beyond repair then arrange for its disposal. Request for new furniture can be submitted to the Assistant Principal, Kathie Toth. ▪ Graffiti is removed whenever possible, and as soon as possible. Domain Leaders will have a supply of “magic sponges”. If you cannot arrange for its removal you report it to Kathie Toth. If graffiti is quickly removed there is less motivation to do it in the first place. ▪ Domains will agree on a layout for the furniture in each room. If you move the furniture you are responsible for putting it back before you leave the room.
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LESSONS At Gleneagles we believe that meaningful learning involves the critical analysis of new ideas, linking them to known concepts and principles, which in turn leads to understanding in order that they can be used for problem solving in unfamiliar contexts. Meaningful learning promotes understanding and application for life. It involves developing a range of strong skills that can be applied at appropriate times at the point of need of the learner. Meaningful learning involves developing the characteristics and skills of strong learners. At Gleneagles, we base our learning and teaching program on the following assumptions: ▪ Every person is a learner ▪ Learning is an ongoing and lifelong process ▪ People learn within social and cultural contexts, independently and through interaction with others ▪ What is learned depends on the way it is learned and with whom it is learned ▪ The vital aspects of teaching and learning include identifying and extending the ways they learn, creating learning opportunities and evaluating learning outcomes Meaningful learning is developed through: ▪ Student centred learning ▪ Evidence based decision-making ▪ The alignment of curriculum, pedagogy and assessment ▪ Targeted and scaffolded instruction ▪ High expectations ▪ The provision of safe, supported connected and inclusive learning environments These six principles are outlined in more detail in the Gleneagles Teaching and Learning Framework. The framework expands what is meant be each principle, what the school commits to, what is expected of teachers and what would be visible if this principle was being enacted effectively in the classroom. The full document can be found by following this link.
VIDEOS/DVDs/DOWNLOADS Audio-visual materials / DVDs will only be shown with valid educational rationale and with related class work. Only age appropriate material will be shown and you will follow the film classification and DET policy when selecting material. Films or segments of films may be shown as part of the curriculum program under certain circumstances. Gleneagles policy In selecting teaching and learning visual resources teachers must consider the likelihood of the resource being regarded as offensive, obscene or controversial. Australian ratings, where available, provide a suitable guide when making this professional judgement. • • •
Only films rated G – MA may be shown – see below for more details All material shown will have a clear educational purpose and will not depict highly violent or sexual images. Year 7 – 10 classes: specific parental permission must be obtained before screening M/ MA rated films.
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•
Year 9 & 10: Excerpts from M, MA rated movies may be shown with the Principal’s approval. Essentially, the excerpts would need to be judged by the Principal to be at a PG or G rating or specific parental approval may be required for any student under the age of 15 at the time of showing the material. The Principal should be given time to view the material e.g. at least a week in advance of when you wish to show it.
•
Year 11 & 12: may be shown educationally relevant M or MA rated material. The teacher will consult the Principal if they consider the proposed M or MA rated images could cause community concern and the Principal will view the material before it is shown to the students. The Principal may seek specific parental approval for a film when deemed appropriate.
STUDENTS OUT OF CLASS ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪
Students are not permitted to leave class to go to their lockers Students will always be given a signed note if they are being permitted to leave class. If they have a note to go to the library it should indicate what they have to do and for how long. Staff will ask to see the note if they see a student out of class and if they don’t have a note they will be sent back to class to obtain one Students will only be sent to the toilet one at a time and not just before or after a recess or lunchtime break. Teachers will not send students to the office with a request for photocopying Students should not be sent to Sick Bay unless they require first aid treatment or they need to be sent home. Students may bring clear water bottles to class. Students should not leave class for a drink or to fill their water bottle, as a general rule.
CORRIDOR MANAGEMENT Before school, recess, lunch time and after school: students are not to be in the buildings unless a teacher is present or directly reporting to a teacher. The only exception, is the Year 12 Common Room, where year 12 students may be present without a teacher. Teachers on yard duty in that area provide supervision of this room. Before/after class: students are to line up external to the building until given permission to enter by their teacher. Students are not to use the corridors to move between classes – unless it is raining. When raining, students are permitted to use corridors to move directly to classes and lockers. Students may only be in declared wet weather rooms at lunchtime. Students access these rooms using the external covered walkways. Wet weather rooms will be announced over the P.A. and staff on yard duty will be reallocated to supervise the students in these rooms.
STUDENT RUNNERS Student runners area allocated each day to complete a variety of assigned duties around the College in order to assist in the smooth and efficient running of the school. ES Student Services will publish the list of student runners each Monday for the following week.
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Students are required to report to ES Student Services on their allocated day and are assigned tasks to complete. They will work under the direction of ES Student Services for the day. Staff may make a request for a runner to perform a task. The ES Student Services will determine whether the task can be undertaken in the requested time frame given other requirements. It should not be assumed that a runner will be available at short notice. Staff may not directly allocate a task to a runner, it must go through the ES Student Services. Student runner allocations are not negotiable and the only exception to this is via an email request from teachers that needs to be put to ES Student Services by the close of business on the Wednesday prior. Teachers may request a change to student runners only if an important assessment, or participation in an incursion/excursion, is going to be impacted by the student’s absence from class.
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PROFESSIONAL EXPECTATIONS STAFF DRESS CODE ▪ ▪ ▪ ▪
▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪
▪ ▪ ▪ ▪
Staff at Gleneagles Secondary College are required to dress professionally. Staff are role models for students. The College has high expectations of its students with regard to dress. Staff members are expected to set the example in the manner in which they dress. This applies to the school situation, school duties away from the College and also at official school functions Men’s T – Shirts should have a collar and sleeves. Flannel shirts are not permitted. Female staff – no singlet tops, modest neckline, no midriff showing. All staff, no underwear showing. Clothing designs should not advertise a product or be offensive. Slogans are not appropriate. Incidental branding is permitted. Hooded tops for PE or Sport staff are only appropriate in so far as they meet the requirements at dot point 4 of this Code. Sportswear (tracksuits, football shorts and runners) should only be worn when teaching PE or Sport. Clothing should be in good repair, not faded or worn, ironed as appropriate, hems to be off the ground. Men’s shorts to be tailored unless teaching PE/Sport. Shoes are to be safe and of a professional nature. Ugg boots, crocs, thongs, canvas shoes and casual shoes, for example Vans, which are similar to runners are not permitted. Due to Occupational Health and Safety issues, enclosed footwear for practical classes is mandatory. Staff need to consider whether shoes that are backless, with higher heels and/or of less structural support are appropriate for the site and their role. Classic or formal jeans are allowed. Torn, ripped or faded jeans are not appropriate. Tattoos should be covered or at most subtle. A small subtle nose piercing is allowed, however no other facial piercings are appropriate. Staff attending excursions should wear appropriate footwear that is consistent with the expectations for students, for example if students are unable to wear runners, neither can staff. At Gleneagles we benefit by working to similar standards and sharing expectations.
TECHNOLOGY Gleneagles is currently using an internal firewall called Cyberhound. This enables us to manage the internet content for staff and students at Gleneagles, as well as helping to protect and identify ‘at risk students’ with keyword filtering. As all internet traffic goes through our firewall, profanity and certain key words are recorded by the firewall and sent to management in a report at the end of each day. Please be aware when using the internet at Gleneagles, profanity and word filtering also applies to staff and will be captured in the daily report to school management. For more information, please follow this link to DET’s notebook agreement
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PRIVACY BREACHES Schools hold very important personal information about their students, their staff, volunteers and parents or carers which needs to be protected. Schools are required to take reasonable measures to protect information from misuse, interference and loss, as well as unauthorised access, modification or disclosure.
Advice for teachers
OTHER EXPECTATIONS Taking drinks into the classroom other than a water bottle is not appropriate. If mobile phones are taken to class they should be turned to silent. Phones should only be used in class for reasons related to professional practice eg accessing Compass. Please lock all doors after leaving classrooms. Lock doors, windows, put chairs up and turn lights/computers/fans off at the end of the day.
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TEACHER ATTENDANCE • • • •
Staff must be in attendance no less than 10 minutes prior to the start of scheduled classes – this means staff should be at school for a 8.20am start Teachers should not leave the site until 3.20 or later if required to attend meetings etc Teachers are to be at their classes on the bell. If moving between rooms and the time is an issue, speak to the Timetabler to seek a solution If you are leaving the College during the day, you must sign out in “Staff Sign-Out Book’ in the front office. This is a requirement for Risk & Emergency Management.
ABSENCES FROM WORK – UNPLANNED •
•
• •
•
For unexpected absences, it is essential that you inform the Daily Organiser, Leslie Czmok, on 0490 759 340. Call between 4:00pm – 9:00pm at night or before 7:15am on the day of your absence. You must call so that you can be sure that your absence is confirmed. Texts, emails etc are not guaranteed to be received in time. If the Daily Organiser does not know in a timely manner, there may not be time to organise CRTs, resulting in more extras for staff. If you cannot get in contact via the mobile in the morning, call the school on 9708 1319 between 7.00 and 7.15am (Kathie Toth and/or Leslie Czmok will be there). Leaving work for unplanned absences is considered a professional courtesy. The Lesson plan section of a class dashboard may be used to leave work that is to be completed when you are absent. This is visible to both the replacement teacher and the students. The Notes section will allow you to leave private notes to a replacement teacher or the teacher of a class for which you take an extra session. In situations where work cannot be organised, please contact a colleague or Domain Leader to arrange suitable work to be left. Do not email the Daily Organiser work to be copied – please contact a colleague or Domain Leader to arrant for this to be done.
ABSENCES – PLANNED (PD, PROFESSIONAL PRACTICE DAYS AND ILLNESS) •
• •
At the earliest possible time, enter your planned absence in the Daily Organisers diary (excluding professional development activities). Please double check your diary entry (and do not use abbreviations) a minimum 2 days before so that you can be sure that your absence is recorded accurately. Professional Development activities will be entered by the PD Coordinator. You must write up extras for all classes you would normally teach on that day, with appropriate educational tasks, clear instructions for teachers with any photocopied handouts necessary and leave that in the extras pigeon holes in the Staff Centre or on Compass.
EXTRAS •
•
It is the responsibility of each member of staff to check the extras each morning. These are sent out via email and are also in hard copy on the extras board in the main staffroom (usually completed by 8:15). Compass is also updated with extras. See Leslie Czmok for any further information about your extras. Work for extras can be found in the extras pigeon hole or on Compass. Teachers must mark the electronic roll on Compass in the first 10 minutes of the class.
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•
•
•
Teachers taking extra classes are expected to be actively involved in the teaching of that class. This includes but is not limited to not reading the newspaper, not doing correction of work from other classes or other activities that may limit class supervision. If no work has been left, you seek suitable work from the Domain Leader or another colleague or conduct an alternative lesson that will engage the students. It is not appropriate to give students a “free” lesson. If you see a class without supervision, take control of the group or request a colleague to supervise and then ensure the office is contacted to resolve the issue. We are legally required to provide supervision and you must take action to resolve the issue if you encounter it Return work and marked class list (if appropriate) to the absent teachers pigeon hole.
PROCEDURE TO FOLLOW AFTER AN ABSENCE • Any medical certificates you have acquired to have your absence counted as medical leave need to be given to Kathie Toth within 1 week of returning to work. There is a folder in the main office (adjacent to the receptionist) where these should be put. • “Leave with medical certificate” will not be approved until the certificate or equivalent is submitted to Kathie Toth. • You must enter your leave within five school days and will get only one email to remind you. After this period has elapsed, it will be entered for you as leave without pay and this would have implications for your pay. Please ensure that you are timely in these matters. To access Edupay, follow this link. You will then find the links to accessing Edupay from work and from a remote location.
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STUDENT ATTENDANCE ABSENCE PROCEDURES FOR STUDENTS Students who have a planned absence should notify their teachers (including HG teacher) in advance and complete a Student Extended Leave Application. The Student Extended Leave Application needs to be collected from and returned to the Education Support staff in the Sub School. Students who are absent through illness or medical appointment must bring a note which explains the absence when they return to school. All unexplained absences should be queried and followed up, as should suspicious notes. Mentor and homegroup teachers have an important role in monitoring and following up attendance of their group. When students are away for an extended period of time due to illness or approved Extended Leave they are required to complete work as specified by their teacher via a Student Absence Learning Plan. The Student Absence Learning Plan will be initiated by the YR Level Team Leader or Sub School Leader and will be pinned to the Student Profile on Compass. Teachers are required to provide detail of work to be complete by adding a comment to the pinned Student Absence Learning Plan.
ATTENDANCE FOLLOW UP BY HOMEGROUP AND MENTOR TEACHERS Student attendance is a significant indicator of student engagement in school and it is therefore highly important to account for all student absences. At Gleneagles we do not roll mark in hard copy. All roll marking is completed by teachers on Compass and attendance reports are regularly exported from this platform to initiate follow up and support via weekly year level Student Engagement and Wellbeing meetings. Homegroup and Mentor teachers play a significant role in student attendance and are required to regularly follow up student absence. Homegroup and Mentor teachers are required to work with students and their parents to chase up absence notes and medical certificates. Any notes you receive for absences should be promptly forwarded to the Education Support staff at each sub-school. Alternatively, any phone notification from parents regarding absences should be forwarded to the relevant Education Support Staff member. Phone messages are to be documented with date, reason and who the message was taken by. If you have any information about a student’s absence or wish to add a student to the ‘at risk’ list, you need to contact the Education Support staff person of that subschool and complete an Attendance Concern chronicle entry on Compass.
