Teacher hand book 1 personnel policies & procedures

ST SPYRIDON COLLEGE

Handbook 1 Personnel Policies and Procedures For Teachers and Other Staff

January 2013

CONTENTS Preamble ............................................................................................... 3 Mission Statement .................................................................................... 4 A Teacher’ Prayer .................................................................................... 5 Our Principles as Education Professionals........................................................ 6 Roles and Responsibilities of a Teacher .......................................................... 7 Legislative Requirements and Responsibilities Attendance ............................................................................................. 7 Communication ........................................................................................ 10 Duty of Care and Supervision ...................................................................... 15 Protocols that Enhance Ethos and Culture ....................................................... 18 Respect for Privacy Statement ..................................................................... 20 Child Protection Policy............................................................................... 20 Professional Conduct in Relation to Child Protection and Respect for Privacy ........... 22 Child Protection Legislation Amendment Bill 2003............................................. 26 Child Protection Procedures ........................................................................ 37 Administrative and Routine Matters ............................................................... 45 Induction and Teacher Appraisal Policy .......................................................... 48 Appendix A Role Statements ....................................................................................... 51 Appendix B Other Policies and Statements ..................................................................... 91

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Preamble This Handbook provides St Spyridon College Teachers and other staff with guidelines and support in meeting their mandated responsibilities in line with the: •

Independent Schools NSW (Teachers) Multi Enterprise Agreement – St Spyridon College, 2011 – 2014

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Independent Schools NSW (Support and Operational Staff) Multi Enterprise Agreement - St Spyridon College 2011 - 2014

and legislative requirements, within the context of the College Mission, the St Spyridon College Educators’ Principles and the Code of Conduct.

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

Teacher Handbook Part 2 – Managing Positive Learning Environments.

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Teacher Handbook Part 3 – Work, Health and Safety.

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Parent Handbook.

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National Professional Standards for Teachers.

The content of these handbooks forms the basis of the St Spyridon College Induction, Professional Development and Appraisal Program.

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

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Mission Statement “We promote educational excellence within a caring environment” At St. Spyridon College we aim to educate our students to take their place in a rapidly changing world with confidence and success.

We endeavour to develop the whole person – strong in mind, healthy in body, endowed with love, faith and compassion, able to make a conscious and positive contribution to the well being of our Australian community.

In this process we strive to provide them with the firm foundations of the Greek Orthodox Faith and Hellenic Ideals.

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A Teacher’s Prayer Though I teach with the skill Of the finest Teachers And have not understanding I become only a clever speaker and charming entertainer; And though I understand all techniques and all methods And though I have such training So that I feel quite competent, But have no understanding of the way my students think, It is not enough.

And if I spend many hours in lesson preparation And become tense and nervous with the strain, But have no understanding Of the personal problems of my student, It is still not enough.

The understanding Teacher is very patient, very kind; Is not shocked when young people Bring him their confidence; Does not gossip, is not easily discouraged; Does not behave in ways that are unworthy, But is a living example to students Of the good way of life of which he speaks.

Understanding never fails.

But whether there be materials, they shall become obsolete, Whether there be methods, they shall become outmoded; Whether there be techniques, they shall be abandoned; For we know only a little, And can pass on to our students only a little; But when we have understanding, Then all our efforts will become creative, And our influence will live forever In the lives of our students.

When I was a child, I spoke with immaturity, My emotions were uncontrolled And I behaved childishly; But now that I am an adult I must face life as it is, With courage and with understanding, And now abideth skill, devotion and understanding, These three, And the greatest of these is understanding.

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Our Principles as St. Spyridon Education Professionals We the Teachers of St. Spyridon College are united in our efforts to provide an education for our students which models respect and love for young people. We demonstrate this in our responses to each student and in our interactions with each other.

We are critical to our students’ academic, spiritual, moral, social and physical development.

The Mission of our College, guides and informs our teaching and learning practices. At a fundamental level we actively promote the Greek Orthodox ethos of our College.

We actively promote professional dialogue and robust educational debate that leads to more effective teaching and learning. We embrace professional evaluation and accountability.

As a group of education professionals we critically reflect on our practice and demonstrate our commitment to lifelong learning. We enlist appropriate collegiate support to further our professional growth and development. We embrace change as an opportunity for new learning experiences.

We endeavour to create a dynamic, future-focussed teaching and learning environment within which students can embrace challenge, take initiative, take risks and develop into active, independent learners. We expect and reward high effort. As individuals and as members of teams we: Develop students’ critical thinking, through diverse, challenging and engaging learning experiences that

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develop students’ ability to: •

Contemplate problems and create solutions

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Exercise judgment and analyse different perspectives on the same issue

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Challenge those things that offend their sense of justice

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Make connections between related concepts

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Distinguish fact from opinion, bias and manipulation

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Distinguish between cause and effect

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Work productively with others

for the benefit of their own learning, the group, the community and the global community of which they are an active part.

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Recognise the good in each person and demonstrate respect, compassion and forgiveness for students and each other.

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Support colleagues by fulfilling our own professional responsibilities to a high level.

No one can guarantee the happiness and success of another human being. Nevertheless, in a rapidly changing world where change is the only certainty, we hope that the endeavour described above will help students to develop skills, knowledge, attitudes and perspectives to manage life’s challenges with faith, resilience and success.

Formulated 2001 Revised and Updated 2006

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Roles and Responsibilities of a Teacher Legislative Requirements and Responsibilities The following is not meant to be an exhaustive list of Teacher responsibilities. It is meant to highlight some of the procedures with major legal and professional ramifications. They need to be read in the total context of the information provided within the Teacher Handbook Part 1 and Part 2.

Attendance Junior School: 8.15 a.m. – 4.00 p.m. if on duty, 3.45 p.m. if not on duty (except on Professional, Staff and Team Meeting days).

