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St Andrew’s Catholic School Clayton South

Staff Handbook 2013


Staff are employed in a school based on a Catholic ethos, where respect is shown to all and where we strive to engage everyone in reaching their full potential

Dear Staff, The purpose of the Staff Handbook is to provide direction to staff and a ready reference for some of the more immediate organizational and routine issues that arise in the school. It should be read as a directory that organizationally supports the vision of the school, the expectations of teachers by the Catholic Education Office and by the Victorian Institute of Teaching. The handbook should be read in conjunction with the School Policies which are located on the ‘St Andrew’s Policies, Programs & Resources’ intranet that can be accessed on your staff computer. The first section of the handbook focuses on the School Improvement Framework. Before reading on, staff must appreciate that the term ‘improvement’ in a school context does not suggest you as an individual or as a school is failing or is not effective. Rather improvement refers to a continually changing plan that we are all working toward over time. It is a process of documenting a plan for the school. The School Improvement Plan is developed from the recommendations made by the staff as a part of the school review process. Goals have been developed under the 5 spheres: • • • • •

Education in Faith Leadership & Management School Community Student Wellbeing Learning & Teaching

Intended outcomes will be presented under each goal where examples of ‘best practice’ are presented. The school community is then aware of ‘best practice’ that is occurring in schools and that the outcomes are achievable. A target for the intended outcomes is set. Key improvement strategies are developed and the names of the staff responsible for the development are recorded. Evidence is collected that indicates improvement is being made and eventually that the target has been achieved. 2


Similarly ‘best practice’ for a number of the routine expectations that we have of staff are found in this handbook. Phillip Tierney Principal

TABLE OF CONTENTS Staff List Overview of School Improvement Framework Vision Statement Teaching & Learning Statement Professional Practice Standards of Professional Practice Term Dates 2012 School Times Security Communication Attendance Roll Work Programs Class Timetable Level Teams Staff Meetings Staff Absences Hours of Duty Yard Duty Staffroom Duty Yard Cleanliness Specialist Subjects / Release Time Classroom / Subject Budgets School Uniform School Assembly Maintenance Daily School Routine Hot Weather Program Legal Issues Smoking Social Committee Maintenance Form Computer Maintenance Form Timetables

4 5 8 9 10 11 12 12 13 13 14 14 14 14 15 15 15 15 16 16 16 16 17 17 17 18 19 19 20 21 22 23 24

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STAFF 2013 PREP C PREP V PREP J

Rosario Corio / Rosemary Pavone Amy Van de Berg Jessica Chapman

GRADE 1 S GRADE 1 D GRADE 1 V

Maggie Sproul Laura Dunn Sarah de Guzman

GRADE 2 C GRADE 2 M GRADE 2 J

Angela Carbone / Anna Conti (release) Callum Mills Jennifer Cutri

GRADE 3 P GRADE 3 D GRADE 3 C

Danielle Priest / Rosemary Pavone (release) Daniela Dal Santo Kathy Cunningham

GRADE 4 R GRADE 4 T GRADE 4 M

Vince Ruffolo Teresa Maio (M-W,F) Nella Lo Presti (T) Michael McDonough

GRADE 5 H GRADE 5 C

Tony Hyde Liana Caligiuri

GRADE 5/6 TK

Sue ter Kuile / Anna Conti (release)

GRADE 6 T GRADE 6 J

Peter Tyndall Jasminka Jalsovec

TEACHING & LEARNING STUDENT SERVICES READING RECOVERY MATHS INTERVENTION MUSIC / ART ITALIAN PHYSICAL EDUCATION

Sharon McCarter Rosemary Tesoriero Anne Graham Assunta Cotugno Tomomi Miyazaki Lucia Chakravorty Elizabeth Khoury

LIBRARY TECHNICIAN

Sonia Turco

INTEGRATION AIDES

Gora Vulic Rosemary Restaino

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Annette Prete Violet Tripi SECRETARIES

Annette Fullman Maureen Box Marie Bernard

PRINCIPAL DEPUTY PRINCIPAL

Phillip Tierney Rachele Oliver

OVERVIEW OF SCHOOL IMPROVEMENT FRAMEWORK 2.1 School Improvement Framework The School Improvement Framework seeks to address the dual purpose of satisfying legitimate expectations of government and sector authorities about accountability for the outcomes of schooling; and to assist schools and teachers to improve student learning outcomes. The framework combines a structured approach to internal school improvement planning with a component of external objective assessment and accountability. Accountability without improvement is empty rhetoric, Improvement without accountability is whimsical action without direction (Earl, 2004) The new School Improvement Framework is underpinned by a belief that an effective school knows: • What it is aiming to achieve • Whether it is meeting its aims successfully • What needs to be maintained or improved • Whether strategies are working • What the community values about the school Hence the new School Improvement Framework promotes an inquiry approach to determine action planning within the local school context. It advances a process that requires schools to incorporate ongoing monitoring and examination of student outcomes to ensure continuous school improvement. The revised approach requires schools to regularly reflect upon questions such as: • • • • •

How are we going? How do we know? What would we like to achieve? What do we have to do to achieve these outcomes? How will we know whether we have achieved what we want?