Year 7, 8 & 9 Sub-School : Lorraine Gardiner gardiner.lorraine.d@edumail.vic.gov.au Ext 453 Year 10, 11 & 12 Sub-School : Chris Hudson hudson.christine.e@edumail.vic.gov.au Ext 443 Gleneagles attendance email address : attendance@gleneagles.vic.edu.au
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OTHER EMPLOYMENT Employees may engage in other employment where the activity does not conflict with their role as a public sector employee or could involve a conflict of interest. Other employment includes a second job, conducting a business, trade or profession, or active involvement with other organisations (paid employment or voluntary work). Full time employees require express permission to engage in any paid employment outside the Department or engage in the conduct of a business, profession or trade. Part time employees may not engage in paid employment outside the Department or in the conduct of a business, profession or trade that conflicts with the proper performance of the employee’s duties. A conflict of interest in the public sector exists where there is a conflict between an employee’s public duties and responsibilities, and their private interests. It may be actual, potential or perceived. If an employee is unsure about a possible conflict of interest they should seek advice from their Principal/Manager. For more information, see the Conflict of Interest topic under Related Topics below. As a general rule permission to engage in other employment that arises from or is associated with an employee’s official duties will not be granted. For example permission will not generally be given to school based employees for coaching (either privately or in colleges) or teaching in non-government schools. Similarly permission will not generally be given for an employee employed in a professional capacity to conduct a private practice in the same profession. Circumstances where permission may be given could include when the private practice is with a different client group or where it is necessary to maintain clinical nursing registration. Where the prospective employer is a school council, or a contractor engaged by a school council or the Department, permission will not generally be given to engage in that employment if there is a perceived bias or unfair advantage to the employee in gaining the position over other applicants. Generally permission to engage in other employment is not required in such cases as: • • • • • • •
holding shares (or an interest in shares) in a company or becoming a member of an incorporated company or company or society of persons registered under any Act of Parliament honorary work in connection with sporting bodies, social services and community affairs writing occasional articles, poems, short stories and short plays for publication hobbies, provided that the hobby does not involve involvement in commercial/business activities teaching in Sunday schools and lay preaching occasional employment at polling booths during State and Commonwealth elections occasional television appearances or radio broadcasts in an honorary capacity.
Employees seeking permission from their Principal/Manager to engage in other paid employment or carry on a business, profession or trade must apply in writing prior to the commencement of any employment and in sufficient time to enable the request to be considered and determined beforehand. Applications to engage in other employment should include the following information: • • • •
details of the nature of the other employment, including the location and likely hours of work the remuneration expected (if any) if the application relates to publishing a book, a summary of the proposed publication must be attached expected duration of the employment. 20
In considering an application to engage in other employment, the following will be considered: • • • • •
whether the proposed employment will be performed outside the employee’s normal hours of duty whether the proposed employment is likely to adversely affect the employee’s ability, capacity or credibility to perform their duties whether the proposed employment would give rise to an actual or perceived conflict of interest whether the employee has access to Departmental information sources not available to the public that are of relevance to the outside employer whether there is potential, without official permission, for using the Department’s intellectual property with an outside employer.
Employees granted permission to engage in outside employment are required to inform their Principal/Manager of any material change in the nature or circumstances of the outside employment for which approval has been given. Permission given to an employee to engage in outside employment may be withdrawn by notice in writing to the employee. For more information go to: http://www.education.vic.gov.au/hrweb/employcond/Pages/extemp.aspx
Private Tutoring Where a teacher engages in private tutoring, there is a risk that an actual, potential or perceived conflict of interest exists. Because of the potential for conflict of interest, where a teacher seeks to engage in tutoring, they have an obligation to seek their principal’s approval to do so. Staff should refer to the Other Employment policy on HRWeb and complete the downloadable Other Employment Application Form if they are engaged in any external employment.
Assessing the risks In assessing risks of conflicts of interest, consider whether the public interest can be affected as a result of any conflict of interest. Think about the reputation of your school and the Department and your obligations under the Code of Conduct for the Victorian Public Sector to promote and maintain integrity and accountability. There are many potential risks to the public interest in this situation, including that a reasonable third party could draw the following conclusions: • Where a teacher privately tutors their own students for money, they might exercise their teaching duties in such a way as to make those students reliant on private tuition. Even if it is genuinely in the interests of advancing those students, this situation would compromise their integrity as a public sector employee. • Advertising tutoring services to students and parents in the school community may compromise their integrity or standing with the students. • Managing their private tutoring activities during school hours might divert a teacher’s focus from their teaching duties.
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To mitigate risks of COI the teacher should consider: •
• •
Reporting their intention to tutor to the principal before commencing tutoring. Use the Other Employment Application Form on the Other Employment policy site on HRWeb. You can also use the COI Declaration form in eduPay. Undertaking to the principal not to tutor any students from the school and/or from the school catchment area. Undertaking not to advertise their private tuition in such a way as to undermine their primary duty as a teacher.
Note: these are only suggestions—not policy. The circumstances of any given school, the particular employee and the nature of the private tutoring should be taken into account when considering whether proposed mitigating protect the public interest.
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INFORMATION TECHNOLOGIES AT GSC Gleneagles has a 6-star rated computer network system and robust and comprehensive wireless access capability. All classrooms are equipped with either fixed data projectors or LED screens for projection. Many of those with data projectors also have an Interactive Whiteboard fully installed. This supplemented with two dedicated computer labs and a small pod in the Art department for media, art and IT subjects. The lab in the digital media centre (DMC) has Apple Macs to allow students access to industry standard software.
COMPASS Compass is our main communication portal used throughout the school community. It is used for: Attendance
Internal communication
All roll marking for classes, excursion and internal events is done through Compass. Rolls are to be marked within the first ten minutes of all classes. Staff are expected to read the Newsfeed each morning and afternoon Teachers can communicate with their class through the class newsfeed function
Student behaviour and wellbeing
Staff can communicate with individual students and their parents when appropriate, using the Email function Chronicle templates are available for: • • • • • • • • •
Positive academic and behavioural observations Academic concerns Request for a Team Around the Learner Uniform passes Negative academic and behavioural observations Detentions Student wellbeing information SSG reports PSD and complex needs
Schedules
Simply select the student and add a chronicle entry Timetable and calendar information
School Documentation
Storage of important School Documents eg: • • • •
Assessment and ongoing reporting
Staff meeting minutes School policies Hard copies of school calendars Evacuation procedures
Learning tasks are used for providing feedback on: •
Student performance on Common Assessment Tasks (CATS),
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• •
Resource Booking
School Assessed Criteria in VCE (SACs), Learning Snapshots ie: Core Character Traits and Learning Skills.
This feedback is visible to both students and parents across the year and is then made available through Semester reports twice a year. Meeting spaces, audio visual equipment and other materials are booked through the Resource Booking Section
Links to important websites and resources
Are made available through Compass favourites.
Professional Development
• • • •
Leaving Extras
The Lesson plan section of a class dashboard may be used to leave work that is to be completed when you are absent. This is visible to both the replacement teacher and the students. The Notes section will allow you to leave private notes to a replacement teacher or the teacher of a class for which you take an extra session. This is a space where staff can record information about a range of things related to an individual student eg. their behaviour, progress, uniform, wellbeing etc
Student Chronicle
Applications for external PD Registrations for internal PD Create new PD activities Printing PD records are all completed through the Compass PD module.
GENERAL ADVICE FOR WRITING CHRONICLE ENTRIES Remember to: • describe observed behaviours • be objective – factual, not emotional • be specific and accurate • name only the student your chronicle entry refers to • indicate follow up/action taken • complete chronicle entries ASAP but must be within 24hrs • avoid ‘teacher’ jargon • if student has used offensive language then, type as follows – F#@!, • proofread before saving • if in doubt, ask There a large number of ‘How to’ guides and documents in the School Documentation section of Compass.
OFFICE 365 Our staff and students are all provided with a raft of applications via Microsoft’s OFFICE 365 suite. This includes OneNote that is used extensively across the school.
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OneNote All Domains use a OneNote Notebook to collaborate on curriculum development and documentation. Domain documents must now be stored in the G Team Sharepoint to ensure OneNotes sync efficiently. All teachers are expected to use a Class OneNote Notebook with each class. This provides each student with a private space for their work that only the teacher and the student have access to, a collaboration space where all class members can contribute and a Document Library where a teacher can provide resources for students that they cannot edit but are able to copy for their own use.
OneDrive It also includes 1Tb of cloud storage – their ONEDRIVE. Students should save all files into the folder on their computer called ‘Gleneagles OneDrive’. This saves a copy onto the hard drive of their computer and a copy in the cloud (as per ‘Consent Privacy and Participation Online Services’). This is the recommended way to backup all student work. It happens automatically and ensures that should the computer malfunction or is damaged, no work is lost.
Email As well as your Edumail email address you will be provided with a Gleneagles school email address; (TO number)@gleneagles.vic.edu.au This is also your log on to Office 365 and any other platforms we use across the school. It is important to note neither of these email addresses should be used for private correspondence. You must use these professional addresses for any correspondence with students, parents/guardians or professional correspondence with colleagues.
SharePoint The G Team SharePoint is used as an adjunct to Compass. It is accessed via Compass favourites. It is the central document storage repository. All Curriculum documentation including ongoing assessment and reporting is found here. Domain documentation and Professional Learning resources and information are located here. It provides access to all the Staff OneNote Notebooks and other important web based resources. The Curriculum Blog is used to disseminate important information about all curriculum, assessment and reporting expectations and timelines. To access Sharepoint follow this link.
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COMMUNICATION The two main forms of written communication to staff at Gleneagles are via emails (edumail) and the Compass News Feed (which is essentially a daily staff bulletin). There is an expectation that staff will check their emails and Compass news feed each working morning and afternoon and respond/action in a timely manner The following are a set of protocols for the use of Compass news feed, so please familiarise yourself with them.
COMPASS NEWS FEED PROTOCOLS 1. All news feed items should have an appropriate targeted audience. • For example, do not include ‘All staff’ if it is clearly a notice for students or parents 2. Be sure to set an appropriate expiry date for your news feed item. • Compass automatically defaults to four days but most items do not need to be there that long. • If it’s an excursion notification, or something similar, please put the expiry date as the same day of the event. The notice will stay there until midnight that day. • Notices for events/activities more than one week in advance should appear for 48 hours initially and then reappear closer to the date. • The longer items remain in news feed the less effective they are 3. The minimum time for notices should be 48 hours to cater for part time staff. 4. Staff are responsible for checking Compass each working morning and afternoon. 5. ‘Priority’ items on news feed can only be placed by Compass Sponsors, Principal Class and the Communication Manager. Priority notices need to be unchecked 48 hours later. The Communication Manager will action this if it is overlooked. 6. The ‘Save and send notifications’ function should only be used by the Leadership Team • This function, when pressed, sends a bulk email out to all staff informing them that there’s something important on Compass. 7. The ‘push notification’ function needs to be used only with approval from a Principal Class member • This function, when pressed, sends an alert out to anyone using the Compass app. If parents also have their children logged in on their device, they receive an alert on their device about the new message posted. 8. If staff wish to view an expired news item they can do this by going to ‘Community’, ‘News Feed’ and clicking on the ‘Expired News Feed’ tab. 9. Parent news feed items will only be published by the Leadership Team, Team Leaders and the Communication Manager. 10. When posting a class news feed item please identify the class and subject in the title of the notice so that parents can easily establish which child the item is for. 11. The Communication Manager will be responsible for monitoring the use of news feed and may edit items where necessary. • This might occur where the audience or expiry date is not appropriate
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STYLE GUIDE This style guide is a reference for staff of Gleneagles Secondary College to ensure that style, tone, grammar, spelling and formatting are presented in a consistent and cohesive manner across all internal and external written materials. Documents that this would apply to include: • All manuals eg Staff Manual, VCE Manual, Compass Parent Handbook • Correspondence to parents eg camp information/booklets, transition packs, newsletter It would be good practice to adhere to the style guide for all documentation within the College.
FONT STYLING PURPOSE
FONT SPECIFICS
EXAMPLE
Main heading (H1)
Arial Narrow, size 22, bold, purple
INFORMATION TECHNOLOGIES AT GSC
Sub-heading (H2)
Arial Narrow, size 14, bold, purple Arial Narrow, size 12, bold, purple Arial, size 10, black
COMPASS
Minor heading (H3)
Text
OneNote All Domains use a OneNote Notebook to collaborate on curriculum development and documentation.
EMAIL SIGNATURES When creating ‘signatures’ for the bottom of emails, please use the specifics outlined below.
Note : You will need to have saved a copy of the College logo
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STYLE AND GRAMMAR DET’s Writing Style Guide is a reference for employees to ensure that style, tone, grammar, spelling and formatting is presented in a consistent manner across all internal and external written materials and can be accessed in full here.