Teachers are expected to arrive at school by 8.15 a.m. in order to prepare for the school day. This includes opening windows, turning on lights, preparing the room.

Senior School: 8.15 a.m. – 3.30 p.m. (except on Professional, Staff and Team Meeting days) Teachers are expected to arrive at school by 8.15 a.m. in order to prepare for the school day.

The Principal expects to be consulted if anyone wishes to leave before 3.45 p.m. at the Junior school and 3.30 p.m. at the Senior School.

All Teachers are to sign the attendance book which is in the staffroom. Please write time of arrival and departure. This must be done immediately on arrival and just before departure. This is absolutely essential for insurance purposes.

Punctuality Teachers are expected to be punctual to all classes as well as to all duties to which they have been assigned. A punctual attitude on the part of staff is critical. This is a Personnel Policies and Procedures 2013

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fundamental duty of care requirement. In addition, beginning classes promptly can eliminate many discipline problems and by example impress upon the students the importance of punctuality.

Teachers are also to require the same standards of students. When a teaching period begins, all students must be lined up for class.

Teachers must ensure that when

students are changing periods there are no delays which result in any student being late for class.

This is both a matter of practical necessity and good manners to

colleagues.

Staff Absence Procedure •

Teacher leave entitlements and conditions are as stated in Teachers (Independent Schools) (State) Award.

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Please note a Medical Certificate must be provided after the first two days’ absence in each year.

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On return from any absence, please ensure that you complete the absence form. The form is your responsibility.

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Notify the Principal if you know in advance that you will be absent.

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Contact the Principal/Deputy Principal Junior School/Dean of Senior Programs if you will be absent that day by leaving a message on the answering machine by 7.00 a.m.

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If absence can be covered, relief staff will not be engaged – Teachers will alternate during their release from face to face-teaching time.

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If a Teacher is going to be absent for several days and the school has been notified in advance, a relief Teacher may need to be called.

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Staff Leaving Premises During School Hours Teachers should endeavour to restrict their absences from the school during hours of duty. Lunchtime is the only period that enables Teachers adequate time to leave the school. However, the following requirements exist before leaving the grounds: a)

the Principal has been notified

b)

duties are not left unattended

c)

there are no meetings.

Duty of Care and Student Attendance Each Homeroom Teacher is issued with a Class Roll. It is this Teacher’s responsibility to note who is and is not present each day.

The Roll must be taken each morning and absences noted. All unexplained absences must be followed up using the procedures in Teacher Handbook 2.

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Communication Within the School Staffroom Whiteboard Notices Please read the whiteboard regularly for: •

Notices

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Documents

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Variations in routines (due to excursions, absences etc.)

Please write on whiteboard any notices pertaining to variations.

Ensure that you

check the Whiteboard on arrival, at recess and before leaving every day.

Email Please check your emails upon your arrival in the morning and before departure each afternoon. Please respond to any administrative requests as soon as possible.

The Study Planner Ensure that you refer to the Study Planner prior to organising schedules, functions or events. This is distributed to all Teachers and students at the beginning of the year specifying dates of events. Any changes will be notified at staff meetings, Dates to Remember updates and in Newsletters.

Pigeon Holes Every Teacher has a pigeonhole in the Staff Room from which messages, rosters, mail etc., should be collected at least twice daily. Pigeonholes should be kept clear and are for communication only.

Telephone Messages The secretaries will place telephone message notes on the whiteboard or in pigeonholes. Please check regularly and remove the note once it has been read. Email messages will be sent. Teachers are to return calls to parents promptly and to notify Principal of emerging issues.

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Newsletters and Notes •

Newsletters are sent out to parents every two weeks. The newsletter provides communication from the school to the parents. It contains news, information on past and future events, reports from school working groups, the Parents and Friends and other items of student and parent interest. Teachers must read the Newsletter.

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Teachers may send students’ work to the office if they wish to have it in the Newsletter. This may include poems, reports on excursions, activities, etc.

These must be with the Secretary by Tuesday morning and need to be checked by submitting Teacher as to be of an appropriate standard.

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Newsletters and notes must be given to students on the day that they are placed in pigeonholes.

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Teachers are responsible for ensuring that every child receives the Newsletter.

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Teachers should ensure that students write their name on the Newsletter so if left behind or lost, they can be returned to the students concerned.

School Telephone Teachers may use the school phone for private calls only for urgent matters. It would be appreciated if incoming calls and outgoing private calls were arranged for the lunch period only.

Please respect the rights of the secretaries to work without

unnecessary disruptions. The phone in the staffroom is for business use. Please do not use the phones in either the executive or secretarial offices.

Please obtain

permission from the Principal to make any call other than a local one.

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With Parents and Wider Community Teacher/Parent Contact Correspondence:

Any correspondence (email, fax, letter) with parents or any other body or authority regarding school matters, must be sighted by the Principal before being sent. It is necessary for the Principal to sign the correspondence in conjunction with the Teacher responsible. All correspondence must be written in a courteous manner.

All correspondence going out of the College and to do with any college matter must bear the Principal or Head’s signature.

All official correspondence is to be forwarded through the appropriate Principal.

Interviews:

Any interview that is held by a Teacher either at the request of the parent or Teacher must be recorded in an interview sheet.

ALL interviews are to be recorded no matter what the reason or outcome. No Teacher is to recommend that a student needs to repeat before discussion with the Principal.

Teacher must record the following details on the interview sheet: Parents Name Child’s Name Class Who requested the interview?

Reason for interview e.g. academic, behaviour etc., Parents concern and/or comments Teachers concern, comments and suggestions and outcome Parent’s Signature Teacher’s Signature:_________________________

The Principal is to be notified of any concerns of a sensitive nature that the Teacher may have. The Interview Sheet must be placed in the Students Record File.