The new School Improvement Framework incorporates the following 4 accountability components: • Assessment of school improvement progress via an internal School Self-Reflection Report and External School Review every 4 years • Managing risk and compliance with legislation and regulation via a Compliance Checklist

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• Planning for improvement via a 4 year School Improvement Plan and related Annual School Action Plans • Reporting on progress via an Annual Report to the school community and Regional Manager

2.2

Self-Reflection Report Structure

The School Improvement Framework includes a self-reflection component which requires schools to monitor and evaluate the extent to which they are achieving the standards to which they aspire. In recognizing that the core business of Catholic schools is to offer an outstanding education in faith and knowledge, the Catholic School Vision statement is a pivotal context for school review to ensure the range of outcomes considered reflects the true nature of Catholic schooling (Grace, 1998). In addition the extent to which students are able to achieve their potential in terms of learning outcomes is partly dependent upon the capacity of the school to provide optimum learning environments across a range of spheres of schooling. Figure 1 highlights the expectation that the Catholic School Vision is firmly embedded in 5 key spheres of schooling. This will provide the structure for the School Self-Reflection Report set within the context of the Strategy Plan for Catholic Education in the Archdiocese of Melbourne.

Figure 1: Catholic School Vision Embedded in 5 Key Spheres of Schooling within the context of the Strategy Plan for Catholic Education in the Archdiocese of Melbourne

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N.B. As indicated within Figure 1, the framework acknowledges the importance of recognizing the interdependence of the 5 spheres of schooling. These are presented as distinct spheres for ease of reporting purposes only. Figure 2 provides a guide to aspects within each of the 5 spheres to assist schools in completing the Self-Reflection Report. The aspects included in Figure 2 are neither exhaustive nor prescriptive. Figure 2: Focus on the 5 Spheres of Schooling as located in Figure 1 Education in Faith

Leadership & Management

St Andrew’s Catholic Primary School

VISION STATEMENT POLICY No. 0.2

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St Andrew’s is a community of learners where teachers work with current trends in education to foster in all students the life skills necessary for their future.

We aim to motivate the students with realistic goals that will assist academic, spiritual and social achievements.

As stewards of God’s creation, through the pastoral care displayed by teachers, we will continue to create a strong commitment to cultural acceptance, respect of self and others, responsibilities and care of the environment throughout the community.

Our Catholic Identity is visible through our involvement with the parish community and participation through worship and liturgy.

We welcome parish, parents and the wider community to assist with the holistic development of all students.

We will empower students to learn and grow in a safe and vibrant environment based on the teachings of the Gospels according to the Catholic Church. Australian society is defined, among other aspects, by a belief in elected Government; by a commitment to the rule of law, to equal rights for all before the law; and by a belief in freedom of religion, freedom of speech and freedom of association. Our society is also tolerant of a range of religious, political, social and cultural beliefs and values in the context of the fundamental principle of our democracy. The ‘Education and Reform Act 2006’ requires all education providers to operate in a manner consistent with this set of Australian democratic principles. In accordance with the Act we will deliver our programs and teaching in a manner that supports and promotes the principles and practice of Australian democracy. This includes a commitment to:  Elected government  The rule of law  Equal rights for all before the law  Freedom of religion  Freedom of speech and association  The values of openness and tolerance

St Andrew’s Catholic Primary School

TEACHING & LEARNING STATEMENT POLICY No. 0.3

RATIONALE St. Andrew’s is a school where the individual has a right to the best education offered. All children are encouraged and supported to achieve their full potential so that they can meet the challenges of a changing world and take their place as contributing members of society. We believe education is holistic and life-long and

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that effective teaching is essential for providing the best learning experience for our students.

PREREQUISITES The staff at St Andrew’s determined that there are three prerequisites for effective teaching and learning: PREPARATION – planning for the year, term, week and day in advance ENVIRONMENT – a tidy, attractive and stimulating classroom and surrounds RELATIONSHIPS – an appropriate teacher-student relationship with the teacher taking an active interest in the child beyond the classroom AIMS At St. Andrew’s we aim to consolidate and improve the quality of learning for all students so they can: • • • • • • • • • •

Develop self-esteem, confidence and independence Reflect, collaborate and problem solve Become risk takers Develop a desire and enthusiasm for life long learning Learn basic skills and knowledge to develop solid foundations Interact well with and support each other Take responsibility for their own learning Grow to be fair, honest and caring young adults Become aware of their real worth Use self and peer assessment strategies

IMPLEMENTATION Effective teaching happens when we: • • • • • • • • • • • • • • • • •

Acknowledge that students deserve the very best teaching possible Know the background of the children i.e. socio-cultural, academic, physical, emotional and family history Build on prior experiences, knowledge and interests Expose children to a variety of learning styles and approaches Establish clear and achievable goals Integrate learning experiences across the curriculum Involve students as active participants allowing them to have input in what they learn and how they learn Provide relevant and sequential content that children see as meaningful Empower students to become independent and critical thinkers Use varied and appropriate teaching strategies Set high standards for all students and encourage all to excel Create a stimulating physical environment with adequate resources where children will want to learn Offer a safe and secure learning environment Provide support and scaffolding for students who may require assistance and early intervention Encourage parents to be active participants in their children’s learning, developing strong home/school partnerships Maintain appropriate professional development Express ideas in an attentive and supportive environment

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•

Provide regular feedback to students and parents

PROFESSIONAL PRACTICE The Victorian Institute of Teaching have developed a set of standards for registered teachers. This list is included on the next page of this handbook. The Standards cover three broad areas Professional Knowledge, Professional Practice and Professional Engagement. As registered teachers we need to be cognisant of the characteristics of effective teaching as outlined. We are accountable to these standards. In addition to the standards listed we need to adhere to the expectations upon us. We are professional people and must conduct ourselves in a professional manner: •

A professional dress code is expected at all times

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PROFESSIONAL KNOWLEDGE

STANDARDS OF PROFESSIONAL PRACTICE PROFESSIONAL PRACTICE

1 Teachers know how students learn and how to teach them effectively

2 Teachers know the content they teach

3 Teachers know their students

Teachers draw on the body of knowledge about learning and contemporary research into teaching and learning to support their practice Teachers know the importance of prior knowledge and language for learning, and the impact of discussion, group interaction and reflection in the learning process Teachers know how to engage students in active learning