Acronyms The first time an acronym is used in a document, it should be spelt out in full with the acronym in brackets. Once the term has been introduced in full, the acronym can be used throughout the rest of the document. In general, try to use acronyms sparingly.
Australian spelling The Australian government standard does not generally follow American spelling. Set MS Word’s language default as Australian English.
Body of the text Use only one character space after a full stop. Letters should be fully justified, whereas reports or longer documents are easier to read if they are left aligned.
Bolding Only use bold for highlighting specific elements such as your document heading and table titles.
Brackets Use round (not square) brackets (parentheses).
Capitals Gleneagles uses minimal capitalisation. • Year (for school year, e.g. Year 9, Years P – 12) and Prep • VCE subjects, e.g. Theatre Studies • the Government (noun), but government (adjective) schools • the Department (when referring to the specific entity), but lower-case ‘d’ when used as a general term (e.g. ‘other departments’) • Jobs/titles to differentiate between particular and the generic titles • The Age, The Herald Sun, but adjectively ‘the Age report’. • Use capitals if referring to a specific departmental initiative or program, e.g. Victorian Schools Plan, but early childhood development, etc. Heavily capitalised text slows reading.
Dates Use the following styles for dates: • Tuesday 30 September 2018 • The 2017-18 Annual Report will be published shortly. Financial years and spans of year should be represented using an en dash (–). Drop off the first two digits of the second set of numbers if they are in the same century, as follows: • The five year plan from 2014–19 • The building lasted from 2003–2013
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Email addresses Email addresses should be in plain text, not italicised and without a full stop afterwards. Only hyperlinked emails are underlined. To hyperlink automatically, press the space bar or enter key after typing an email address into a document.
Indigenous Australians Use capital ‘I’ for Indigenous when referring to people in communities (for Australian and other nationalities) but lower case otherwise. Koorie (adjective and noun) is the preferred term in the context of government school education, under the Department’s current partnership with the Victorian Aboriginal Education Association Incorporated (VAEAI). Note: if an organisation features the Koori spelling, this is retained, e.g. the Koori Resource and Information Centre (KRIC).
Italics Use italics for the title of books, reports, journals, newspapers, magazines and periodicals, films, videos, DVDs, CD-ROMs, long poems, plays, musicals, exhibitions, most types of musical composition, works of art and legislation. Do not use italics for headings, articles or book chapter or section titles, programs, conferences, surveys, quotations, numbers or emphasis.
Numbers Numbers between zero and nine should be spelt out while numbers greater than nine should be represented as numerals. Exceptions to this include: • Numbers beginning a sentence – either spell these out or rewrite the sentence to change the order the words appear in. • Ordinal numbers – never use suffixes such as 12th or 3rd. Spell the word in full, as in twelfth. Either use numerals and numerical symbols, such as currency or percentage signs, or use words only; don’t mix words and symbols or words and numbers eg • Five kilograms or 5 kg. ✓ • Five kg or 5 kilograms.
Times Use a full stop for displaying times rather than a colon (eg. 7.30pm, not 7:30pm) and ensure that am/pm is provided for each time given (eg. 7pm-7.30pm, not 7-7.30pm)
Preferred spellings These are preferred spellings of certain words in Australian English, and also words which may not be picked up by your computer’s spellchecker. Usually the first cited spelling in the Macquarie Dictionary, fourth edition, is the preferred form. alternative (one of two) annex (verb) annexe (noun) autumn
A advice (noun) advise (verb) adviser ageing amid (not amidst) among (not amongst) appendix(es) affect (verb, to act on) alternate (every other)
B back up (verb) backup (noun) bases (plural of base and basis) best practice (verb) best-practice (before a noun or verb) 29
C
full-time (hyphenate only as adjective before a noun)
chairperson classroom childcare coeducational Commonwealth Government (noun, and not Federal or Australian Government) Commonwealth government study (adjective) coordinate cooperate convener (not convenor) curriculums (not curricula) cyberbullying, cybersafety, etc.
G Google (internet search engine) the Government (noun), but government (adjective) schools groundbreaking (adj.)
H halfway hard-working (adjective before a noun) high-quality (only hyphenate before a noun) high-speed (broadband) highly qualified (no hyphen) home page (two words) hotline
D data (plural) database datum (singular) descriptor disk (in computer context) download Dr (no full stop) day care dependant (noun) dependent (adjective) device (noun, contrivance) devise (noun, to plan) discreet (prudent) discrete (distinct)
I i.e. Inc. (short for ‘incorporated’ in a business name) independent (lower case) schools indexes indices (mathematical) Indigenous inquiry (investigation) install instalment instil instilled insure (as in arrange insurance) it’s (it is) its (possessive) intercultural interdepartmental interdisciplinary intergenerational inter-governmental interstate internet (no cap) intranet into (but on to)
E eduGate effect (verb, to bring about; noun, result) e.g. eLearning email enforceable enquiry (to ask) enrol enrolled ensure (bring about) envelop (verb) envelope (noun) etc.
J jail (not gaol)
F
K
Federal Budget fixed-term (hyphenate only as an adjective before a noun) focused, focuses, focusing foreword (at front of book) forego (precede) forgo (surrender) framework fulfil fulfilled fulfilment
know-how Koorie/s (not Koori)
L labour (but Australian Labor Party) language-specific laptop (computer) lead-up lead time
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level 1 licence (noun) license (verb) licensee (noun) life cycle lifelong long service leave longstanding long-term (only hyphenate as adjective before noun) low-cost (adjective)
playgroup podcast postgraduate PowerPoint practice (noun) practise (verb) precondition predate preschool principal (no capital) principle (proposition) pro forma (adverb) pro forma (adjective) program public–private partnerships (PPP)
M mainstream media (plural noun) medium (singular) meter (registering device) metre (measurement) mid-term (adjective) midyear minimise mixed-mode Mr, Ms, Mrs (no full stop) multicultural multifaceted multimedia
R
nationwide no one (not no-one) non-English-speaking background (adjective) not-for-profit (organisation) north-east (but capitalised for the region)
real-time (adjective) re-bound (bound again) rebound (recoil) re-cover (cover again) recover (regain) redeveloped re-enforce (enforce again) re-enter re-form (form again) reform (remove abuses) reinforce (strengthen) re-use regional office/regional director (no caps) reiterate rollout (noun) roll out (verb)
O
S
off-campus offline offset offshore on (not upon) one-off (task) one-third one-to-one ongoing online out-of-school (compound adjective or adverb) Outside School Hours Care outsourcing overrepresented overseas
schoolchildren/schoolteacher school council president (no caps) secondary-school-aged students (adjective) selective-entry high schools (adjective) sizeable short list (noun) short-list (verb) showcased sister-school (relationship, adjective) sister school (noun) socioeconomic sometime (formerly) some time (some time ago) sometimes (at times) sportsperson spring states and territories (jurisdictions) State Budget State of Victoria statewide stationary (fixed) stationery (envelopes) storey (of a building; plural is storeys)
N
P paralleled, paralleling Parliament part-time (adjective) people (not persons) per cent (two words) 31
subcommittee subgroup subtotal summer
Victorian government schools (lower case, ‘government’ when adjective) videoconferencing videostreaming
T
W
TAFE institutes task force teachers aide (no apostrophe) teachers college (no apostrophe) teamwork teleconference Term 1, 2, etc. (Term 4, 2012) textbook timetable towards
web page website wellbeing whiteboard whole-of-Department whole-of-government widespread winter WorkCover workload workplace workshop workstation worldwide worthwhile
U undergraduate underprivileged
V
X
vice-chancellor Victorian Government (not state Government) Victorian Public Service vice-president vice-principal (the) Victorian Government (capitals)
X-ray
Y year-end year-round (adverb or adjective) YouTube
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INTERPRETING AND TRANSLATION SERVICES INTERPRETING & TRANSLATION SERVICE INSTRUCTIONS Background: • • •
•
•
•
•
36% of Gleneagles students come from non-English speaking backgrounds It is important to use an interpreter rather than rely on the student to interpret The five main languages that our community speak are: o Dari o Vietnamese o Persian (excluding Dari) o Hazaragi o Arabic DET requirements state that schools with students and families from language backgrounds other than English need to ensure that information relating to school programs and student progress is made available to parents in their first language. There is no cost to schools for utilising translating and interpreting services. These services are available free to government schools, if they fall within the established guidelines. (Note : This service is not available to assist individual students in classrooms, or support curriculum related activities) Interpreting and translating services for full fee-paying overseas students (for whom the school is collecting a fee) are not provided for under these guidelines. Schools should deal directly with an interpreting and translating agency for assignments concerning these students. The Victorian Interpreting and Translating Service (VITS) currently has the contract to provide translation services to schools using qualified and accredited interpreters and translators.
When should you use translation services? • • • •
On-site parent-teacher interviews Phone calls home Important school-specific notices eg. transition packs, Middle School & VCE curriculum handbooks, camp information Course counselling
Who is responsible for booking translation services? • • • •
For the twice-yearly whole school parent teacher interview events, interpreters will be coordinated by the Community Welfare L For phone calls home, interpreters will be the responsibility of the person wishing to contact a parent For parent meetings held on-site (that are not the whole school interview events), interpreters will be the responsibility of the person organising/coordinating the meeting For document translation services, responsibility for organising belongs to the person creating the document. Please ensure that you have gone through a member of the Principal Team
LANGUAGE LOOP AND VICTORIAN INTERPRETING AND TRANSLATING SERVICE (VITS) An overview of the contact details for all Language Loop (VITS) services: •
Follow this link 33
ON- SITE INTERPRETERS How to book on-site interpreters for on-site interviews This service is available free to government schools and early childhood services - delivered or funded by the Department - within established guidelines. These are the options for booking an on-site interpreter:
Bookings should be made as early as possible.
How to book on-site interpreters using the online option To book an interpreter online, follow this link to Language Loop (powering VITS). User Name : 47746 Password : 8869
Click on ‘New Interpreting’ and complete all details. Don’t forget to change the contact person to your name and the email to your edumail.
There are drop down boxes for language selection as well as the reason for the interpreting service. The ‘60’ and ‘90’ indicate the length of time required for the service. Don’t forget to hit ‘SAVE’. An email confirming the booking will be sent to you.
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Tips for working with on-site interpreters For tips for working with on-site interpreters: •
Follow this link
TELEPHONE INTERPRETERS Language Loop (VITS) also provides a telephone interpreting service that is available 24 hours a day, seven days a week. Telephone interpreting may not be appropriate in some circumstances or if an interview is likely to be longer than 60 minutes.
For instructions on using the telephone interpreting service: • Follow this link
HOW TO TRANSLATE SCHOOL-SPECIFIC NOTICES Schools may request translation of other documents that fall into specific categories and are within maximum word limits. This service is available free to government schools within established guidelines. NOTE : Translating documents into native languages will not always help all non-English speaking families. Many are not literate even in their own language
To request translation services online you will need to complete an online request form: Follow this link
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ENGLISH AS AN ADDITIONAL LANGUAGE WORKING WITH EAL STUDENTS Gleneagles has always had a large number of students who speak English as an additional language and currently has around 80 who attend our formalised English as an Additional Language (EAL) classes. EAL classes are offered at every year level and usually have between 10-15 students in each. In EAL, students are supported with their language development and with their understanding of the Australian school system and our culture. We also have two Multicultural Education Aides (one 1.0 and one 0.8) who assist EAL students from all year levels in their mainstream classes. Our EAL student cohort is made up of recent migrants, who have come with their families, and also refugees and asylum seekers, some of whom are here independently. A majority of these students have come from the Middle East and have experienced war, political upheaval and persecution for their entire lives. Often, they have had disrupted schooling due to an inability to access education, or have attended makeshift schools, where there was no formalised curriculum or access to technology. Due to gaps in their schooling, students are placed in a year level that suits their language proficiency rather than their age group, so often are older than their peers, which can make it difficult for them to fit in. Additionally, sometimes family members have been forced to stay behind in their home country for numerous reasons, which adds pressure on the students to ‘achieve’ for their whole family. Furthermore, some families can be put on temporary or bridging visas whilst the legitimacy of their refugee claim is processed, so potential impermanence in Australia is another factor which may affect students’ ability to perform at school. Ongoing trauma and other mental health issues, such as depression and anxiety, can make managing life at school all the more challenging for refugee and asylum seeker students. For this reason, it is vital that you refer any wellbeing concerns to the relevant sub-school in a timely manner. When working with EAL students, it is important to understand that their oral language proficiency develops at a much faster rate than their written language. It can take between 6 months to 2 years for a EAL speaker to develop Basic Interpersonal Communication Skills (BICS) which is the dayto-day language needed to navigate life in an English-speaking country. However, it will take on average between 5 – 7 years for them to develop the Cognitive and Academic Language Proficiency (CALP) needed for success in mainstream Australian schooling, so long as they haven’t had interrupted/no schooling or experienced trauma. Therefore, it is crucial to understand that a student may appear to be quite proficient with oral English, but still require considerable support to access written content in mainstream subjects. All EAL students will need modification of their work to some extent. This may be as basic as simplification of language or pre-teaching new vocabulary, but could be much more extensive. A language deficiency is not a marker for intelligence, so don’t assume a student can’t complete a task just because they struggle with English. It is important to remember that like any group of students with additional learning needs, they are not homogenous and so there won’t be one simple answer of how you can best support them. Therefore, it is crucial that you get to know them and their individual needs.