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If the Teacher wishes the Principal to attend the interview, the Principal should be advised beforehand. If after the interview the Teacher wishes the Principal to follow up with further action this should be stated in the Interview Sheet and a copy given to the Principal.

Principals must be consulted before Interviews with representatives of groups/bodies of the wider community are held.

Study Planner The Study Planner is the most usual form of communication between Teacher and parents. Teachers are to use the Planner to inform parents of highlights/concerns with student behaviour.

Planners are to be checked by Teachers and Homeroom

Teachers. Teachers should make sure when giving homework that the students write the task in the Planner. In some cases, it may be preferable to write the homework on the board for students to copy, or give a photocopy of the task to each student to attach to Planner. Teachers must write their name clearly next to any comment so that parents are aware of which Teacher to contact.

Junior School Parent/Information Meetings Parent/Information Meetings are held at the commencement of the school year for the purpose of communicating to parents general procedures and expectations and to give an overview of the year’s work. This is an excellent opportunity to establish closer home/school relationships.

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Parent/Teacher Interviews Individual Parent/Teacher interviews are held twice annually to discuss a student’s progress or any aspects of a student’s development.

It is essential to have all

relevant student records and samples of work etc at the meeting.

Listen to and

record any relevant comments or information given by the parent as to the student’s background. Ensure that any information provided by parents as to changed family circumstances etc is placed in the students record file.

Visitors Any Teacher wishing to invite a guest into the school should first consult the Principal. This is particularly important if the guest will be speaking to students. On arrival the guest must come to the office and be introduced to and welcomed by the Principal or the Principal’s delegate. The visitor must also sign the visitor’s book and receive a visitor’s badge.

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Duty of Care And Supervision Teachers, Principals, the Head and the College owe a duty of care to students during school hours and at any other time during which they are responsible for students.

Please note that whatever the context or situation, the student-Teacher relationship carries with it parameters for appropriate Teacher-student conduct. Duty of care dictates that each person is to take ALL REASONABLE CARE for students’ safety, welfare and learning.

It is the duty of Teachers to supervise students in their charge; to ensure maximum safety at all times appropriate to the circumstances or to make provision for students’ supervision should there be a need to be absent. Teachers are to be punctual to duty and to classes, ensuring that the Teacher is the first to enter a classroom and the last to leave it.

The Teacher responsible for an activity must remain with all students at the conclusion of that activity until every student has been collected.

Negligence A Teacher has a positive duty to prevent harm to students and school property. A Teacher may be found to be negligent if she/he fails to exercise her/his control, if she/he is aware of a dangerous activity-taking place during a school event for which he/she is assigned responsibility.

The facts and circumstances of each case of

negligence will dictate the personal liability of the Teacher. If an accident occurs while a Teacher is absent, or late to the classroom or the location of an activity, a determination of liability will focus on: 1. the reason for the Teacher’s absence; 2. the precautions which the Teacher took for students’ safety, while he/she was absent.

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Yard Duty Teachers are assigned for supervision duties before school, recess, lunch and after school to ensure the welfare of students.

Junior School Class Teachers are to bring their students to the allocated play area and remain with them until the duty Teacher arrives. Students must never be left unsupervised in the playground.

Teachers must be vigilant in their supervision of play areas/ovals.

All dangerous

activity should be stopped. Teachers should always remain standing whilst on duty and move around the area. Where the supervision is of poor quality or the Teacher fails to attend without the prior consent of the Deputy Principal in the Junior School and the Dean of Senior Programs in the Senior School, the responsibility and liability may lie with the Teacher.

Lateness will leave a Teacher open to charges of

negligence in case of a child coming to harm or injury during a Teacher’s absence.

The Deputy Principal in the Junior School and the Dean of Senior Programs in the Senior School is responsible for ensuring that adequate staff is rostered for supervision and for the replacement of staff members who notify of intended absent from duty.

Permission should be granted for absence from a duty and replacement confirmed.

Teachers on Duty are responsible for: •

Being punctual for duty and actively supervising their designated yard areas and ensuring a replacement Teacher is assigned, if unable to carry out a duty.

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Being familiar with yard duty areas, yard rules, consequences and procedures and ensure that they are consistently followed.

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Reinforcing positive behaviours (eg. MAPLES).

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Being positive role models who practise skin protection behaviours (refer to SUNSMART Policy).

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Following up yard incidents within a reasonable time frame.

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Being vigilant in relation to friendship patterns, students who are constantly on the outer, potential problems and informing the appropriate Year Adviser, Deputy Principal or Dean of Senior Programs.

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Taking steps to ensure the care and safety of students.

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Ensuring the tidiness of the school grounds.

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Ensuring that students are not frequenting out of bounds areas, including classrooms and verandas. Toilet areas need to be monitored carefully.

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Ensuring that they are not distracted by extended conversation with students, parents or staff members when on duty. Concentration must be on supervision.

Keys and Security Keys are distributed to each Teacher.

Distribution of keys is in recognition of

Teacher professionalism and of their responsibility for the care of the learning environment. A key register is kept for record purposes. Keys must be returned to the office on the last day of a Teacher’s employment.

Every care must be taken to ensure that keys are not misplaced. Do NOT affix a school badge or school name to your keys as a key ring. Keys lost by staff must be reported immediately and replaced at staff’s expense.

Each Teacher is required to: 1. Unlock the classroom and admit students 2. Ensure the room is properly looked after and students demonstrate respect for property.

3. Furniture needs to be kept clean and tidy.

4. Exit last and lock the room before leaving at the end of every lesson.

Notify

Principal immediately of any damage. If it is the last class in that classroom, ensure chairs are put up before prayer. Before exiting, ensure windows are locked, lights are out and fans/air conditioning are switched off.