Teachers have a sound, critical understanding of the content, processes and skills they teach

Teachers know the learning strengths and weaknesses of their students and are aware of the factors that influence their learning

Teachers can articulate the key features and relevance of their content to their students and others and can demonstrate how it is applied

Teachers are aware of the social, cultural, and religious backgrounds of the students they teach, and treat students equitably

Teachers know the methodologies, resources and technologies which support learning of the content, processes and skills they teach

Teachers know how classroom and program design, use of materials and resources and the structure of activities impact on learning

Teachers are familiar with curriculum statements, policies, materials and programs associated with the content they teach

Teachers develop an understanding and respect for their students as individuals, and are sensitive to their social needs and the way they interact with others Teachers know the importance of working with and communicating regularly with students’ families to support their learning

4 Teachers plan and assess for effective learning

5 Teachers create and maintain safe and challenging learning environments

6 Teachers use a range of teaching strategies and resources to engage students in effective learning CHARACTERISTICS OF EFFECTIVE TEACHING Teachers use their knowledge of students, content and pedagogy to establish clear and achievable learning goals for their students Teachers plan for the use of a range of activities, resources and materials to provide meaningful learning opportunities for all their students

Teachers develop a positive learning environment where respect for individuals is fostered and where learning is the focus

Teachers monitor student engagement in learning and maintain records of their learning progress

Teachers use and manage the materials, resources and physical space of their classroom to create a stimulating and safe environment for learning

Teachers use and manage a range of teaching and learning strategies, technologies, activities and resources

Teachers select assessment strategies to evaluate student learning, to provide feedback to students and their parents/guardians and to inform future planning of teaching learning

Teachers establish and maintain clear and consistent expectations for students as learners and for their behaviour in the classroom

Teachers provide meaningful feedback to students and their parents/guardians about their developing knowledge and skills

Teachers provide a learning environment that engages and challenges their students and encourages them to take responsibility for their own learning

Teachers communicate effectively with students to make their learning programs explicit, to build rapport, and to support their learning Teachers provide and maintain opportunities for students to explore ideas and develop knowledge and skills, through discussion and group activities

PROFESSIONAL ENGAGEMENT 7 Teachers reflect on, evaluate and improve their professional knowledge and practice

8 Teachers are active members of their profession

Teachers regularly reflect on and critically evaluate their professional knowledge and the effectiveness of their teaching

Teachers contribute to the development of school communities that support the learning and wellbeing of both students and fellow teachers

Teachers work collaboratively with other members of the profession and engage in discussion of contemporary issues and research to improve professional practice Teachers identify their own professional learning needs and plan for and engage in professional development activities

Teachers work effectively with other professionals, parents/guardians and members of the broader community to provide effective learning for students

Teachers develop organisational and administrative skills to manage their non teaching duties effectively

Teachers understand and fulfil their legal responsibilities and share responsibility for the integrity of their profession

Teachers promote learning, the value of education and the profession of teaching in the wider community

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TERM DATES 2013 TERM 1:

Wednesday 30 February*

- Thursday 28 March

TERM 2:

Monday 15 April

-

Friday 28 June

TERM 3:

Monday 15 July

-

Friday 20 September

TERM 4:

Monday 7 October

-

Thursday 19 December**

*Staff resume on Tuesday 29 February 2013 **Staff conclude on Friday 20 December 2013 SCHOOL TIMES The practice has been that staff are expected to be at school no later than 8:30 am and not leave prior to 3:45 pm. 8:15 am 8:30 am 8:45 – 10:25 am 10:25 – 10:50 am 10:55 – 12:35 pm

Supervision of School Grounds Teachers in classrooms Class Time Recess Class Time (11:45 am Fruit

12:35 – 12:45 pm 12:45 – 1:30 pm 1:35 – 3:15 pm

Lunch – eating Lunch – play Class Time

Break)

Punctuality is expected. If you are running late for school you are required to contact the school and inform the Deputy Principal who will make arrangements to cover your responsibilities until you arrive. The 15 minutes between 8:30 am – 8:45 am is the time available to Meet & Greet. This is an important time for the teacher to welcome each student to the new day. The role of the teacher is an important one with the student – teacher relationship a high priority. A friendly welcome, conversation, handshake etc impresses to the child that they are valued. Similarly, a farewell at the end of the day, regardless of what may have occurred during the day is a positive manner in which to be dismissed. Parish Primary School Manual The minimum hours of duty to be observed by full-time teachers in parish primary schools shall be in accordance with the following conditions: 1. Full-time teachers in parish primary schools shall be on duty not less than fifteen minutes before the commencement of classes and they shall remain on duty until at least 30 minutes after dismissal of the school for the day; 2. Full-time teachers shall be on duty at least ten minutes before commencement of the afternoon session; 3. Principals may assign to members of their staff, duties requiring their attendance until a time not later than thirty minutes after the time of dismissal of the school for the day.