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GENERAL CLASSROOM STRATEGIES TO SUPPORT EAL STUDENTS • • • • • • • • • • • • • • • • • • • • • •
Make instructions/important information both visual and verbal Break down instructions/assignment into clearly labelled steps – using a checklist can be very helpful for this Implement a set routine when introducing new information or for group work etc. Activate prior knowledge/contextualise a new topic before beginning Check understanding of instructions individually after explaining to class – get them to explain back to you their understanding Give students time to respond to a question before rephrasing/clarifying – use think, pair, share Repeat/recap key vocabulary or concepts regularly Explicitly teach study techniques e.g. flashcards, mnemonics, highlighting key words, summarising Pair with a friendly and helpful student who can assist with language problems Allow students to write dot points instead of sentences in notes to avoid falling behind Give students copies of language-heavy handouts prior to a lesson (or upload onto OneNote) Avoid students having to listen to explanations and copy from board – give handouts prior Use wait time and provide students with more time to complete class work Reduce the content you want students to cover and give more time for them to master a smaller number of skills Give students simplified explanations of key concepts Use glossaries/word lists for key terminology before introducing a topic Highlight/embolden key words in handouts Repeat/review key vocabulary/information regularly Activate prior knowledge before reading new texts Assist in scanning for key terms e.g. teach them how to look for bold words in a textbook Allow access to technology to translate Carefully consider what you ask students to read – consider whether it is more important for them to read the material or understand a new concept. If you just want them to understand a concept, consider other ways of teaching e.g. videos, audio, EAL modified texts etc.
TIPS FOR ASSESSING EAL STUDENTS • • • • • •
Determine which content/skills are fundamental to the assessment and focus on these, rather than trying to teach everything Use other methods of demonstrating understanding – not just written If a task uses ICT, determine whether or not the technology is necessary, or if understanding can be demonstrated in another form Comment on students’ literacy in your subject on reports e.g. language and key terms in your subject area Don’t focus on expression errors unless criteria specifically assesses this BUT do correct them Use EAL versions of CATs and enrol students in these modified tasks on Compass
If you would like support with modifying class work and/or assessment for EAL students you teach, please speak to the EAL Coordinator. In the end, the best things you can do to help your EAL students is to listen, be empathetic and don’t assume anything – always ask!
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MULTICULTURAL EDUCATION AIDE ROLE RESPONSIBILITES Under teacher supervision and guidance, the MEA will:
Assist EAL students in mainstream classes: • • • • • • • • •
Attend mainstream classes and assist students in lesson as required Assist students on an individual or small group basis Support students by re-explaining teacher instructions and/or work requirements Support teachers’ general communication with students When appropriate and required, assist students by explaining concepts or instructions in the learners’ first language/s Be available to communicate with classroom teachers re: student progress/issues Assist in developing staff knowledge of the students’ backgrounds and the issues they face in a classroom and at home Communicate with classroom teachers to keep up-to-date with content being covered Provide input to classroom teacher to assist with the development of materials where appropriate
Understand and follow Australian educational principles: • • • • • •
Encourage students to think independently rather than providing students with the answers; allow students to answer questions before interpreting what is required Encourage students to listen when the teacher and other students are contributing answers or explanations Encourage students to research and complete tasks by themselves Encourage students to speak during lessons and ask for assistance when required Assist students to foster positive relationships with their English-speaking peers Work with Careers Coordinator to help students understand the kinds of educational pathways open to them
Parent/community engagement: • • • • • • •
Assist with communication between parents and the school Explain school policies and activities to students and parents Be involved in enrolment interviews Assist students and their families with transition from the language school/another educational setting Translate basic school notices and communications to the local community Assist with the preparation of permission forms and applications where required Help to involve parents in school activities, focusing on Parent Teacher Interviews
You can also see the following EAL teachers if you need further assistance: • Jess Mason • Katharine Seyler • Anthea Petropoulos • Gerri Florence • Ni Du • Anika Rupp
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LEARNING ENRICHMENT CENTRE (LEC) At Gleneagles Secondary College, our goal is developing independent and successful learners. In recognising that our student body has diverse and unique needs, the LEC was established, with the aim of helping all students reach their potential.
Aim of the Learning Enrichment Centre • • • • •
Provide academic support, complementing the mainstream program Teach strategies to build organisation, resilience and confidence Assist in supporting students to develop age-appropriate literacy and numeracy skills Promote independence and ownership over their learning Reduce social isolation that can occur as a result of 1:1 classroom support
How are students selected for the Learning Enrichment Centre? Students will be selected according to their individual needs using evidence that may include: • Academic testing (including PAT-R and On Demand Testing) • NAPLAN data • Teacher referral • Ongoing reporting results
How will the Learning Enrichment Centre run? • • • • •
Small group intervention, providing intensive literacy and numeracy support Tailored programs developed to address students’ individual needs Time in the centre determined by the level of support required Regular feedback to and from classroom teachers to monitor progress Intended as a short-term intervention to help students develop age-appropriate skills.
Overview of LEC The Learning Enrichment Centre is our tier 3 intervention which focuses on small group intervention for students who are more than 2 years below the expected level in literacy and/or numeracy. This program is overseen by the Learning Growth Leading Teacher and supported by Literacy and Numeracy teachers. The LEC is located in D3 & D4 and two small break out rooms between D1 & D2. There is a team of eight teacher aides, five who work in literacy and three in numeracy, working in the centre. There is also always a staff member who oversees the general running of the groups and addresses any student issues that arise Each teacher aide works with a maximum of four students at a time. Students are grouped according to their ability levels and work toward common goals.
What are the programs being used? The literacy intervention utilises two programs: our PSD students and others with high needs work through MultiLit's MacqLit program, whereas the majority of students work through the Fountas and Pinnell's Leveled Literacy Intervention. Both of these programs are aimed at primary school skills:
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MacqLit is aimed at Grade 1 –2 skills and the Leveled Literacy Intervention is aimed at Grade 2 – 5 skills. The numeracy intervention is based on the GRIN model and addressing mathematical misconceptions. Students work on the foundation skills of place value and multiplicative thinking to build the foundation of mathematical thinking. The program exposes the students to the language and foundation skills prior to topic being covered in class building confidence in the student. The program utlitses programs such as SUMDOG and Mathspace.
How is it timetabled? Students are withdrawn from their mainstream classes for two periods a week for each intervention, so students with identified needs in both literacy and numeracy will be withdrawn from four periods a week. PSD students may be removed from their three periods of LOTE and one other time to make up their four periods. Our aim is to withdraw students from English classes for literacy and Maths for numeracy; however, as making like groups is the priority, it is necessary to withdraw from other subjects at times. If a student is timetabled in the LEC, then the expectation is they attend that session – it is never appropriate for the teacher to ask them to stay in class. You will see on your roll on Compass if a student is supposed to be in the LEC – it will say LECL and then a number if it's a LEC literacy session and LECN and a number if it's a LEC numeracy session.
Students cannot be asked to stay in class to complete a CAT during their scheduled LEC sessions. An alternative arrangement needs to be made for them to complete any assessment. Should you be running a CAT that cannot be done at another time (ie. the Lab Techs cannot set up a prac for one child to complete) then and only then, is it acceptable for the session to be missed. This needs to be communicated one week before to the LEC team. The LEC program is designed for regular attendance and disruption to this impairs its effectiveness.
Modification: If a student misses one or more periods of your class a week to attend the LEC, the expectation is that the workload will be reduced to compensate for this. Also, as all students attending the LEC are working at least two years below the expected level in literacy and/or numeracy, it is expected that the work will be modified in order to cater to this. This modification may be • Simplification of tasks eg. language of resources and/or tasks • Increased scaffolding, throughout the teaching of the unit and during the assessment • Extension of time • Reduction in tasks
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EXAMPLES Research CAT A research CAT that is completed in class over a two week period (or any extended time frame) A mainstream class may have 6 period to complete the task. You know that your LEC student will miss 2 of these. Therefore you should enrol them in the modified CAT through Compass (not the mainstream CAT). If your domain doesn’t have a modified CAT please see your domain leader and/or LDL to rectify this. This modified task may contain: • More structure and scaffolding to assist students to work through the task eg proforma, worksheet, powerpoint template with questions to answer • Simplified questions and instructions which still contain the essential subject based vocab • Fewer tasks which still allow the students to demonstrate key knowledge and skills up to the appropriate year level • Links to appropriate reading levelled text and information which simplifies and directs student to avoid time wasted off task • Consider the purpose of the CAT - if the research skills are secondary to what you want to assess them on, provide them with the material to find out the content. Otherwise, if the research skills are fundamental to the task, then there will need to be significant scaffolding and time for reading & processing. Test Modified test could be completed on a separate day Schedule your test on a day you don’t have students missing. Writing Piece • Simplified questions and instructions which still contain the essential subject based vocabulary • Focus on a small section of the writing that the student is struggling with the most. ie. the introduction only or a few paragraphs of analysis • Allow the student(s) extra class time to complete the writing piece • Consider using cloze activities or sentence stems to assist • Fewer tasks which still allow the students to demonstrate key knowledge and skills up to the appropriate level
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PROFESSIONAL LEARNING “… the most effective teacher learning activities (i.e. those that improve instruction and in turn student achievement) involve forms of job-embedded professional learning.” Cogshall et al, 2012 The major form of professional development at Gleneagles involves job-embedded professional learning activities such as Professional Learning Teams, Observing to learn and internal Professional Learning workshops. An annual Professional Learning program plan will be published at the start of each year. Occasionally external Professional Learning can also bring new ideas to our practice. Professional Learning is acknowledged to have a little as 10% effectiveness in improving and is often very costly, our school has a strict application and approval process. Professional Learning allocations will be guided by the School Strategic Plan, Implementation Plan (AIP) and school priorities.
As external teacher skill All external the Annual
INTERNAL PROFESSIONAL LEARNING ACTIVITIES In 2019 Gleneagles will be using the Professional Learning Community (PLC) model to build on the work we have been doing over the last few years. The main features of a PLC are: ▪ ▪ ▪ ▪
a focus on student learning growth, alignment with school priorities and teacher PDP’s a data driven Inquiry approach premised on collective responsibility and collaborative practice.
Seen as the next step in our Professional learning journey all teachers are expected to actively participate and contribute to their PLC. The investigation method will be an Evidence Enquiry Cycle. Meeting time is allocated across the year to support teacher collaboration and sharing. Gleneagles offers a wide range of internal PD opportunities that are advertised in Compass or formalised on the term calendar. Staff running any professional learning activity must create a PD event through Compass for the Professional Learning leader to approve.
EXTERNAL PROFESSIONAL LEARNING ACTIVITIES All professional learning requests must go through the Professional Learning Leader for consideration after they have gone through a notification approval chain eg your Domain leader or Program leader. •
An electronic application form is found in the Compass Favourites
•
External Professional Learning allocations will be guided by the Strategic Plan
•
All external PD will need to reference the AITSL standards and this will now be reflected on the annual PD certificates (as evidence for VIT)
External professional learning involves the cost of CRT replacement as well as the registration fees. It is a requirement that those teachers who attend sessions run by outside providers will SHARE/PRESENT their learning to enable others to also benefit. •
Applications for external Professional Learning need to be lodged well before the PD activity if it is an external one. There is no guarantee that a PD activity will be approved.
•
All external Professional Learning applications need approval from your Domain or Program Leader (for ES staff, this is Sue Quinn)
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•
All Applications will be sent to the Daily Organiser for costing before being considered by the Professional Learning Leader. Once approved the Professional Learning Leader will record the need for CRT cover in the absence register.
•
Bookings for PD should not be made without approval being granted.
•
If you’re completing a PD activity that is out-of-school hours or on your day off, you do so on the understanding that there are no time in-lieu entitlements
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CURRICULUM MAP: YEARS 7-10
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CURRICULUM : VCE Exciting education opportunities exist for students at Gleneagles Secondary College. A comprehensive range of VCE subjects are offered for senior studies at Year 11 and Year 12. Along with the VCE subjects on offer, Gleneagles offers specialist programs in Music Performance, LOTE (Indonesian and German), International Relations, Investigative Sciences and Visual Media. A range of VCE subjects are offered to students in Year 10.
VCE SUBJECTS ON OFFER AT GLENEAGLES 1–4 1–4 1–4 1&2 1–4 1&2 1–4 3&4 1-4 1–4 1–4 1–4 1–4 1–4 1–4 1–4 1&2 3&4 1&2 3&4 1&2 3&4 1–4 1–4 1–4 1- 4 1–4 1–4 1–4 1–4 1–4 1–4 1–4 1–4
English English Language English as Another Language EAL Literature General Maths Maths Methods Further Maths Specialist Maths Biology Business Management Chemistry Environmental Science Food Studies Geography Health and Human Development History – Twentieth Century History – Revolutions Computing Informatics Australian & Global Politics Global Politics Legal Studies LOTE – German LOTE – Indonesian LOTE – Chinese Media Music Performance Physical Education Physics Psychology Sociology Studio Arts Visual Communication & Design Not all these subjects are running in 2019
As part of the Eumemmerring Alliance with Fountain Gate Secondary College and Hallam Senior Secondary College, students may have the opportunity to study other VCE Units, VET and VCAL subjects offered at these schools. A separate manual for VCE teachers is available.