5. If the room is used regularly by the same Teacher it is their responsibility to ensure the appearance of the room is conducive to learning e.g. displays and posters.

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Protocols That Enhance Ethos and Culture Dress Teachers are expected to dress in a manner befitting their professional standing.

Jeans, thongs, shorts, jogging shoes, strapless tops, T-shirts and tracksuits are considered unsuitable. Pants worn by ladies are to be tailored (not jean style, cargo or tights). It is important to keep in mind the model that we as Teachers should provide for our students. students.

In view of the standard of uniform that is required of

Staff dress standards should, therefore, be at all times professional.

Appropriate business attire is to be worn by both male and female members of staff in keeping with the ethos of the College. This pertains to any official school functions and excursions where children are expected to wear full school uniform.

Church Attendance and Divine Liturgy Dates will be set at the commencement of the year for K-12 Divine Liturgy Services.

Students are to be prepared for Liturgy, reminded of appropriate behaviour and uniform and the reasons for the need to fast if wishing to receive communion.

All Orthodox staff are invited to receive communion on Liturgy days. Dress for staff is to be of an appropriate standard – men to wear ties and jackets (unless very hot) women to wear modest dresses or skirts. Appropriate Church demeanour dictates that you do not sit with legs crossed or stand with hands behind your back. Students who misbehave, should be subtly withdrawn from their place and seated next to a Teacher.

Do not have students stand up against the wall. Encourage students to

participate in the service by chanting hymns, saying prayers and following procedures in the Divine Liturgy Book (age appropriate).

Prayers At the Junior school all staff are responsible for teaching their class the appropriate prayers. These are to be taught in English by the classroom Teacher and in Greek by the Greek language Teachers. Prayers are to be said in the morning, before lunch and at dismissal time. The Study Planner has a section dedicated to Prayers.

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At the Senior School, prayers are to be said at the commencement of the school day and before dismissal. It is appropriate for prayers to be said before major activities and at their closure (e.g. before travel, before an examination).

Special Events In line with the ethos and culture at St Spyridon College the presence of educators at Key Public events that promotes the College and the work of the Teachers to the community is essential/expected.

This includes the Spring Fair, Concerts, Open Day/Evening events, National and Religious Festivities and other events such as the Appreciating Culture/Art Exhibition that may be specified by the Head of College. Teachers may be rostered on for specific activities and are to use these events as a public relations exercise to promote the College and their good work to the parents and the community.

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Respect for privacy statement Confidentiality and Record Files It is the responsibility of each Teacher to appropriately check the Student Record in order to respond to the student’s learning needs.

All information regarding a student and their family is confidential and should not be discussed except for professional reasons, for the safety and well-being of children and young people.

The official file of each student is maintained in the Administration Office. teachers have access to these materials.

All

No staff member is ever permitted to

remove a student’s file from the Administration Office.

It is the Teacher’s

responsibility to keep information in record cards up to date if notified by parents e.g. marriage break up, death etc. Any form of academic or psychological reports must be put in files immediately as should copies of half yearly and yearly reports.

Files should also include a report of all interviews held with the parents (see Interview Sheet).

Child Protection Policy St Spyridon College is committed to the safety and welfare of its students and strives to implement programs and procedures that uphold the sacredness of the human person and the dignity, integrity and self worth of every child. In this context, we will: 1.

Implement, and periodically review policies, programmes and procedures in line with our responsibilities as stipulated in the relevant Child Protection Legislation.

2.

Provide professional development support to staff in fulfilling their lawful responsibilities in relation to child protection.

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3.

Ensure that all new staff complete a declaration under the terms of the Child Protection [Prohibited Employment] Act 1998 when applying for employment and agree to allow the College to undertake all aspects of the employment screening process.

All new staff undergo an employment

screening process.

4.

Notify and report all suspected cases of child abuse to the appropriate authorities.

5.

Ensure that key elements of Child Protection is included in the school’s curriculum.

Employees’ legal responsibilities related to child protection, mandatory reporting and the requirements to notify and investigate allegations of reportable conduct in compliance with the Ombudsman Act 1974, together with other relevant expectations will be made known through:

1.

Provision to each staff member of a copy of Teacher Handbook 1 (Child Protection Section (20 – 34);

2.

As a key component of the Professional Development Day program for staff K-12 at the start of every school year, by Head of College or her delegate;

3.

On the first day of employment by the Principal or her delegate;

4.

As a key component of the Professional Development of new staff and New Scheme Teachers, by the Principal or her delegate when changes to legislation are made.

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Professional Conduct In Relation To Child Protection And Respect For Privacy Prevention Strategies The teaching profession necessarily brings adults into close contact with children and young adolescents.

The following advice is provided as a guide to Teachers, all staff, contract workers and volunteers in relating to students. It DOES NOT represent an exhaustive list of prescribed behaviours. Adults are expected to exercise judgment in their conduct with children and young people. At all times adults must behave in a way that places them above reproach in order to: •

Protect children from abuse

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Safeguard themselves from behaviours that may be construed as crossing the professional line; that maybe open to misinterpretation, and lead to embarrassment or allegations as proscribed by the Child Protection Legislation.

Emotional Safety •

Always be polite, firm and under control in dealings with parents and students.

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Do not attack a student’s sense of self-worth as a means of gaining control of their behaviour.

Avoid put-downs, scapegoating and sarcasm, as their

repeated use constitutes emotional abuse under the law.

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Do not use offensive terms or nicknames when addressing or referring to a student or his or her behaviour.

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Do not engage in behaviour that demonstrates favourable treatment or special attention towards a student or group of students as this may be construed to be building up a relationship that is outside the scope of the professional sphere. This may constitute “grooming behaviour” and is classified as sexual misconduct under the provisions of the Child Protection Legislation Amendment Bill 2003.