SECURITY The school is fitted with an alarm system that needs to be turned off by the first staff member to arrive on the premises. The panel is inside the front entrance to the school, with another in the foyer of the School Hall. These alarms operate independently of one another, controlling that area of the school only. Similarly, the alarm needs to be turned on by the last staff member to leave the premises. If you attend the school outside the normal school hours please follow the steps above. Each staff member is responsible for his or her own room. This means windows and doors are to be locked before leaving at the end of the day. Ensure that the blinds are drawn in your room each afternoon prior to leaving. Keep the internal door of your classroom closed when not in use. Classrooms need to be locked at recess and lunchtime and at other times when the room is not being used. Similarly lights need to be switched off when rooms are not occupied. When leaving in the afternoon check that any external doors in the shared area adjacent to your room are closed and locked. COMMUNICATION WALLETS Each class has a wallet to be used for the sending of notes, monies, receipts etc. to and from the office. Each morning the wallet needs to be sent to the office at the same time as the lunch orders, prior to 9:00 am. Please send the wallet even if empty. At 3:00 pm you need a child to go to the office to collect the wallet that will contain any notices that need to be sent home that afternoon. PIGEON HOLES In the staff room each staff member has a designated pigeon hole. This will be used for circulars, correspondence, mail, messages, lists etc. Please check and remove contents on a daily basis. Please ensure all contents are removed at the conclusion of each term. INTERCOM The intercom system has been installed for staff use only. Children are not to use or answer the phone under any circumstance. If a call is not answered after the phone rings 3 – 4 times you can assume that the staff member is not available and you will need to try again later. Avoid ringing classrooms during teaching times. If ringing a classroom teacher restrict calls to 10:20 – 10:25 am, 12:35 – 12:45 pm or at non-teaching times. PUBLIC ADDRESS SYSTEM The PA System is to be used for whole school announcements. It is important that unless it is an emergency these announcements should be restricted to 8:40 – 8:45

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am, 12:55 – 1:00 pm or other non-teaching times. Announcements during teaching and learning time are disruptive. EMAIL Each staff member has an email address. Regular emails will be forwarded to all staff. It is important that you check your email on at least a daily basis. If you have information that needs to be added to these bulletins please forward it to the Principal either via email or in person by 3:00 pm. It will appear in the next bulletin. The staff are linked via a secure administration network. It is important that only staff have access to the network and therefore the use of the staff computers throughout the school is strictly for staff use only. It is preferable that the teacher computer is placed on the teacher’s desk and it is then apparent to all that this is for teacher use, not student use. This same restriction applies to the computers in the staff preparation area. Not only should students not have access to the computers but they should not have access to this area of the school. ATTENDANCE ROLL The Attendance Roll is a legal requirement. We currently use an electronic Attendance Roll on the Nforma Program. The Roll should be marked for both morning and afternoon sessions on a daily basis. Details of how to use the Attendance Roll will be provided at the commencement of each year. WORK PROGRAMS Work Programs, like Attendance Rolls are a legal document belonging to the school. The work program should reflect that your class is participating in 25 hours of planned, focused teaching in the week. At the end of each year Work Programs, including Student Assessment need to be handed in to the Principal. Work Programs are to be completed a week in advance and need to be available at school in case of illness or other absence. Each term Work Programs will be checked by the Principal. The expectation is that each teacher will complete a General Work Program that details the activities in time sequence as they occur. These outlines must coincide with your Classroom Timetable submitted to the Principal. A separate Planner outlining your Religious Education Program, Reading, Writing and Mathematics Program is to be completed. An example of the expected standard for this documentation is attached to this document. Specialist staff and aides will be required to maintain a diary of work covered in time sequence. CLASS TIMETABLE A copy of your classroom timetable must be displayed in your room and presented to the Principal at the commencement of the year and when permanent alterations occur. Adherence to the timetable is paramount and should be reflected in your weekly planner. Temporary changes to the specialist timetable must be presented to the Deputy Principal by the end of Thursday in the week prior to the change and prior to the alteration being organized. With the Deputy Principal’s permission the teacher can approach all parties and where they agree make the necessary change.

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No changes are to be made by classroom teachers to Specialist Timetables in event of the following: • Absence due to illness or other reason • Attending a Professional Development Day • Incursions, Liturgies, Excursions etc

STAFF MEETINGS Staff Meetings are held every Tuesday, commencing promptly at 3:35 pm and scheduled to finish at 5:00 pm. Staff meetings will be allocated to General Staff Meetings and Curriculum matters on a needs basis. Professional Learning Team Meetings are held on Wednesday afternoon commencing promptly at 3:35 pm and concluding at 4:30 pm. STAFF ABSENCES When not available for work please notify the Deputy Principal – Rachele prior to 7:00 am by phoning 0417557942. Please ensure you speak with Rachele as text messages, voice mail or email are not always received. When absent, the Principal needs to know if you are absent due to illness, carers leave or for other reasons. This is to ensure accountability and that your leave entitlements are being deducted accurately. A medical certificate is required when a staff member is absent for more than two consecutive days, when the absence is immediately before or after a public holiday and after a staff member has been absent from work for ten days in the year without a medical certificate. If you are running late for school, i.e. arrival after 8:30 am, you need to ring ahead to inform either Rachele or Phillip. HOURS OF DUTY Staff are expected to be at school in time to make adequate preparations for the day’s activities. A professional expectation of staff would be that teachers are to be present in their classrooms at least 15 minutes prior to and 15 minutes after class. Teaching staff are therefore expected in their classrooms at 8:30 am and are expected to remain on duty in their rooms until 3:30 pm. If staff leave the school premises at recess or lunchtime they need to inform staff at the school office. This is a requirement to ensure adequate supervision is provided if inclement weather occurs or in the case of an emergency displan. If staff leave the school premises during hours of duty, permission is to be sought from the Principal or in his absence the Deputy Principal. Medical appointments and the like should be made outside of working hours where at all possible. YARD DUTY It is essential that other than for special circumstances the designated staff member supervises the specified area for the full duty period. A staff member never leaves their appointed area until they are either relieved by another member of staff, or the bell signals the conclusion of Playtime/Lunchtime. When on duty, teachers need to be constantly on the move as each duty area is quite large.