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TEACHING AND LEARNING FRAMEWORK Meaningful learning involves the critical analysis of new ideas, linking them to known concepts and principles, which in turn leads to understanding in order that they can be used for problem solving in unfamiliar contexts. Meaningful learning promotes understanding and application for life. It involves developing a range of strong skills that can be applied at appropriate times at the point of need of the learner. Meaningful learning involves developing the characteristics and skills of strong learners. At Gleneagles we base our learning and teaching program on the following assumptions: • • • • •
Every person is a learner Learning is an ongoing and lifelong process People learn within social and cultural contexts, independently and through interaction with others What is learned depends on the way it is learned and with whom it is learned The vital aspects of teaching and learning include identifying and extending the ways they learn, creating learning opportunities and evaluating learning outcomes
Meaningful learning is developed through: • • • • • •
Student centred learning Evidence based decision-making The alignment of curriculum, pedagogy and assessment Targeted and scaffolded instruction High expectations The provision of safe, supported connected and inclusive learning environments
The full document can be found by following this link.
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STUDENT REPORTING The College provides ongoing feedback to students and parents via Compass. Teachers are expected to actively participate in the development of assessment within their Domain and meet all published timelines for reporting.
ONGOING REPORTING All students are to receive timely, targeted feedback from their teachers via Compass. This feedback is formalised in three ways.
Learning Snapshots Students receive one Learning Snapshot per term. These are based on the College Core Character Traits and Learning Skills. Each Learning Snapshot provides feedback across all of the Core Character Traits, teaching teams may also choose to report on one or more Learning Skill as appropriate to the learning program.
Common Assessment Tasks/School Assessed Coursework Years 7-10: Students receive feedback on the Common Assessment Tasks that take place throughout the semester. CATs are marked against the Victorian Curriculum and also against a school wide scale. Each CAT has comments and there is a general minimum of 1 per term per subject. VCE: Students receive feedback on School Assessed Coursework as outlined by the relevant VCAA study design. They are marked against a common school wide scale. The frequency is dependent on the study design of the individual subject.
Class Tasks These were originally intended to be used by 2 period subjects to supplement their ongoing reporting through the use of class tasks. These are short, skill or knowledge based tasks that contribute to the formal assessment of the student. They can also be used by all teachers to reflect student progress through formative assessment and will be included in the semester reports.
SEMESTER REPORTS Semester reports are published via Compass at the end of each semester. The semester reports include a compilation of the ongoing reporting information from that semester alongside VCE or Victorian Curriculum information.
Further information regarding student reporting can be found in the Curriculum and Pedagogy Sharepoint.
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PARENT TEACHER INTERVIEWS In support of the report format we will hold interviews with students and their parents at specific times throughout the year to discuss the student’s progress at school and learning goals. Parent Teacher Interviews give an opportunity for a detailed discussion of the student's progress in each subject and also encourage a link between school and home. All staff are expected to attend Parent/Teacher Interview sessions. Students are also expected to attend with their parents. Some guidelines for conducting the interview: • • • •
• • •
• •
Dress professionally Know exactly what you will say and what questions you will ask Mention the student's strengths first Briefly discuss the student's progress in your subject area and if possible show examples of the student's work. Be prepared to cite specific examples when expressing concern about the student's work or behaviour. Remember to describe the behaviour in non-judgmental terms Listen carefully and reflectively Try to anticipate parental reaction and be prepared to respond calmly and appropriately Be positive and focused on plans to correct any problems you and the parents and/or student agree upon. It’s a good idea to ask the parents to explain what's been done in the past and whether it worked. Be as specific as you can if you have ideas for implementing help. This may include specific plans about how you and the parent will keep in touch in the ensuing weeks or you may want to set two or three immediate goals for the student and work with the parents to create a plan for meeting those goals. Be sure to follow up with any promises you make Don’t refer to other student’s behaviour/attitude. Only refer to the parent’s child. Only focus on what the student or parent can influence.
Working with an interpreter • • • • • • • • • •
You (the interviewer) are in charge of the interview, not the interpreter. Before you begin the interview proper, remember to introduce yourself and the parent to the interpreter. Avoid chatting with the interpreter. Discourage the parent from chatting to the interpreter. The interpreter may be seen by the parent as an ally, thus encouraging small or extra chatting. Speak directly to the parent. Look at the parent, not at the interpreter. Speak clearly and not too fast. Use plain English, avoid jargon or slang. Give only two or three ideas at a time. Allow enough time for interpreting. Make sure the interpreter has understood what you have said. Ask the parent if everything was clearly understood. Find out if there are any questions or concerns
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STUDENT MANAGEMENT STUDENT ENGAGEMENT AND WELLBEING Student Engagement and Wellbeing is the responsibility of all teachers. At Gleneagles Secondary College we are committed to providing a safe, secure and stimulating learning environment for all students. We understand that students reach their full potential only when they are happy, healthy and safe, and that a positive school culture helps to engage students and support them in their learning. We acknowledge that student wellbeing and student learning outcomes are closely linked. We have developed a range of strategies to promote engagement, positive behaviour and respectful relationships for all students in our school. We acknowledge that some students may need extra social, emotional or educational support at school, and that the needs of students will change over time as they grow and learn. Teachers are required to set clear and consistent expectations within their classroom in accordance with the universal strategies as defined in the College Student Wellbeing and Engagement Policy. Classroom teachers are supported to manage student behaviour by Homegroup and Mentor teachers and the Sub School Team. Home Group / Mentor Teachers meet with their class twice a week, they follow up on students with a range of issues and provide supports for their social and academic progress. The Home Group / Mentor Teachers position requires them to discuss any student issues related to classroom matters. If you are a Home / Mentor, you will be provided with material pertaining to your role and responsibilities. Each Sub School team consists of year level Team Leaders, a Sub School Leader and an Assistant Principal. The Sub School team can be called upon to assist with repeated poor behaviours that extend beyond the management of a classroom teacher. A Team Leader should be your first point of support for student issues if seeking assistance from the Sub School. To refer a student of concern to the Student Engagement and Wellbeing Team you need to complete a TAL (Team Around the Learner) form via Compass. TAL forms must be used to raise any student concerns (academic or social / emotional).
STUDENT ISSUES TO ESCALATED DIRECTLY TO THE ASSISTANT PRINCIPAL INCLUDE: 1. Students directly challenging the authority of teachers. 2.
Issues that may become a legal matter e.g. police involvement, lawyers, mandatory reporting etc.
3. Time sensitive issues that need to be dealt with urgently or issues that may need to be dealt with before the class leaves the current environment. 4. Violence (physical, sexual, verbal, threats). All Student Engagement and Wellbeing policies and processes can be found in the Student Engagement folder and Wellbeing folders in School Documentation on Compass. 49
GUIDE TO RESPONDING TO STUDENT ENGAGEMENT AND BEHAVIOUR CHRONICLE RATING
CHRONICLE TEMPLATE
STUDENT BEHAVIOURS
TEACHER RESPONSE
ESCALATED RESPONSE
POSITIVE
Academic observation – positive
Academic Achievement
Used for positive feedback on: • Change in behaviour • Excellent work • Contribution to class/ community • Effort, growth, persistence, etc
Academic observation – LEC
Academic Effort
Notice, name and acknowledge the behaviour with the student at the time
Attitude or behaviour - Positive
Being Involved
Put notice on Compass
Teachers, Home group/mentor Teachers and Team Leaders to monitor pattern of positive behaviours and consider for acknowledgment at assemblies
Being Responsible
Home group /mentor teacher to acknowledge compass entry with student if appropriate
MINOR - ISSUES OF CONCERN
Academic concern
Being Considerate Use of mobile phone during class time
Attendance concern Used for feedback on: • Work ethic • Attitude • Behavioural issues • Homework
Teacher to acknowledge and/or correct behaviour with the student at the time
Inappropriate language Late to class - Repeated Uniform violation Late to School – Approved Attitude or behaviour – Negative Uniform Unapproved -Teacher Observation TAL JNR (not visible to parents) TAL SNR (not visible to parents) Detention - Classroom Teacher
Not following teacher instructions Teasing Inappropriate website / device use (games and off task activities and PG searches) Disruption to learning environment
Late Work (Stage 1) SAC Redemption SAC Reschedule
Cheating on classroom task (not major assessment items)
Teacher is responsible for contacting the Team Leader if the student does not respond appropriately to the teacher’s consequence
Teacher to implement appropriate consequence (i.e. give alternative assessment, confiscate item, move seat, remove student to feeder classroom, lunch/afterschool detention, restorative task)
Teacher will work with the Team Leader to have a restorative conversation with the student to resolve the matter and implement consequences
Put notice on Compass
The teacher will seek support and strategies for managing the student’s behaviour from the Team Leader
Home group/mentor teacher to acknowledge compass entry with student if appropriate
MAJOR - REPEATED / SERIOUS ISSUE
Suspension - Internal Suspension – External
Red Flag
Attendance Letter 2 - Student Engagement Leader Attendance Letter 1 - Team Leader
Used for reporting: • Serious incidents • Repeated incidents not resolved by amber entries
Detention – JNR Sub-school Detention – SNR Sub-school Uniform - Unapproved JNR Uniform - Unapproved SNR Late to School – Unapproved JNR Late to School – Unapproved SNR
INFORMATION Used for reporting: • Wellbeing concerns • Information for students with additional needs
Attitude/behaviour – Repeated Negative Student Behaviour Plan Late Work (Stage 2) Student Extended Leave EAL Student Details Parent Contact PSD & Identified Students Speech Therapy Career Information Student Absence Learning Plan SSG Report SSG Student Profile Teacher Form Wellbeing Concern Uniform Pass Approved
Physical aggression (not causing immediate harm to self, others or property) Inappropriate language directed towards the teacher Directly challenging the teacher Damage to school property/theft Inappropriate website / device use (sexually explicit content or ‘red flag’ searches)
Teacher to send a note to the Team Leader and communicate the nature of the issue and help required Teacher to contact the Team Leader who has supported them previously with managing this student if they are continually disrupting to the learning environment In serious/urgent situations, the teacher must initially assess, diffuse and respond to the student/s and then seek immediate help from subschool/wellbeing
Continual disruption to the learning environment
Students with additional and complex needs are flagged and supported
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Teacher must read these and support the student as outlined in the chronicle entries
The teacher will have provided an immediate response and sought support from sub-school/wellbeing The Team leaders will investigate. The Team Leaders may require: - Teacher to record incident via Compass Chronicle - Student /witness statement/s via incident report - Video footage - Social Media logs - Parent Contact - Consider possible impact on wider community - Report to DET/DHHS/Police etc. Team Leader will track investigation progress via compass comments and will tick ‘resolved’ when completed
Team Leaders, Sub-school Leaders, Wellbeing and Principals will use these templates to flag or record additional support required for these students
AFTER SCHOOL DETENTIONS Any teacher can issue an afterschool detention for inappropriate behaviour. This must be documented on Compass and the Classroom Teacher Notice printed for the student to take home for parent/guardian signature. In accordance with Department policy, parents must be informed at least the day prior to the detention.
Procedure for Staff On “Student Non-Attendance at Detentions” The following protocol has been adopted at Gleneagles. A classroom teacher gives a student a lunchtime detention and the student doesn’t attend. •
Give the student the opportunity to provide a reason. If valid or if you believe that they genuinely forgot and are intending to comply, arrange an alternative time.
•
Sometimes, it is worth considering having the period 4 classroom teacher keep the student and you collect them from the classroom, as this removes the option of avoidance and gets the matter resolved quickly.
•
If they indicate, through their attitude, they do not intend to comply, issue an after school detention, stating on the form the reason the lunchtime detention was given and that the student did not attend the lunchtime detention. In some circumstances, you may consider giving two lunchtimes detentions instead.
If you give an after school detention and the student doesn’t attend and there is no evidence the parent is aware of the detention. •
Ring the student’s parent and let them know that the student had a detention but did not turn up. Arrange a new date and complete a Compass Chronicle Note. Ask the parent to sign the detention letter.
If the parent is aware of the detention but opposes the student attending, try to ascertain their reasons. After hearing their rationale you may: •
Agree to the student doing two lunchtime detentions and ask the parent to tell the student that their attendance is expected.
•
Explain why you believe the behaviour warrants an after school detention and try to convince the parent of the merit of your case. If successful, negotiate a new date.
•
Inform the parent that the school is not seeking permission and has met its requirement by informing the parent of the detention.
•
If the parent will not agree, after appropriate discussion, for the student to do the detention, you must refer the matter to the year level Team Leader. They will need all relevant information to follow up the matter. They will then take over the management of the issue to its conclusion, seeking Sub School Leader, Assistant Principal or Principal support where necessary.