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•

All SMS messages or emails to students are to be simultaneously forwarded to the Principal.

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Do not send personal messages (e.g. greeting cards, emails or SMS messages) of a personal nature to any individual student.

Respect for Privacy •

Do not solicit students’ personal or family confidences. Clearly communicate to the student that it may be your professional responsibility to inform someone in authority of matters that place the safety and wellbeing of themselves or others at risk.

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Do not disclose students’ personal or family confidences unless disclosure is necessary for the student’s safety and well being, and then only confidentially and to the appropriate person, who in most cases would be either the Year Adviser, Student Welfare Officer, Deputy Principal, Dean or Principal.

Physical Safety •

Never threaten a student with physical violence.

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Avoid touching a student of either sex in a manner that could be construed as inappropriate.

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College Policy expressly prohibits corporal punishment, that is, we do not strike or physically discipline a student. Apart from being against the College’s Professional Conduct, this can give rise to criminal charges.

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No parent, community member, volunteer is permitted to approach another child to question, reprimand or discipline in any form. Such occurrences must be immediately notified to the Principal.

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If a student comes to school or any school related activity intoxicated (either from drugs or alcohol), the Dean or Principal must be immediately notified and will take appropriate action.

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Protection from Sexual Offence or Sexual Misconduct All adults who work with children will: •

Become familiar with the College Child Protection Legislation Policy and procedures and the requirements stipulated by the relevant Legislation as listed below:  Children (Care & Protection)) Act 1987  Child Protection Amendment Bill 2003  Childrens Legislation Amendment Act 2009  Ombudsman Amendment (Children Protection and Community Services) Act 1998  Crimes Act 1900 (Amendments up to 1999)  Child Protection (Prohibited Employment) Act 1998  Commission for Children and Young People Act 1998

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Avoid being alone in a secluded room with a student of either sex. If you do need to meet individually with a student, ensure that as far as possible it is done in a conspicuous situation, that is, in sight of other adults.

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Avoid touching a student of either sex in a manner that could be construed as inappropriate.

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Whenever possible, ensure another member of staff or adult is present if rendering first aid to a student.

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If a student needs to undress (for example for First Aid or to get into a costume), call another adult, of the same gender as the student, to at least be nearby.

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If students are to be collected by someone other than a parent or known babysitter, or dropped off somewhere other than their home, the parent/s or guardian should provide permission giving full details of that person’s name and telephone number. These details should be verified before the event.

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Use caution in showing any movie or videotape that might raise concerns.

Consider showing them to or at least discussing them with your Curriculum Leader first, who will discuss the issue with the Principal.

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Pornographic or offensive material should not be brought to school or to any school related activity. If such material is brought in by a student, confiscate

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it at once and consult with the Principal, who will establish the fact that it was brought in by a student and not by an adult or Teacher.

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If you have an encounter with a student where you think there might be a possibility of misunderstanding or a misinterpretation of your behaviour, debrief the encounter with the Principal or Head of College. Document with a dated Record of Interview.

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Notify the Principal or Head of College of all suspected reportable allegations.

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Do not invite students into your home for barbeques, parties etc., unless their parents are present.

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Do not attend students’ after-parties.

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CHILD PROTECTION LEGISLATION AMENDMENTS (Provided by AIS) In December 2003 the Child Protection Legislation Amendment Bill 2003 passed through both Houses of State Parliament. The legislation amended the Ombudsman Act 1974 and the Commission for Children and Young People Act 1998 with respect to child protection.

The Major Amendments are: a) A change in the language in the legislation •

‘reportable allegation’ replaces ‘allegation of child abuse’

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‘reportable conduct’ replaces ‘child abuse’

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‘reportable conviction’ replaces ‘child abuse conviction’

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‘relevant employment proceedings’ replaces ‘relevant disciplinary proceedings’

Defining Reportable Conduct (Based on Child Protection Practice Update 2011, Ombudsman NSW)

1.

Reportable conduct

Section 25A of the Ombudsman Act defines ‘reportable conduct’ as: a) any sexual offence, or sexual misconduct, committed against, with or in the presence of a child (including a child pornography offence or an offence involving child abuse material), or b) any assault, ill-treatment or neglect of a child, or c)

any behaviour that causes psychological harm to a child,

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whether or not, in any case, with the consent of the child. Reportable conduct does not extend to: d) conduct that is reasonable for the purposes of the discipline, management or care of children, having regard to the age, maturity, health or other characteristics of the children and to any relevant codes of conduct or professional standards, or e) the use of physical force that, in all the circumstances, is trivial or negligible, but only if the matter is to be investigated and the result of the investigation recorded under workplace employment procedures, or f)

conduct of a class or kind exempted from being reportable conduct by the Ombudsman under section 25CA.

Note: Examples of conduct that would not constitute reportable conduct include (without limitation) touching a child in order to attract a child’s attention, to guide a child or to comfort a distressed child; a school teacher raising his or her voice in order to attract attention or to restore order in the classroom; and conduct that is established to be accidental.

Some conduct may fall within more than one category.

These definitions replace those contained within the Ombudsman’s publication ‘Child Protection in the Workplace: responding to allegations against employees’ (2004).

2.

Sexual offences and sexual misconduct

2.1.

What is a sexual offence?

The term ‘sexual offence’ encompasses all criminal offences involving a sexual element, that are ‘committed against, with or in the presence of a child’.

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These offences include (but are not limited to) the following: •

indecent assault

•

sexual assault

•

aggravated sexual assault

•

sexual intercourse and attempted sexual intercourse

•

possession/ dissemination/ production of child pornography or child abuse material

•

using children to produce pornography

•

grooming or procuring children under the age of 16 years for unlawful sexual activity

•

deemed non-consensual sexual activity on the basis of special care relationships (as defined in section 73 of the Crimes Act 1900 (NSW))

2.2.