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Emergency Teachers assume the duty times of the absent teacher. If however, no duties are rostered for the day the ET will be allocated a duty by the Deputy Principal. If a staff member is away due to an excursion or an in-service it is the duty of the absent teacher to arrange for a replacement via a swap of duties. Should it be raining during playtime or lunchtime the children will remain in their classrooms. A Wet Day Timetable will operate amongst the staff in your immediate teaching area. The supervising teacher’s role is to ensure that the children play quietly in their classroom. STAFFROOM DUTY Every staff member will be rostered to maintain the tidiness of the staffroom. The rostered staff member is to see to the general cleanliness of the staffroom. This includes unpacking the dishwasher, wiping benches and tables daily. A more comprehensive list will be attached to this roster.

YARD CLEANLINESS At the conclusion of Lunchtime each day, Grade Levels are responsible for picking up papers in a designated area of the school in order to maintain tidy school grounds. It will be at the discretion of the Team Leader within each level to devise the most effective means of accomplishing this task. SPECIALIST SUBJECTS / RELEASE TIME Staff will be provided with Timetables for Italian, Physical Education, Music and Art. The release time that is created for the class teachers and which is also timetabled in the Specialist Teachers Timetable is to be used for team planning and preparation. Each member needs to be punctual in order to utilize the allocated time effectively. CLASSROOM / SUBJECT BUDGETS Classroom and Subject Budgets have been allocated and can be found as follows: Enter the ‘Policies, Programs & Resources’ area of Mydesktop and under ‘Finance’ you will locate the latest Income – Expenditure details. The figures in black are the budget amounts, the corresponding figures in red are the expenses up to the account period in 2013. The majority of the budget is expended by the coordinator or teacher in charge e.g. Reading Recovery, RE, Literacy etc. Classroom Requisites and Excursions are broken down into Year levels. In these cases the expense year to date is recorded immediately beside the budget figure. It is important that all orders are entered in the School Order Book available from the Office. Order Forms must be signed by the Principal, the Deputy or Secretary in their absence. Ordering of materials will cease at the end of October each year.

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SCHOOL UNIFORM Children are expected to be in full school uniform every day of the week. SCHOOL ASSEMBLY A school assembly is held every second Friday commencing at 1:45 pm. All staff are expected to give priority to whole school events such as Assembly, School Masses, Performances, Prayer Services over other activities. MAINTENANCE If you notice maintenance work that is required around the school please complete a Maintenance Form and submit it to the Deputy Principal. The Maintenance Form is found at the end of this document as Attachment 1.

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OVERVIEW OF 2013 DAILY SCHOOL ROUTINE 8.30 a.m.

All classrooms must be open at 8.30 a.m. and all teachers in their classrooms to meet and greet their students.

8.45 a.m.

The second bell rings and lessons for the day begin. At this time, all children are to be sitting down and settled. Morning Prayer Roll Classroom Notices. Notes for the office should be sent to the office with the monitors in the class room pouch provided. Lunch Orders: Send the monitors to take the orders to the tuck shop before 9.00 a.m. Uninterrupted 1 hour 40 minute teaching block begins as soon after 8:45 am as possible.

10.25 a.m.

Recess Playtime Prior to the bell ringing – snacks are eaten inside and papers should not be taken outside. Drinks, other than water should be consumed in the wet areas. Children may drink water in their classroom at any time. Children can finish eating their food outside but they must sit on the benches.

10.50 a.m.

Bell and Music. At this first bell, children must stop playing games and line up. Teachers leave the staffroom quickly to meet their classes who are lined up waiting for them.

10.55 a.m.

Students need to be lined up and ready to meet their teachers and walk quietly into class.

10.55 a.m.

2 hour uninterrupted teaching block begins.

11.55 p.m.

Fruit Time (fresh fruit only to be eaten while classes continue)

12.35 p.m.

Bell Lunch Orders are collected from the tuck shop by the monitors. Teachers supervise the collection of lunches from school bags. Prayer before lunch. Students may only eat and drink at their tables and should not wander around the room during this time. Any food or drink spills must be cleaned up immediately and tables left clean when students go outside.

12.45 p.m.

Lunch playtime

1.30 p.m.

Playtime concludes. Bell and music. Students line up waiting for their teachers. Teachers to leave staff room to meet their classes outside.

1.35 p.m.

Classes resume. Mark the roll. (1 hour 20 minute teaching block)

3.15 p.m.

Prior to bell ensure that room is clean and tidy. Dismissal

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HOT WEATHER PROGRAM On days when the temperature is predicted to be 32 degrees or above as recorded in The Herald/Sun newspaper, we interchange recess and lunchtime. This ensures that the children and staff on duty are outdoors for a shorter period in the heat of the day. The times on these days therefore are as follows: 8.30 a.m.

Teachers in classrooms

8.45 a.m.

Class Time – Prayer and Admin / Class Time

10.25 a.m.

Recess Time (50 minutes playtime)

11.10 a.m.

Playtime ends

11.15 a.m.

Class Time (12:15 pm – Fruit Time)

12.55 pm

Lunch – eating

1.05 p.m.

Lunch playtime (30 minute lunch play)

1.30 p.m.

Playtime ends

1.35 p.m.

Class Time

3.15 p.m.

Dismissal

When the temperature forecast is 36 degrees or over the children will remain indoors during the 25 minute lunch break.