•
If transport is an issue preventing attendance at the detention, the Assistant Principal or Principal may negotiate with the parent’s permission to drive the student home. Note: A teacher must not offer to drive a student home, it is not expected that teachers will perform this task.
STUDENT LATENESS What is considered late? If a student is not in class when the bell goes they are late to class. Exceptions are students who have a note from a teacher or parent.
Late to class If a student is late to class teachers must: • ask the student why they are late • if late without a note or reasonable explanation, the teacher is to implement consequences • teacher accepts lateness if a note or reasonable explanation is provided • if the student is continually late to class and not responding to teacher consequences, then the teacher is to enter on Compass and the teacher is to discuss this issue with the subschool. The student is to remain in class. • enter lateness and actions on Compass and include information on note/reasonable explanation
Late to school If a student is late to school, they must sign in at the sub-school. • •
The sub-school will discuss the lateness The sub-school will call home to ask the parent to inform of and/or explain the lateness if no note has been provided or if lateness is an ongoing issue
The sub-school will implement a staged response to student lateness and will action consequences and supports as necessary. The full Gleneagles Late Process can be found in the Student Engagement folder in School Documentation on Compass.
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YEAR 7-10 LATE WORK PROCEDURES Rationale At Gleneagles Secondary College, we expect students to complete work to the best of their ability and to submit all major assessment tasks on time. The submission of work for assessment is an integral part of the teaching and learning process. At Gleneagles, we have developed a process that is equitable for all students and applied consistently across all sub schools and learning areas.
Guiding Principles Gleneagles Secondary College aims: • To establish protocols and procedures that defines the process for students to submit work • To ensure transparency of process and equity of treatment among students. • To enable timely and coherent management of teaching and learning including feedback and administration of units. • To ensure that students understand the importance of completing and submitting work and the college empowers parents to support their child. • To provide a structured framework for students who need assistance in establishing a homework routine and/or who have difficulty in effectively managing time to meet deadlines.
Implementation The following guidelines will be adhered to in relation to this policy: • The submission of all assessment material by the due date is the responsibility of the student. Students must plan their workloads to meet deadlines. • Submission items and dates will be clearly communicated to students, parents/guardians via Learning Tasks. • Assessment tasks should normally be submitted to the teacher directly. Online submission is allowed where the teacher has given this method as an option or requirement. • Any student who is late for submitting an assessment task will have a ‘Years 7-10 Late Work’ (Stage 1) entry completed on COMPASS (this will provide the parent and student with details of the revised deadline and appropriate redemption methods) • In the event of this assessment task not being submitted by the revised date the student will have a ‘Years 7-10 Late Work’ (Stage 2) entry completed on their COMPASS account. • If the student fails to respond to interventions put in place and the task is not submitted after Stage 2 the sub school will enact the appropriate action to address this issue. Gleneagles Secondary recognises that, on occasion, meeting submission deadlines is difficult due to extended absence, illness and medical conditions. In these cases, the student and their mitigating circumstances will be considered by the relevant subs school and the appropriate action and support plans will be devised to support the student and teacher(s).
A helpful flow chart can be found in the School Documentation of Compass in the ‘Late Work Policy/process’ folder or on the next page.
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Years 7-10 Late Work Process Flow Chart
• Domains to assign a Common Assessment Task and set the week(s) for completion. • Each subject teacher is to set the Common Assessment Task and submission date according to the agreed domain guidelines.
Task setting and submission date
• Domains/ Teachers to enter date on the Years 7-10 Assessment and Monitoring Schedule by the set deadline. Teachers to follow the set protocol for any ammendments.
• Teacher to ask the student to provide an explanation as to why the Common Assessment Task was not submitted on the due date. • Teacher to log details regarding the submission date and explanation provided by the student using the Years 7-10 Late Work (Stage 1) Template.
Stage 1: Work not submitted on time
• The teacher will arrange to provide any assistance that may be required and raise the expectation that help be sought before the due date in future. • If the explanation was invalid, the teacher is to record the new date for submission and issue a lunchtime detention. • If the explanation is valid, its not a detention but a revised date for submission. No further action to be taken if task is submitted by the revised date.
• Common Assessment Task not submitted by the revised submission date then: • Teacher to log the relevant details using Years 7-10 Late Work (Stage 2) Template this will notify the Sub Schools and Ped LT's.
Stage 2: Redemption not completed on time
• Teacher is to hold the afterschool detention for the student to complete the Common Assessment Task. • If the student does not attend the detention and does not complete the work prior to the next lesson, the teacher is to issue the student with an 'unsuccessful' result and enter a comment that reflects the process and lack of submission.
• Once the teacher has completed Stage 2 and documented the outcome on COMPASS the teacher is to notify the relevant sub school and Ped LT's if further support is required. • On notification of the Stage 2 outcome and extra support required, the Sub-School teams will determine which category the student falls into.
Sub School involved
• All academic, wellbeing and behavioural issues to be dealt with by the relevant Sub Schools and Ped LTs. The LT's will consider the appropriate academic response which could include but is not limited to, accessabliity of the CAT, further skill building, differentiation etc. • The Sub School will contact the parent to explain the issue, process and make the appropriate recommendations to rectify the issue. This could include, but is not limited to further, detentions (consider DET rules or with parent consent), tutoring and wellbeing referrals.
• Relevant Sub School to consider how to provide all the outcomes for the student with uniterupted time to complete the work and/or gain the expertise to complete the work. eg. bring student in on student free days, agreed remiain after school or during lunchtimes, internal suspensions etc
Escalation
• SSL's and Ped LT's would refer the case to a member of Principal class, if these strategies do not resolve the issue and a parent meeting will be scheduled.
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STUDENT UNIFORM CODE The image of Gleneagles Secondary College in our community depends heavily on students wearing correct school uniform. The code outlined above will be strictly enforced. Full school uniform must be worn to and from school. Uniform at Gleneagles Secondary College is compulsory, and all students are required to wear the College Council approved school uniform as detailed below. Correct uniform also requires it to be in good repair. • • • • • • • • • • • • •
Summer dress to be worn with plain white socks (above the ankle and with no logos) Winter skirt to be worn with black tights or plain white socks (above the ankle and with no logos) or black stockings with black socks (above the ankle with no logo) Tailored black shorts with logo to be worn with plain white socks (above the ankle and with no logos) Long black pants with College logo to be worn with plain white or black socks Jumper with College logo Long or short sleeved white shirt with logo College Cap – white with purple piping (no logo) Waterproof College jacket with logo Black, leather traditional school shoes such as: plain black leather lace up, plain black leather slip on dress shoes with rounded or square toes, Harrison or Roc T-Bar shoes note: for safety reasons, heels must not exceed 3cm and buckles on shoes must be done up at all times. School Tie: optional College Blazer: optional Scarves optional but must be plain black or the school purple Plain, short sleeve white t-shirt may be worn under the school shirt. Other colours or t-shirts with writing / pictures are not acceptable
Jewellery Students are only permitted to wear a watch or recognised religious symbol, SOS bracelet or SOS necklace and no more than two plain studs or sleepers in each ear. No other body piercing is permitted.
Hair and Makeup Hair styles and colours cannot be extreme. Hair colours should be naturally occurring in the human population. Makeup is not permitted.
Sports Uniform • • • • •
Sublimated sports top with College logo. House logo will be applied at point of sale Black Gleneagles sports shorts or black Gleneagles tracksuit pants College Rugby Top with logo Traditional lace up runners College Cap
Sports Uniform • • • • •
Sublimated sports top with College logo - House logo will be applied at point of sale Black Gleneagles sports shorts or black Gleneagles tracksuit pants College Rugby Top with logo Traditional lace up runners College Cap 56
All items of uniform (except shoes and socks) are expected to be purchased from the official supplier (Currently PSW – Primary School Wear).
Uniform mix • •
A mix of College Uniform and the PE Uniform are not permitted A mix of casual clothes with the College Uniform or a mix of casual clothes with PE Uniform is not permitted
Other items •
•
• • • •
Students are permitted to wear a watch or recognised religious symbol (on a necklace), SOS bracelet or SOS necklace and no more than two plain studs or sleepers in each ear. No other body piercing is permitted. Note: Smart watches are not permitted to be worn in exam and SAC assessment sessions Religious exemptions – The College will make reasonable accommodation to our uniform code on recognised religious grounds but not for cultural or family reasons. The sub-school can provide advice. The College Principal will make the final decision where a new accommodation is sought. Hair styles and colours cannot be extreme. Hair colours must be naturally occurring in the human population Makeup is permitted but should be subtle and not easily noticeable Nail polish and fake nails of any colour or description are not permitted Visible tattoos are not permitted
Non-uniform days and events On a day designated as a free dress day or at other times when the College Uniform or PE Uniform is not worn, and casual clothes is the dress of the day, neat, conservative and appropriate clothing must be worn. Free dress days are always advertised in the College newsletter and via news feed on Compass.
Out of Uniform If a student if wearing incorrect uniform, a teacher must: • ask the student why they are out of uniform (including jewellery) • confiscate inappropriate item and gives it to the sub-school Education Support Staff member when convenient • log this information on Compass, outlining the infringement and action taken (the Compass note becomes the uniform pass) • If the student is unable to remove item, send the student to the sub-school office The sub-school will assess and investigate the lack of uniform • The sub-school will confiscate inappropriate clothing, call home to get the parent to bring in uniform or provide alternative uniform where possible • The sub-school will provide a uniform pass, if appropriate, after the above actions have occurred
GSC Uniform and Uniform and Dress Code Policy can be found in the Student Engagement folder in School Documentation on Compass.
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WELLBEING At Gleneagles Secondary College we are committed to providing a safe, secure and stimulating learning environment for all students. We understand that students reach their full potential only when they are happy, healthy and safe, and that a positive school culture helps to engage students and support them in their learning. Our school acknowledges that student wellbeing and student learning outcomes are closely linked. We have developed a range of strategies to promote engagement, positive behaviour and respectful relationships for all students in our school. We acknowledge that some students may need extra social, emotional or educational support at school, and that the needs of students will change over time as they grow and learn. The Wellbeing Support and Referral Process is outlined below to assist staff in referring students to the targeted supports they require, in a timely and sensitive manner. Please be aware that red flag issues require staff to seek immediate support from the Sub-school Student Wellbeing and Engagement Team.
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STUDENT SUPPORT GROUP MEETING OVERVIEW What is a Student Support Group Meeting (SSG)? The SSG supports the development of an Individual Education Plan (IEP) for each student and monitors a student's progress.
Aim The aim of the SSG is to help plan supports that address a student's individual needs for positive achievement, engagement at school and their ability to learn. The aim is to also support attendance and establish shared educational and social/behavioural goals.
Members Members should aim to include the student, parent/guardian/caregiver, Department of Health and Human Services (DHHS) Protective Services or community service organisation supports (as necessary), a teacher/team leader/sub-school leader responsible for the child, the principal or nominee as chairperson, Student Wellbeing or student support service staff (as necessary).
Operation The purpose of the SSG meeting is to: • •
• • • • • • • • •
Briefly review background information Review student’s progress to date including o school o social o medical history (as appropriate) o involvement from other agencies and services o existing IEP o student’s strengths and interests Discuss any new assessment data, reports and observations Discuss plans for the student’s future options and goals Establish priority focus area/s linked to the curriculum Establish and prioritise short and/or long term learning outcomes Identify interventions, strategies, resources and personnel necessary to achieve the learning outcomes Identify monitoring processes during the IEP implementation Establish a review date and record the names of the participants Negotiate a timeline for the SSG Minutes and draft IEP to be made available to all participants Teachers will be asked to complete an ‘SSG student profile – Teacher Form’ prior to the meeting
What is an Individual Education Plan (IEP)? An Individual Education Plan (IEP) is a working document that is collaboratively co-designed with the school, student, parent/guardian/caregiver and supports. It informs the ongoing planning, delivery and evaluation of a student’s educational program. It identifies the student’s individual needs and priorities for learning and outlines the educational goals/ actions/ strategies/ modifications and adaptations that will be used. 59
It is a flexible living document that is reviewed and modified over time and provides an ongoing record to ensure continuity of learning.
How can students and parents/guardian/caregiver prepare for the meeting? It is important for the student and parents/guardian/caregiver to contribute to the SSG and the development of their IEP. In order to prepare for the meeting, the school will send parents/guardian/caregiver the SSG Planning Sheet. Prior to the meeting, parents/guardian/caregiver will consider the questions on the SSG Planning Sheet and return it to the school prior to the meeting. The school will also send parents/guardian/caregiver any previous SSG Minutes and plans. Parents/guardian/caregiver will have reviewed these and be prepared to discuss any further strategies to enhance achievement for that child. If parents/guardian/caregiver have any assessments or further information that will assist at this meeting, these should be brought to the school prior to the meeting.
What happens next? Following the meeting, participants will receive a copy of the written SSG Minutes and IEP. The interventions, strategies and supports outlined in the meeting will be put into place. Progress towards identified goals is monitored and reviewed regularly. It is recommended that this occurs at least once a term. A specified review period can be as short as two weeks or as long as one year depending on the needs of the student. Parents may request a review by contacting the School SSG Coordinator.