What is sexual misconduct?

The term ‘sexual misconduct’ includes conduct that does not necessarily equate to a criminal offence.

For sexual misconduct to constitute reportable conduct, the alleged conduct must have been committed against, with or in the presence of a child.

There are two categories of sexual misconduct: •

crossing professional boundaries, and

•

sexually explicit comments and other overtly sexual behaviour.

2.2.1 Crossing professional boundaries Sexual misconduct includes behaviour that can reasonably be construed as involving an inappropriate and overly personal or intimate: •

relationship with;

•

conduct towards; or

•

focus on;

a child or young person, or a group of children or young persons.

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In the area of ‘crossing professional boundaries’, particular care should be exercised before making a finding of sexual misconduct. For example, an employee who, on an isolated occasion, engages in behaviour that involves little more than poor judgement could not be said to have engaged in sexual misconduct. However, persistent less serious breaches of professional conduct in this area, or a single serious ‘crossing of the boundaries’ by an employee, may constitute sexual misconduct, particularly if the employee either knew, or ought to have known, that their behaviour was unacceptable.

Nevertheless, in connection with an employee ‘crossing the boundaries’ in terms of their relationship with a child, if there is evidence which clearly shows that the employee did not seek to establish an improper relationship with the involved child, then this does not constitute sexual misconduct.

2.2.2 Sexually explicit comments and other overtly sexual behaviour Behaviour involving sexually explicit comments and other overtly sexual behaviour which can constitute sexual misconduct. Some forms of this behaviour also involve crossing professional boundaries. This conduct may include: •

inappropriate conversations of a sexual nature

•

comments that express a desire to act in a sexual manner

•

unwarranted and inappropriate touching

•

sexual exhibitionism

•

personal correspondence (including electronic communications such as e-mails and text messages) with a child or young person in relation to the adult’s sexual feelings for a child or young person

•

exposure of children and young people to sexual behaviour of others including display of pornography

•

watching children undress. For example, in change rooms or toilets when supervision is not required or justified.

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2.3.

Determining whether a sexual offence has occurred

Generally, a sustained finding of a sexual offence should only be made when a court has found that a sexual offence occurred. In the absence of a conviction, agencies should determine whether or not sexual misconduct has occurred.

3.

Physical assault

3.1.

What is an assault?

An assault is any act by which a person intentionally inflicts unjustified use of physical force against another. An assault can also occur if a person causes another person to reasonably apprehend that unjustified force is going to be used against them. Even if a person who inflicts physical harm or causes another person to reasonably apprehend physical harm does not actually intend to inflict the harm or cause fear, they may still have committed an assault if they acted ‘recklessly’. ‘Recklessness’ in this context relates to circumstances when the person ought to have known that their actions would cause a person physical harm or cause them to fear injury.

Assaults can include hitting, pushing, shoving, throwing objects or making threats to physically harm a child.

3.2.

When does the use of physical force amount to ‘reportable conduct’?

It is important to understand that not all allegations about the use of physical force need to be reported to the Ombudsman. The Ombudsman Act specifically outlines certain conduct which does not need to be reported: a) conduct that is reasonable for the purposes of the discipline, management or care of children, having regard to the age, maturity, health or other characteristics of the children and to any relevant codes of conduct or professional standards

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b) the use of physical force that, in all the circumstances, is trivial or negligible, but only if the matter is to be investigated and the result of the investigation recorded under workplace employment procedures.

In addition, any alleged conduct that involves the reasonable use of physical force for the purpose of exercising appropriate control over a child does not constitute reportable conduct. For example, using reasonable force to: •

disarm a young person seeking to harm themselves or another, or

•

separate young people in the act of fighting, or

•

move a young person away from a place where the person may be harmed, or

•

restrain a young person from causing intentional damage to property.

Furthermore, any alleged conduct which involves the reasonable use of physical force in an act of self-defence or the defence of others does not constitute a physical assault and therefore is not reportable conduct.

4.

Ill-treatment

4.1.

What is ill-treatment?

Ill-treatment captures those circumstances where a person treats a child or young person in an obviously or very clearly improper manner. The focus is on the alleged conduct rather than the actual effect of the conduct on the child or young person.

Ill-treatment can include disciplining or correcting a child in an obviously unreasonable or inappropriate manner; making excessive and obviously unreasonable demands on a child; malevolent acts towards children; and inappropriate and hostile use of force against a child.

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5.

Neglect

5.1.

What is neglect?

Neglect includes either an action or inaction by a person who has care responsibilities towards a child. The nature of the employee’s responsibilities provides the context against which the conduct needs to be assessed.

5.1.1 Supervisory neglect: •

An intentional or reckless failure to adequately supervise a child that results in the death of, or significant harm to, a child, or

•

An intentional or reckless failure to adequately supervise a child, or a significantly careless act or failure to act, that: o involves a gross breach of professional standards, and o has the potential to result in the death of, or significant harm to, a child.

5.1.2 Carer neglect: •

Grossly inadequate care that involves depriving a child of the basic necessities of life: such as the provision of food and drink, clothing, critical medical care or treatment, or shelter.

5.1.3 Failure to protect from abuse: •

An obviously or very clearly unreasonable failure to respond to information strongly indicating actual or potential serious abuse of a child.

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5.1.4 Reckless acts (or failure to act): •

A reckless act, or failure to act, that: o involves a gross breach of professional standards, and o has the potential to result in the death of, or significant harm to, a child.

An incident can constitute neglect if it contains any element within this definition.

Neglect can be an ongoing situation of repeated failure by a caregiver to meet a child’s physical or psychological needs, or a single significant incident where a caregiver fails to fulfil a duty or obligation, resulting in actual harm to a child or where there is the potential for significant harm to a child.