LEGAL ISSUES In recent times various aspects of the law have increasingly had an impact on the operations and activities of schools, staff and students. In undertaking your teaching you encounter many issues and situations that are affected by legal requirements. Placed on the school intranet are documents related to the following matters of law: • • • • • • • • • • • • • • • • •

Accident and Safety Legislation Access to School Premises and Visitors Buildings – Essential Services Legislation Child Abuse and Neglect o Mandatory Reporting o Alleged misconduct of School Personnel Copyright Discrimination Duty of Care Excursions, Camps, Tours, Holiday Trips Family Law and Disputes Occupational Health and Safety Out of School Activities Personal Information Safety in Sport & Outdoor Education School Records: Management and Disposal Student Health & Students with Medical Conditions When a Student Offends Workplace Relations

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The aspect that would concern most staff members is Duty of Care. Historically, the courts had decided that the term duty of care, as applied to teachers, was similar to the duty of care that a parent owed a child. In practice, the standard of care required of a teacher is higher than that which the courts require of a parent. A teacher incurs no liability in connection with an injury to a pupil unless it is established that they have been negligent or have acted in an improper way. Teachers need to communicate clear expectations of the standards they require, and be ready to always intervene immediately when something potentially dangerous in observed. We must therefore be conscious at all times as to whether action or inaction is going to jeopardize the safety or well being of a child. Examples may include: • • • •

Directing a child to go to the staff room to make a cup of tea and the child scolds themselves. Taking a cup of hot coffee on yard duty and a child bumps in to the teacher and burns themselves. Being aware of a protruding bolt in a piece of play equipment but ignoring it. A child sits on the equipment gashing his/her leg. Being aware that a child is regularly ignoring the teacher’s directives but do not take any action to rectify the problem. On a subsequent school excursion the child ignores the teacher and runs across a busy street and is hit by a vehicle. A child has a documented medical condition. On a day that the class teacher is absent the child has an attack and collapses. Documentation regarding the incident has not been viewed by the emergency teacher and the attack is fatal. Getting caught up in the staff room at the end of recess and while lining up a child is pushed by a classmate and is injured. SMOKING

St Andrew’s School property is designated as a smoke free area. Under the Tobacco (Amendment) Act 2005 the following statement is relevant to schools: Workplaces It is strongly recommended that in order to provide practice that is consistent with health education aims, schools should seek to achieve a completely smoke-free school environment through the development of appropriate school policies. If any person smokes in an enclosed workplace, the person who smokes may receive a fine or be prosecuted, as may the person in charge of the enclosed workplace at the time.

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SOCIAL COMMITTEE Interested volunteers are invited to participate in the staff Social Committee. The function of the committee is to organize staff social activities, including the end of Year Dinner and Breakfast. The committee also coordinators gifts for staff leaving and recognizing special celebrations including engagements and marriages and the like. Each staff member is asked to contribute $60 to the staff association funds. The staff association funds are expended on staff gifts with any balance being used to cover the costs associated with the end of year staff night. Gifts are purchased to the following value: • Staff Leaving – Base of $50 + $10 per year of service • Engagement - $80 • Wedding - $80 • Births - $80 An Income – Expenditure Statement will be provided quarterly to all staff.

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Attachment 1

Date

:

Staff Member

:

Details of Work Requested (location, work to be carried out):

Office Use Only Contractor

:

Date Requested

:

Date Completed

:

Principal’s Signature

:

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Attachment 2

Date

:

Staff Member

:

Details of Work Requested (location, work to be carried out):

Office Use Only Contractor

:

Date Requested

:

Date Completed

:

Principal’s Signature

:

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TIME TABLES

2013

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ST. ANDREW’S SCHOOL SPECIALIST TIMETABLE 2012 Time

MONDAY

Italian

P.E

Music

9:05

6J

6T

9:45

6T

6M

TUESDAY

Comp

Italian

P.E

Music

6M

Plan

4TH

4JH

6J

4TH

4JH

Plan

10:25

WEDNESDAY

Comp

1S

Italian

P.E

Music

5TK

5LC

4 /5C

5LC

4/5C

5TK

THURSDAY

Comp

FRIDAY

Comp

P.E 8:45a mPrep ABLP

6T

1D

Prep ABLB

Prep ABLP

RECESS

10:55

6M

6J

6T

3D

3D

3R

3P

4JH

4/5C

5TK

5LC

6J

2M

11:35

PC

PM

PJ

3R

3R

3P

3D

4TH

1V

1S

1D

2LP

PM

12:15

PM

PJ

PC

3P

3D

3R

5TK

2M

2LP

2C

5LC

PJ

PJ

PC

PM

6M

PC

4JH

ABLP

4TH

3P

12:55

ASSEMBLY (fortnightly)

LUNCH

1:55

1S

1D

1V

2:35

1D

1V

1S

2C

2LP

2C

2M

2C

2M

2LP

4/5C

1V

Action Based Learning Program-ABLP: Prep classes- Friday 8:45 – 11:40am (40min lessons)

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YARD DUTY ROSTER SEMESTER 1 TIME 8:158:30am 8:308:45am