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SSG STUDENT PROFILE – TEACHER FORM In preparation for SSG meetings, teachers will be asked to complete a profile about that student. These are completed through Compass as a chronicle entry using the ‘SSG Student Profile – TEACHER FORM’ template.
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STUDENT SUPPORT GROUP CONSIDERATIONS Possible Adaptations, Modifications and Strategies to consider for inclusion in SSG IEP development: Organisational: • • • • • • •
• • • • •
Allow more time to complete task Break questions & tasks down to smaller steps Chunk (eg: cut questions up and give them one at a time and check progress/ask/engage student) Enlarge text and font (Arial, Verdana are best) Negotiate work to be completed Use a consist routine Warning of change to routine/timetable/teacher to be communicated to student prior to allow them time to predict and manage these changes Flexible timetable Visual reminders/reinforcement Use topics of interest for student Use reading materials that contain high interest / low level difficulty initially Scaffold literacy
Cooperative Learning: • • • •
Environment: • • • • • • • • • • • • • • •
Instructional: • • • • • • • • • • • • •
• • • •
Multiple skill level analysis (Blooms etc) Learning style of student (enhance strengths and strengthen limitations) Frequently check & give positive feedback Use instructional & simple language Present and explain content/task in different ways (auditory/visual/kinesthetic) Give more opportunities to practice Give different experiential learning content/tasks Extra time for reading & completing exams Scribe for exams &/or note takers in class Take exams in a separate room/ home/ hospital Audio taped questions/instructions Interpreters Alternative assignment formats (oral reports/ demonstrations/ video/ audio/ computer/ photographic essay/ PowerPoint presentation etc) Negotiated extension of time for assignments Negotiated reduced number and content of assignments Early feedback Modified program (requires ILP)
Individual learning Small group learning Peer & cross-age tutoring Active/experiential learning
Location in class Seating type & arrangement (quiet single work station/floor/beanbag/fit ball etc) Specialised furniture (ergonomic chairs, slope boards, ramps etc) Resources needed Use of equipment (computer facilities/ spell check/ calculators/ aid/ fiddle toys etc) Personal space Movement &/or sustenance breaks Optimum processing conditions: Level of noise Distractions Heat/Cold Light Time of day (morning/ mid-day/ afternoon/ evening) Time needed to think, understand, respond Safe areas at school
Behaviour: • • • • • • •
Use contacts for learning/behaviour Incentive program to reinforce appropriate learning/behaviour Positive role models’ mentoring Relationships with other students Social skills program Critical incident management plan Counselling
Team: • • • • • •
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Teachers Staff Specialists Parent Family Friends
MANDATORY REPORTING All school staff have a duty of care to take reasonable steps to prevent reasonably foreseeable injury to children and young people under the care. This includes taking reasonable steps to protect their safety, health and wellbeing. At the College, students are supported by their teachers, home group/mentor teacher, Team Leaders, Sub-school Leaders, Wellbeing and Engagement Team in the first instance and additionally by Leadership and Education Support Staff as relevant. The availability of this system of support is reinforced with students during classes, home group/mentor sessions and assemblies. Students are encouraged to seek the support of staff in the school if they have any wellbeing needs or concerns. Various parts of the school curriculum also address sexuality, family violence and respectful relationships and students are encouraged to report any concerns to staff. As members of a community, we all have a moral obligation to protect any child under our care and supervision from foreseeable harm. As school staff members we play a critical role in protecting children and must meet a range of legal obligations to identify, respond to and report child abuse. This includes support for all impacted students, including situations involving student sexual offending. We must provide support for both the alleged victim and the student who has allegedly engaged in the offending. We have a legal and moral obligation to report any reasonable suspicion that a child has been abused or is at risk of being abused. This includes abuse that has or is suspected to have taken place within or outside of school grounds and hours. The College will have zero tolerance of child abuse. Staff at the College work hard to develop a trusting and caring relationship with students to ensure their academic, social, emotional, physical and safety needs are met. Staff are extensively trained in recognising and responding to specific student wellbeing and engagement needs, including Mandatory Reporting through eLearning modules, staff induction and staff professional development trainings. The staff manual outlines the College policies and processes, which is reviewed with staff at the start of every year. Staff are referred back to the manual when required and as needs arise. It is a professional expectation that all staff enact the policies and processes outlined by the College. The College website also contains the policies and processes for supporting students at Gleneagles. Child Safe and Mandatory Reporting are legal obligations that requires schools to take reasonable steps to prevent and reduce the risk of reasonably foreseeable harm, which can include personal injury (physical, sexual, psychological or neglect) and taking reasonable steps to protect their safety, health and wellbeing. The reasonable steps that our school may decide to take in response to a potential risk will depend on the circumstances of the risk.
TEACHERS’ RESPONSIBILITY I have to report if: • I have formed a belief on reasonable grounds that a child has suffered, or is likely to suffer, significant harm as a result of physical injury or as a result of sexual abuse • It is not legislated as mandatory to report on emotional abuse and neglect. However, it is expected that notifications will be made for emotional abuse and neglect and family violence. Reasonable Grounds include: • A child says that he/she has been physically or sexually abused. • A child tells you that he/she knows someone who has been physically or sexually abused. • Someone else tells the professional, such as a friend, relative, acquaintance, sibling of child. • The professional’s observation of the child’s behaviour leads him/her to believe the child has been abused. • The professional observes signs of physical or sexual abuse. You do not have to PROVE that the abuse has occurred to make a report. The law does not require proof; it only requires that you report SUSPECTED abuse. Reports made are confidential.
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POLICY AND PROCESS You are required to refer to the full policy and process link below for further direction on what to do if you have concerns regarding a student’s safety, health or wellbeing. You must also inform the Subschool relevant to the student and Wellbeing or a member of the Principal Class of your concerns.
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YARD DUTY DESCRIPTORS CODE
DUTY
DESCRIPTION
BFS1
Before School
General supervision of students arriving at the College and overseeing students using the school crossings. Encouraging students to move into the school in an orderly fashion. Students are not permitted to loiter near the school boundary fence lines. This duty is undertaken by providing a visible presence in Reema Boulevard.
BFS 2
Before School
RA 1 and RA 2 LA 1 and LA 2
Duty A
Students are not permitted to move through the car park area. General supervision of the College grounds, in particular coverage of the locker areas. Encourage students to collect books and attend class on time. The primary responsibility is to supervise the behaviour of students at the canteen and its immediate vicinity. Ensure students are in orderly queues and there are not too many students in the canteen at any time. YR 12 students are permitted to come straight in as long as they do so respectfully! Students are not permitted to bring bags into the Canteen. Watch for students looking to take advantage of those more vulnerable eg using subtle stand over tactics to get money. Students who are not purchasing items are not permitted in the Canteen. Duty P will check in early lunchtime to assist if necessary. As soon as the queues in the canteen allow, check the toilet area in the gym these should be locked, and the staff car park and the pathways surrounding the staff car park which are out of bounds
RB 1 RB 2 LB 1 LB 2
Duty B
This duty is not affected by wet weather conditions except that students line up using other doors so they can queue under cover. In the event of wet weather, a member of the Principal class will assist as required. General supervision of student behaviour in the specified areas. This duty will include supervision of the areas to the Reema Boulevard side of the Administration Block, L, H and C Blocks and the external grounds of A Block to the edge of the stairs and the eastern side of the Library. This duty will also include the Library courtyard and the
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Asian Garden. Classrooms, toilets and walkways within this duty should also be checked. Out of bounds areas for this duty include the area behind C Block and A6, the fence line facing Administration Block, L Block and H Block, the grass area outside the Principal Teams Offices and the staff car park. Students are not permitted to sit on pathways and the areas directly outside the Administration Office. Students are permitted to sit on the grass area behind L and H buildings but this is not an active games area. Students must also not sit near the fence line. This duty is not affected by wet weather conditions.
RC 1 RC 2 LC 1 LC 2
Duty C Oval
General supervision of student behaviour on the College Oval and the lower Basketball Courts adjacent to Reema Boulevard. The staff member on duty is expected to be on the Oval level. Staff are to ensure students on the Oval and Basketball Courts are actively engaged in games. Students are not permitted to sit in these areas; it is an active area only. Regularly check out of bounds areas - the far bank of the Oval and Wetlands and the garden area between the Oval and P Rooms. Prevent rough games being played, such games are unacceptable. Any risk of injury must be assessed.
RD1 & RD2 LD1 & LD2
Duty D
Special duties will apply when wet weather lunchtimes are declared. Students are to be directed off the Oval and Basketball Courts. The staff member rostered for C Duty will supervise the G Classrooms. General supervision of student’s behaviour in the specific areas. This area includes supervision of D Block & R 7,8 & 9, the Gym/ Music and DMC Block as well as around the canteen. The area also includes supervision of the grassed areas outside of the canteen and in front of the Locker bay closest to Admin Block. Check the corridor down to music and move students on who are hanging around. Check the Gym toilets which should be locked and the pathways surrounding the staff car park.
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Out of Bounds areas include the decking in the D1-D5 Block, around the Shed, and the area behid the Gym facing D6 and D7. The Gym, Music and DMC will be open to students at lunchtime and will be actively supervised please ensure students are behaving appropriately.
RE 1 RE 2 LE1 & LE2
RF1 RF2 LF1 LF2
Duty E
Duty F
This duty is not affected by wet weather conditions. General supervision of student behaviour in the specified areas. This area will include supervision of E, PD & S Block and the oval side of G Block, as well as the Year 12 Common Room. The area includes the adjacent bitumen play area in front of E Block and the locker bays between E – PD and G - S Blocks. The foyers and corridors within this area should also be checked. This duty is not affected by wet weather conditions. General supervision of student behaviour in the specified areas. This area will include the Top Courts, R0-6 Block, the soccer pitch and the bottom staff Carpark. When around the soccer pitch look to see if assistance is needed on the oval. The Carpark is strictly out of bounds for all students and anyone lurking should be considered suspicious. Attention should be focussed on out of bounds areas adjacent to this area, namely The Forest and the paddock area to the west of the Basketball Courts.
RG1 RG2 LG1 LG2
Duty G
During wet weather lunchtimes students are to be directed off the soccer pitch and basketball courts. General supervision of student behaviour in the specified areas. This area will include supervision of T, P and G Blocks, T & G block toilets, the Barn and Maintenance Shed. Buildings, foyers and corridors within this area must be checked. Students must be out of the T Block locker area 10 mins after the bell and Technology staff will lock external doors. They can access their lockers during recess and lunchtime but cannot sit there. Significant attention should be focussed on the large grassed area behind the T block lockers as 67
there are usually a lot of students congregated in this space. P duty will also pay attention to this area. Students may use the paved walkway outside the P Classrooms for games that use a tennis ball. The doorways of the P Classrooms are out of bounds.
P1
Duty P
This duty is not affected by wet weather conditions. This is a roving high visibility duty in areas of need across the school. This duty is staffed by a member of the Principal Team, Leading Teacher or Team Leader. Priorities are the Canteen area, the wetlands and the P block area where there is a gate onto the street. This person will attend C Duty Wet Weather deployment to G Block. Duty P staff are encouraged to provide their mobile telephone number to other staff on duty that day. P Duty staff must ensure all other staff are on duty including rooms that are staffed at lunchtime eg computer, music, art etc.
AFS 1
After School
AFS 2
After School
AFS 3
After School
AFS 4
After School
AFS 5
After School
The P Duty Staff Member is responsible for calling a Wet Weather Day. General supervision of student behaviour including crossings and the orderly exiting of students from the College grounds. This duty is undertaken by providing a visible and movable presence in Reema Boulevard. Active supervision of student behaviour at the bus transit area located in the car park directly behind The Shed. This duty also requires the staff member to obtain the key to the Bike Shed from the Office and ensure that the Bike Shed is open for students to collect bikes. This duty requires a visible and movable presence between C Building and the Wellbeing Building providing for the supervision of students leaving the College from the eastern exit pathway. Active supervision of the bus transit area on Reema Blvd outside the bus exit gate. This is the Fountain Gate Bus which is always very full. Students need to line up and board in an orderly fashion. Work with AFS 4 duty to ensure orderly boarding of the Fountain Gate bus. Also need to ensure the students exiting the school from the gate near the
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MUSIC/ART/DMC/GYM/BARN DUTY
Included in allotment
shed use the crossing and not cross at the roundabout. This is a high risk area. Where these duties are part of a teachers allotment staff are expected to be on duty for 48 mins. There should be active supervision of the room, ensuring students are behaving appropriately and engaged in relevant activities. The room should be left tidy and all equipment packed away. Students must not drink or eat in the classroom. Students should be moved on from the corridors. During wet weather days these facilities are likely to be busier than usual.