6.

Behaviour that causes psychological harm to a child

6.1.

What is behaviour that causes psychological harm to a child?

Behaviour that causes psychological harm is conduct that is obviously or very clearly unreasonable and results in significant emotional harm or trauma to a child. There needs to be a proven causal link between the inappropriate behaviour and the harm, and the harm must be more than transient.

For allegations of behaviour causing psychological harm to be notifiable to the Ombudsman, the following must be present: •

an obviously or very clearly unreasonable or serious act or series of acts that the employee knew or ought to have known was unacceptable, and

•

evidence of psychological harm to the child that is more than transient, including displaying patterns of ‘out of character behaviour’, regression in behaviour, distress, anxiety, physical symptoms or self-harm, and

•

an alleged causal link between the employee’s conduct and the psychological harm to the child.

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Psychological harm can include the exacerbation or aggravation of an existing psychological condition, such as anxiety or depression.

When it is alleged that an adult’s behaviour has caused psychological harm to a child, it will often be necessary to obtain a psychological or medical assessment of the child to determine whether psychological harm can be established. However, a clinical diagnosis will not be required in every circumstance – particularly if the assessment itself may cause harm. Finally, it is important to stress that, when a report has established a child has a psychological condition, it is still necessary to show the condition was caused by the employee’s conduct.

Class or Kind Determination Section 25c(4) of the Ombudsman Act 1974 permits the Ombudsman to determine that certain classes or kinds of allegations of reportable conduct or convictions are exempt from the notification requirements but still require investigation.

The AIS has

negotiated an agreement with the Ombudsman that allows Independent Schools access to a Class or Kind Determination. This access is dependent upon the following: •

the person investigating the allegation being accredited by the AIS; and

•

on completion of the investigation notification being sent to AIS giving

-

school name

-

name of accredited investigator

-

date of investigation

-

acknowledgment

that

the

matter

complied

with

the

Class

or

Kind

Determination -

the school file reference.

The information supplied to AIS will be retained on a confidential database for access by the NSW Ombudsman for audit purposes only. No details of a particular matter are to be forwarded to the AIS. If an Independent School does not wish to access the Determination, the allegation must be reported to the NSW Ombudsman in the usual way.

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KEEP THEM SAFE (KTS) In April 2009, the Children Legislation Amendment (Wood Inquiry Recommendations) Act 2009 was passed. The legislation makes key changes to

Children and Young

Persons (Care and Protection) Act 1998.

The central theme of Keep Them Safe is to protect children and young people from significant harm and to expedite the reporting process so that help can be secured.

Anyone who as part of their paid or professional work delivers or manages services to children is a mandatory reporter.

Mandatory reporters must report to Community Services when they have reasonable grounds to suspect a child or young person is at risk of significant harm and have current concerns.

A child or young person is at risk of significant harm if the circumstances that are causing concern for the safety, welfare or well being are: present to a significant extent  sufficiently serious to warrant a response by a statutory authority irrespective of a family’s consent  not minor or trivial  may reasonably be expected to produce a substantial and demonstrable adverse impact on their safety or well being  may be a single act or omission or accumulation of these.

Risk of Significant Harm can include:  Physical Abuse  Sexual Abuse  Psychological harm  Relinquishing Care  Carer Concerns – parent / carer substance abuse, mental health, domestic violence

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 Neglect – supervision, physical shelter, food, medical care, mental health care, education.

The Key Changes are: a) Risk of significant harm – the threshold for mandatory reporters has been raised - section 23. b) Exchange of Information (Chapter 16A) – allows for ‘prescribed bodies’ to share and exchange information – section 245. c) Penalty for not reporting

(fines) deleted for mandatory reporters –

section 27(2). d) Safeguard for reporters remains, new provision allow law enforcement agencies to seek the identity of the reporter – section 29(4A).

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Child Protection Procedures This section sets out the school’s procedures in broad and general terms.

The procedures followed are in accordance with all relevant legislation, and take into account other appropriate practices and guidelines aimed at the protection of children and young people. The school’s policy and procedures will be amended from time to time to take into account amendments to legislation and regulations.

Further information and advice can be gained from the Principal.

Teacher Responsibilities: 1.

Reporting to the Principal

As a member of staff of this school, you are required to report to the Principal any situation where: a) you are aware that there has been an allegation of reportable conduct; or b) you have formed a belief on reasonable grounds that a child or young person is at risk of significant harm.

The Principal must inform the Head of College as Head of Agency of all alleged cases of reportable conduct.

The Head of College will use the Mandatory Reporter Guide (MRG) to determine whether a case meets the threshold and call Community Services. If it is deemed below significant harm then the school will consider: Referring – can the needs of the child, young person or family be met by the school or an outside agency?  Continuing Support – what support can be provided within the school?  Monitoring – what specific indicators would prompt reconsideration to report?  Documenting – information provided, information relied upon and decisions.

2.

Managing a Disclosure

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If a child or young person discloses to a member of staff that they have been abused, the Head of College should make sure that the child is protected, supported and cared for at school until the Community Services officers advise the Head on the course to be taken.

The Head of College, Principal, or any relevant staff member must not make contact with parents or caregivers regarding the notification. It is the role of Community Services to investigate notifications and inform parents or caregivers that a notification has been made.

Employees are required to report any allegations or evidence of reportable conduct only to the Principal. Discussion with others should be avoided or limited to the Student Welfare Officer. Failure to limit your communication in this way will not only be a breach of this Policy, but will result in not being protected under the law from potential civil proceedings for defamation.

3.