AREA OPEN GATE at 8.45

MONDAY ASSUNTA

Commencing:- 2012

TUESDAY ADRIENNE

WEDNESDAY TOMOMI

THURSDAY ANNE

FRIDAY ROSEMARY T

RECESS – 1st Half: 10:25 – 10.37am 10:25 am

Area 1

KYLEE

LUCIA

JESSICA

DANIELLE P

TERESA

Area 2

SUE

TONY

LAURA D

SARAH

PETER

Area 3

ROSARIO

ROSARIO

MAGGIE

ASSUNTA

ANGE

Area 4

LIANA

KYLEE

TONY

LAURA L

TONY H

JOYCE

LIANA

TOMOMI

ROSARIO

JASMINKA

Outside Tuckshop & Eating Area

RECESS – 2nd Half: 10.37 – 10.50am 10:40am

Area 1

SHARON

JASMINKA

KYLEE

KYLEE

ROSEMARY T

Area 2

JASMINKA

RACHELE

VINCE

ADRIENNE

JASMINKA

Area 3

KATHY

LOUISE

AMY

ROSEMARY P

ANNIE

Area 4

ANNIE

LIANA

LOUISE

ANNA

TOMOMI

ROSEMARY T

JESSICA

VINCE

LUNCH – 1st Half: 1:00 – 1:25pm 1:05 pm

Area 1

LUCIA

Area 2

MAGGIE

MAGGIE

ANGE

ANGE

SUE

Area 3

LAURA D

LAURA D

ADRIENNE

TERESA

TERESA

Area 4

ANNIE

SHARON

SARAH

SARAH

KATHY

DANIELLE P

LAURA L

JOYCE

DANIELLE P

JOYCE

Outside Tuckshop & Eating Area

TOMOMI

LUNCH – 2nd Half: 1:25 - 1.50pm 1:25 pm

Area 1

SHARON

ROSARIO

ROSEMARY T

VINCE

JESSICA

Area 2

AMY

AMY

SUE

ASSUNTA

ROSEMARY T

Area 3

PETER

ADRIENNE

LIANA

ASSUNTA

TONY

Area 4

LAURA L

ASSUNTA

TOMOMI

KATHY

KYLEE

NOTES : Less number of staff- more duties to cover. Those who put down 1 lunch and 2 recess are doing another recess to make up time but are doing one less before/after school duty.

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PRAYER /STAFF ROOM DUTY/NEWSLETTER - 2013 TERM 1: 8:30am All staff to be in their classroom to “Meet & Greet” their children (Specialists to assign themselves to a class) WEEK COMMENCIN G

Monday:-

1

2 3 4 5 6 7 8 9

BEFORE SCHOOL DUTY (8:15am) 8:25am - open gate leading to Area 2

AFTER SCHOOL DUTY (3:15pm) 3:30pm Open double gates leading to Staff Carpark Padlock gate leading to Area 2. Direct uncollected chn to open area leading to Glasshouse

PRAYER

Rachele& Phillip

Rachele

4 Feb

Specialists to assist with Prep and new students Teresa

Rosario

Kylee, Amy

11 Feb

Laura D

Liana

18 Feb

Kylee

Jasminka

Rosario, Jasminka Jessica, Teresa

25 Feb

Daniela

Jessica

Tony, Laura D

4 Mar

Vince

Sarah

Angela, Annie

11 Mar

Tony

Angela

18 Mar

Peter

Danielle P

Kathy, Rosemary T Lucia, Sharon

25 Mar

Kathy

Amy

Vince, Danielle

15 Apr

Michael

Maggie

22 April

Sue

Jennifer

29 April

Rosario

Teresa

6 May

Liana

13 May

STAFF ROOM DUTY

Specialists Assunta, Anne, Rosemary T, Katherine,Tomomi Katherine,Teresa Laura, Liana Kylee, Jasminka Daniela D, Assunta Vince, Sarah Tony, Angela Peter, Danielle P Kathy, Amy Michael, Maggie Sue, Jennifer Teresa, Jasminka Sarah, Danielle P Maggie, Rosario Kylee, Vince Sharon, Michael Liana, Jessica

Anyone

Michael, Tomomi

Angela, Amy Jennifer, Tomomi

R.E Rachele Oliver

Laura D

Rachele Danielle Rosemary T, Sarah Jasminka, Sue

Jasminka

Kylee

Teresa, Jessica

Year 2J Jennifer Cutri P.E Katherine Bedford Prep C Rosario Corio Year 4T Teresa Maio

20 May

Jessica

Daniela D

Sharon, Kathy

27 May

Sarah

Vince

Tony, Assunta

3 June

Angela

Tony

Peter, Laura D

10 June

Danielle P

Peter

Kylee, Liana

17 June

Amy

Kathy

Amy, Jasminka

24 June

Maggie

Michael

Jennifer, Angela

Daniela D, Tony Kathy, Sue Rosario, Teresa Laura, Liana Kylee, Jasminka Daniela D, Jessica Lucia/Rachele, Sarah Tony, Angela Peter, Danielle P Katherine, Amy Michael, Maggie Sue, Jennifer Teresa, Jasminka Rosemary T Danielle P Sharon, Rosario Kylee, Vince Peter, Rosemary Liana, Jessica Rosario, Teresa, Laura D, Liana

Wed 28 Jan

General Rachele Oliver R.E Rachele Oliver Year 6 Students Year 5/6 Sue ter Kuile Literacy P-2 Sharon McCarter Year 2 Angela Carbone Year 6 Peter Tyndall Prep V Amy Van de Berg

Term 2 1 2 3 4 5 6 7 8 9 10 11

Year 5H Tony Hyde Year 6 J Jasminka Jalsovec Maths Sharon McCarter Year 3 P Danielle P Year 1S Maggie Sproul Student Support Services Rosemary Tesoriero

Term 3

29


1 2 3 4 5 6 7 8 9 10

16th July

Jennifer

Sue

Annie, Tomomi

Angela, Amy Jennifer, Laura D

LOTE Lucia Chakravorty

23rdJuly

Teresa

Rosario

Maggie, Vince

30th July

Laura

Liana

Kylee, Amy

6th Aug

Kylee

Jasminka

13th Aug

Daniela D

Jessica

Danielle Jennifer Vince, Rachele

20th Aug

Vince

Sarah

Liana, Sarah

Daniela D, Tony Kathy, Sue Rosario, Teresa Laura, Liana Kylee, Jasminka Anne, Jessica Vince, Sarah Anne, Angela Peter, Danielle P Kathy, Amy

Prep JC Jessica Chapman Year 6 J Jasminka Jalsovec Year 5 LC Liana Caligiuri Year 3D Daniela Del Santo Year 4 R Vince Ruffolo