Note: All duties require staff to be in attendance for the full duration of the duty and be actively supervising at all times. Staff need to organise to change over at a specified location with the next person on duty. If the person undertaking the second part of the duty fails to attend a member of the Principal Class Team is to be notified. Staff are to ensure areas they are supervising are kept tidy. Students are not permitted to be in classrooms or corridors during recess or lunch unless a Wet Weather Duty is called and then only in specified classrooms. Wet Weather Information for Teachers on Duty C When it rains or is very cold at lunchtime, an announcement will be made and rooms in G Block will be opened. Duty C staff are to report to G Block. A Principal or Leading Teacher will be there to assist. ➢ Students may eat their lunch in the classroom but rubbish must be placed in the bins. ➢ Students may sit on the floor or the chairs but may not sit on tables. ➢ Chairs may be moved but all furniture must be put back in the normal position before students leave the classroom. ➢ Students are not permitted to come in and out of classrooms and cannot keep changing rooms. Students are expected to decide on a room and remain in that room or leave the area and not return. Students may not use the external classroom doors to enter or leave the room unless instructed by a teacher. ➢ Students must cooperate with teachers’ instructions and behave in an appropriate manner or they will be instructed to leave the area. The Principal on duty in this area will determine how many classrooms should be opened based on an assessment of the weather conditions. In some circumstances, they may limit the number of rooms opened and request some teachers to return to their duty area. It is essential that teachers on these duties at lunchtime are aware of any announcement that is made regarding a wet weather lunch program. If in doubt telephone the Office to clarify the situation. Members of the Principal Team will assist in the Library as required especially Wet Weather declared days. It is suggested that staff carry a mobile telephone whilst on Yard Duty. N.B. Staff are legally liable if an incident occurs and they are not on duty as rostered
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YARD DUTY MAP
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RESOLVING DIFFERENCES 1.
Pause and consider the issue. Check if there is an existing policy.
2.
Consider how you will approach your colleague in a professional, confidential manner.
3.
At an appropriate time, speak privately to the individual.
4.
If the difference is not resolved, discuss the issue with a trusted colleague.
5.
Second approach – revisit the issue with the individual.
6.
Still not resolved? Involve an experienced colleague/ Leading Teacher.
7.
Involve an Assistant Principal.
8.
Involve the Principal.
NB: This procedure was developed by the Gleneagles staff and it is the College’s accepted approach to conflict resolution amongst Gleneagles staff. It is to be implemented FIRST in the case of conflict with other staff.
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POLICIES OVERVIEW All schools are reviewed to make sure they are meeting the minimum standards and other requirements for registration. The Victorian Registration and Qualifications Authority (VRQA) is responsible for overseeing this process. One component of this is that we have a variety of policies in place to meet these requirements. In 2018, the College undertook a significant review of policies. The following is a list of all Gleneagles Secondary College policies and where you can find them:
Policy Name College Website
Policy Location Compass School Documentation
Staff Manual
See OHS noticeboard in main staffroom
Anaphylaxis Asthma Attendance Against Bullying Camps Excursions Cash Handling Child Safety Reporting Obligations Child Safe : Code of conduct Communication with School Staff Complaints Curriculum, Assessment and Reporting Digital Technologies Duty of Care Emergency Management Equal Opportunity First Aid Fundraising Gifts, Benefits and Hospitality Policy Health Care Needs Home study Inclusion and Diversity Leave Policy Medication (administration of) Mobile Devices Occupational Health and Safety Parent Disputes Parent Payments Personal Property Photographing and Filming Students Privacy Private Car Use Restraint and Seclusion Sexual Harassment Staff Dress Code Statement of values and School Philosophy Student Drivers Student Wellbeing and Engagement Uniform and dress Code Visitors Volunteers Workplace Bullying Yard Duty and Supervision
*Note: Additional policies – Cash Handling, Electronic Funds Management, Petty Case, Records Management School Purchasing Card and CCTV – are provided for those working in those applicable positions
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CHILD SAFE – CODE OF CONDUCT POLICY Purpose Gleneagles Secondary College is committed to the safety and wellbeing of children and young people. Our school community recognises the importance of, and a responsibility for, ensuring our school is a safe, supportive and enriching environment which respects and fosters the dignity and self-esteem of children and young people, and enables them to thrive in their learning and development.
Aim This Code of Conduct aims to protect children and reduce any opportunities for child abuse or harm to occur. It also assists in understanding how to avoid or better manage risky behaviours and situations. It is intended to complement child protection legislation, Department policy, school policies and procedures and professional standards, codes or ethics as these apply to staff and other personnel.
Implementation This Code of Conduct does not replace or change responsibilities under the Code of Conduct for Victorian Public Sector Employees, the VIT Victorian Teaching Profession Codes of Conduct and Ethics and other professional or occupational codes of conduct that may impose certain obligations or regulations. It is intended to be complementary to these professional or occupational codes of conduct. Gleneagles Secondary College recognises the importance of the partnership between the school and parents in supporting student learning, engagement and wellbeing. The Child Safety Code of Conduct is in line with the school’s Statement of Values which sets out the behavioural expectations for all members the school community, including all school staff, parents, students and visitors. All staff, contractors, volunteers and any other member of the school community involved in childrelated work are required to comply with the Code of Conduct by observing expectations for appropriate behaviour below. The Code of Conduct applies in all school situations, including school camps and excursions and in the use of digital technologies and social media.
Acceptable behaviours As staff, volunteers, contractors, and any other member of the school community involved in childrelated work individually, we are responsible for supporting and promoting the safety of children by: • •
•
upholding the school’s statement of commitment to child safety at all times and adhering to the school’s Child Safety Policy treating students and families in the school community with respect, both within the school environment and outside the school environment, as part of normal social and community activities listening and responding to the views and concerns of students, particularly if they are telling you that they or another child has been abused or that they are worried about their safety/the safety of another child
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•
• •
• •
promoting the cultural safety, participation and empowerment of Aboriginal and Torres Strait Islander students, children with culturally and/or linguistically diverse backgrounds and vulnerable children promoting the safety, participation and empowerment of students with a disability reporting any allegations of child abuse or other child safety concerns to the school’s leadership (Principal, Assistant Principal, Wellbeing Leader as per Gleneagles Child Safety Reporting Obligations including Mandatory Reporting Policy) understanding and complying with all reporting or disclosure obligations (including mandatory reporting) as they relate to protecting children from harm or abuse if child abuse is suspected, ensuring as quickly as possible that the student(s) are safe and protected from harm
Unacceptable behaviours As staff, volunteers, contractors, and any other member of the school community involved in childrelated work we must not: • • • • •
• •
• • •
ignore or disregard any concerns, suspicions or disclosures of child abuse develop a relationship with any student that could be seen as favouritism or could be perceived to be ‘grooming’ behaviour (for example, offering gifts) exhibit behaviours or engage in activities with students which may be interpreted as abusive and not justified by the educational, therapeutic, or service delivery context ignore behaviours by other adults towards students when they appear to be overly familiar or inappropriate discuss content of an intimate nature or use sexual innuendo with students, except where it occurs relevantly in the context of parental guidance, delivering the education curriculum or a therapeutic setting treat a child unfavourably because of their disability, age, gender, race, culture, vulnerability, sexuality or ethnicity communicate directly with a student through personal or private contact channels (including by social media, email, instant messaging, texting etc) except where that communication is reasonable in all the circumstances, related to school work or extra-curricular activities or where there is a safety concern or other urgent matter photograph or video a child in a school environment except in accordance with school policy or where required for duty of care purposes 1 in the school environment or at other school events where students are present, consume alcohol contrary to school policy 2 or take illicit drugs under any circumstances. attend work while under the influence of alcohol or illicit drugs
REVIEW CYCLE This Code of Conduct was endorsed by School Council on 17th September 2018 for review in September 2020.
1
SPAG: http://www.education.vic.gov.au/school/principals/spag/safety/pages/photoandfilm.aspx . The policy says the school should get consent before taking and publishing photos of a student. This applies every time a photo is taken. The same policy applies for excursions and school activities. 2 SPAG: http://www.education.vic.gov.au/school/principals/spag/safety/pages/alcohol.aspx. The policy says the school must obtain school council approval before alcohol can be consumed on school grounds or at a school activity. The policy says staff members should not consume alcohol during camps and excursions. It is silent on whether they can consume alcohol at other school events where students are present, this is a matter that the school needs to decide upon – draft text is provided in the guidance fact sheet
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DUTY OF CARE POLICY Purpose The purpose of this policy is to explain to our school community the non-delegable duty of care obligations that all staff at Gleneagles Secondary College owe to our students and members of the school community who visit and use the school premises.
Policy “Duty of care” is a legal obligation that requires schools to take reasonable steps to reduce the risk of reasonably foreseeable harm, which can include personal injury (physical or psychological) or damage to property. The reasonable steps that our school may decide to take in response to a potential risk or hazard will depend on the circumstances of the risk. The College is committed to cultural safety for Aboriginal and Torres Strait Islander children, cultural safety for children from culturally and/or linguistically diverse backgrounds, and to providing a safe environment for children with a disability and vulnerable children. Our school has developed policies and procedures to manage common risks in the school environment, including: • Yard Duty and Supervision • Against Bullying • Camps and Excursions • First Aid • Grounds Maintenance • Tree Maintenance • Child Safety • Child Safety Code of Conduct • Emergency Management • Volunteers • Visitors • Working with Children and Suitability Checks • Mandatory Reporting • Occupational Health and Safety Staff at our school understand that school activities involve different levels of risk and that particular care may need to be taken to support younger students or students with additional needs. Our school also understands that it is responsible for ensuring that the school premises are kept in good repair and will take reasonable steps to reduce the risk of members of our community suffering injury or damage because of the state of the premises. School staff, parents, carers and students are encouraged to speak to the principal to raise any concerns about risks or hazards at our school, or our duty of care obligations.
Further information and resources School Policy and Advisory Guide: Duty of Care Related policies: • Yard Duty and Supervision • Against Bullying • Camps and Excursions 75
• • • • • • •
First Aid Child Safety Volunteers Visitors Working with Children and Suitability Checks Mandatory Reporting Occupational Health and Safety
Review Cycle This policy was last updated in September 2018 and is scheduled for review in August 2021.
EQUAL OPPORTUNITY POLICY The Department’s Workplace Equal Opportunity Policy can be found by following this link or accessing the policy in the ‘Staff Manual’ section of School Documentation in Compass. A printed copy of this policy is also available on the OHS Noticeboard.
GIFTS, BENEFITS AND HOSPITALITY POLICY Teachers, Principals and members of School Councils sometimes receive offers of gifts, benefits and hospitality from suppliers and members of the school community. By declaring such offers, school staff support integrity, protect their reputation and build confidence in schools. Victorian Government schools are required to record gifts, benefits and hospitality offers that personnel either make or receive, in accordance with the Department’s Gifts, Benefits and Hospitality Policy. From Tuesday 15 May 2018, the Gifts, Benefits and Hospitality Registry System, will replace hard-copy declaration forms that schools previously used. All offers must be recorded on this online registry system which is accessible by all school-based and corporate personnel with an eduMail account. The system provides all schools and corporate with an equivalent, fast and simple process for declaring and managing gift, benefit and hospitality offers. Access to a school’s declaration records is limited to that school, relevant delegates and the Registry System Administrator. A typical declaration can now be made in less than three minutes. Consolidated and de-identified information about school-based offers received is published annually on the Department’s website. Please see a member of the Prin Team or the Business Manager if you have any further questions.
LEAVE POLICY The College Leave Policy can be found on Compass in School Documentation / School Policies
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PRIVATE CAR USE POLICY To purpose of this policy is to ensure schools meet safety and legal requirements when using private vehicles for official business. The Department’s Private Car Use policy can be found by following this link. All staff who intend on transporting students in their personal vehicle must follow the clearly spelled out steps and complete all necessary DET paperwork (which can all be found in the above link).
SEXUAL HARASSMENT POLICY The Department’s Sexual Harassment Policy can be found by following this link or accessing the policy in the ‘Staff Manual’ section of School Documentation in Compass. A printed copy of this policy is also available on the OHS Noticeboard.
WORKPLACE BULLYING POLICY The Department’s Workplace Bullying Policy can be found by following this link or accessing the policy in the ‘Staff Manual’ section of School Documentation in Compass. A printed copy of this policy is also available on the OHS Noticeboard.
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RETURN TO WORK ISSUE RESOLUTIONS PROCESS Injured employees have the right to lodge complaints about return to work processes such as employers delaying the process, employers failing to consult about suitable duties, employers failing to provide suitable duties etc. If a return to work issue arises the principal is required to resolve the issue in accordance with an agreed workplace (school) ‘return to work dispute resolution’ procedure which is in accordance with the requirements of the Accident Compensation Act 1985 Ministerial Direction Number 1 of 2010. The Ministerial Direction procedures require: • As soon as possible, but no later than 20 calendar days after a return to work issue has been reported, the employer, the RTW coordinator and injured employee must meet to try and resolve the issue. • If the return to work issue has been raised by another party, that party must be invited to participate in the issues resolution process. • An injured employee may be represented, assisted and supported during the issues resolution process. • The issues resolution procedure should be conducted in a manner and language that is agreed to be appropriate by persons who can raise a return to work issue. • The agreed procedure should be in writing and should be clear and accessible to all parties affected.
Gleneagles Secondary College process The injured employee documents their complaint in writing making clear the specific nature of the complaint then dates and signs it. The complaint is lodged with the Principal as the representative of the employer. The Principal notes the date it is received. The Ministerial Direction procedures as required above are followed.
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