27th Aug

Tony

Angela

Michael, Maggie

3rd Sept

Peter

Danielle P

Peter, Assunta

10th Sept

Kathy

Amy

Sue, Lucia

Art Tomomi Year 4M Michael McDonough Year 2 M Kylee McDowell

17th Sept

Michael

Maggie

Michael, Liana

Michael, Maggie Sue, Jennifer Teresa, Jasminka Sarah, Tomomi Maggie, Rosario, Lucia/Rachele, Vince Peter, Michael, Liana, Jessica

8th Oct

Sue

Jennifer

Laura D, Annie

Rosemary, Amy, Jennifer, Laura

General/RE Rachele Oliver

15th Oct

Rosario

Teresa

Assunta, Tony

22nd Oct

Liana

Laura D

Peter, Katherine

29th Oct

Jasminka

Kylee

Sharon, Lucia

5th Nov

Jessica

Daniela D

Tony, Rosario

12th Nov

Sarah

Vince

19th Nov

Angela

Tony

Katherine, Rosemary T Sarah, Rosario

26th Nov

Danielle P

Peter

Sue, Angela

3rd Dec

Amy

Kathy

Maggie, Vince

10th Dec

Maggie

Michael

Jessica, Kathy

17th Dec

Jennifer

Sue

Tomomi, Teresa

Daniela D, Tony, Kathy, Tomomi Kylee, Jasminka Daniela D, Jessica Vince, Sarah, Tony, Angela Peter, Danielle P Kathy, Amy Michael, Maggie, Sue, Jennier Teresa, Jasminka Sarah, Danielle P Maggie, Rosario, Kylee, Vince, Pester, Michael Assunta, Jessica Angela, Amy Assunta, Laura Daniela, Tony, Kathy, Sue

Maths Intervention Assunta Cotugno Maths Sharon McCarter Italian Lucia Chakravorty Year 4 T Teresa Maio Year 1DG Sarah De Guzman Reading Recovery Annie Graham Student Wellbeing Teresa Maio Music Tomomi Year 6 T, M, L Reflections All are invited to contribute Student Reflectionsall year levels

Year 1 S Maggie Sproul

Term 4 1 2 3 4 5 6 7 8 9 10 11

Last week:- SPECIALISTS &SUPPORT STAFF To clean out staffroom cupboards, fridge etc.

All staff are to farewell the Year 6s on last day of school All teachers are invited to contribute to the Newsletter anytime especially to highlight children’s achievements. EXTRA STAFF FOR AFTER SCHOOL DUTY: Phillip & Rachele All staff are encouraged to come out to front of school and farewell their students at home time Assembly Prayers to be led by Year level presenting at Assembly

30


St. Andrew’s Catholic Primary School Sacramental Program and Liturgical Church Dates 2013

Term 1

Term 2

Term 3

Week 1

Easter

Confirmation

Week 2

Easter

Confirmation

Week 3

Easter

Term 4

Confirmation

Week 4

Lent/ Reconciliation

Week 5

Lent/ Reconciliation

Week 6

Lent/ Reconciliation

Eucharist

Week 7

Lent/ Reconciliation

Eucharist

Week 8

Lent/ Reconciliation

Eucharist

Week 9

Lent/ Reconciliation

Eucharist Confirmation

Advent

Week 10

Eucharist Confirmation

Advent

Week 11

Eucharist Confirmation

Advent

Easter

31


School Masses Term 1.

Beginning School Year Mass: Thursday 17th February 11.00 a.m. Ash Wednesday: Wednesday 22nd Feb Senior Students - Mass at 9.15 a.m. Junior Students - Prayer Service

Term 2.

Whole School Mass:

Thursday 3rd May 11.00 a.m.

Term 3.

Feast of the Assumption:

Wednesday 15th August 11.00 a.m.

Term 4.

St. Andrew’s Feast Day:

Friday 30th November 11.0 0 a.m. 32


Level Masses Year 6

(Badges) & Teachers (Pledge) Sunday, 11th February at 9.30 a.m.

Year 5

Saturday, 17th March at 6.00 p.m.

Year 4

Sunday, 29thApril at 11.00 a.m.

Year 3

Sunday, 6th May at 9.30 a.m.

Year 2

Saturday, 11th August at 6.00 p.m.

Year 1

Sunday, 26th August11.00 a.m.

Prep

Sunday, 16thSeptember 9.30 a.m.

Graduation Mass – Thursday, 13th December 6.00 p.m. End of School Year Mass Wednesday, 19th December 11.00 a.m.

Sacramental Program Enrolments for Students receiving any Sacrament in 2012 are required by Friday February 10, 2012 ( Final Registration Date) Completed forms to be returned to the School Office Sacramental Dates Reconciliation: Tuesday 27 March at 6.30 p.m. and 7.30 p.m. th

Eucharist: 33


Saturday, 9th. 6.00 p.m. Sunday, 10th June at 11.00 a.m. Confirmation: Saturday 4th August at 6 p.m. Sunday 5th August at 11 a.m. Reconciliation Reconciliation Parent and Student Workshop Tuesday, 20th March at 7.30 p.m. Reconciliation (Student Workshop) Thursday, 22nd March Eucharist Eucharist Parent and Student Workshop Tuesday, 22nd May at 7.30 p.m. Eucharist (Student Workshop) Practice and Reconciliation Thursday, 7th June Confirmation Confirmation Parent and Student Workshop – Monday, 23rd July at 7.30 p.m. Confirmation (Student Workshop) Thursday, 26th July Reconciliation for Candidates Thursday, 2nd August at 10.00 a.m

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