Obligation to Report Disclosure

If a student discloses reportable conduct to you, you are obliged to report the disclosure as stated above but you must not investigate the matter. When a student discloses reportable conduct, staff needs to be well prepared so that they can be supportive of the student and at the same time be very clear about their responsibility, which in the first instance is to report to the Principal and not investigate.

4.

Managing a Disclosure

When in a one-to-one situation, children generally disclose with great hesitation and often with a mix of intense emotions, including fear, embarrassment and guilt.

Sometimes they may only hint at or tell a small part of their experience to see how the staff member reacts before fully disclosing. It is essential that the staff member remains calm and supportive of the student. The staff member should: a) Actively listen to the student and never probe for details or ask leading questions: e.g. “Did she/he touch your vagina/penis?�

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b) Only ask questions that are open-ended and designed to provide sufficient information to decide whether the suspicion of abuse is sufficiently strong to warrant a report being made. Avoid excessive questioning. c) Talk gently and reassuringly, in private, pointing out that you are there to help.

Members of staff will help a student making a disclosure by: a) listening in a calm way b) reassuring the student that he/she was right to talk to you c) avoiding any reaction that could make the student regret having talked about the experience d) acknowledging that it is very hard to talk about such things.

When a student discloses: a) do not make promises that you will not tell anyone; in fact, you must tell the child or young person that you have a responsibility to tell the Principal/Head of College b) never assure the child or young person that the reportable conduct will stop, as this cannot be guaranteed. Inter-agency Guidelines emphasise the importance of being honest about your responsibility for taking action to protect them and what is likely to happen.

5.

Making a Report

You are required to confer with the Principal before responding to a request by Community Services or any other officers to attend an interview with a child (victim). a) Recording the notification. You are required to report in a detailed manner on any matter regarding reportable conduct about which you have notified or been notified.

The Act does not impose a total prohibition on the details of a

person making a notification ever being disclosed.

This information can be

sought by way of subpoena by the legal representative of one of the parties in court proceedings.

This information will usually be by sworn Affidavit.

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examined in relation to the affidavit. Information relating to any matter of reportable conduct is to be entered on the appropriate form. b) Maintenance of Interview Records. If a staff member attends an interview of a student at school they must make a written record of the interview. This record is private and confidential. A written contemporaneous record may assist staff members in the event that they are required to give evidence in subsequent court proceedings. c) The following reporting procedure will be followed if allegation of reportable conduct, sexual misconduct or acts of violence occurs in the workplace.

When making a report, practitioners and other staff must follow agency procedures and use agreed forms providing: •

the name or a description of the child or young person or class of children/young people

•

the child’s or the young person’s address or a description of her or his whereabouts

•

other children or young people who may be at risk

•

whether the risk of harm is related to a staff member of an organisation

•

when the child or young person was last seen

•

name and address of the person suspected of abusing the child or young person and if possible occupation

•

the approximate age of the child/children or young person/s (if known) school or centre they attend and if there are other children or young people in the household and their ages

•

whether a language or sign interpreter may be required, whether support is required for a person with a disability or an Aboriginal agency should be involved (if known)

•

all available information that is relevant to safety welfare and well-being

•

the reasons for concerns about risk of harm

•

events, conversations and observations that led to your concerns; these should be recorded and available for reference when you report

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•

your name and contact phone number

•

name, address and approximate age of parents (if known)

•

if relevant, details of any injuries and the circumstances.

Safeguards for Reporters No agency may disclose to a parent, alleged perpetrator, employer or other person the identity of a person who makes a report, to the Principal, Head or to Community Services. d) Reports to Community Services are confidential.

Any person who makes a report is afforded the following protection by law if they make a report in good faith: •

the report shall not be held to be a breach of professional etiquette or ethics or a departure from accepted standards of professional conduct

•

no liability for defamation can be incurred because of the making of the report

•

the report, or its contents, is not admissible in any proceedings as evidence against the person who made the report

•

a person cannot be compelled by a court to provide the report or give any evidence as to its contents.

These protections may be overridden on rare occasions where information about the report is crucial to court proceedings. e) If as a result of making a report to Community Services, a person is threatened or fears personal violence, this should be reported to the police, who may apply for and peruse on their behalf, an apprehended violence order.

Reports to the Ombudsman Recent amendments to the Ombudsman Act 1974 requires the Head of College to notify the Ombudsman within 30 days of becoming aware of any reportable conduct, Personnel Policies and Procedures 2013

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allegation or conviction made against the employee of a designated agency [section 24C(a)].

Note:

The test for making a report (notification) of an allegation of reportable

conduct to the Ombudsman is significantly lower than that required for a report to Community Services pursuant to the Children and Young Persons (Care and Protection) Act 1998.

Any allegation of reportable conduct made against an employee,

irrespective of whether the Head of College believes the allegation to be unfounded, malicious or vexatious, must be reported to the Ombudsman.

Upon receipt by the Ombudsman, the notification of the reportable conduct allegation or conviction will be assessed to determine if: •

a risk assessment has been undertaken by the agency and

•

whether appropriate action has been taken as the result of this assessment.

•

The matter will then be allocated to an Investigation Officer for monitoring purposes pending the outcome of the final report from the agency.

The

Ombudsman will acknowledge the notification and advise the agency of further information required as necessary.

•

Once the agency has concluded the investigation of the reportable conduct allegation or conviction, a final report with supporting documentation is sent to the Ombudsman. The final report should include:  the results of the investigation  copies of all statements taken in the course of the investigation  all other documents on which the report is based  advice as to the action that has been taken with respect to the reportable conduct investigation or conviction.

After considering the material provided by the Head of Agency, the Ombudsman will determine whether the reportable conduct allegation or conviction was properly investigated, and whether appropriate action was taken as a result of the investigation.

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Interviewing Child and Young People If interviewing children 10 years and over, their consent to be interviewed should be obtained: Understanding the child’s developmental stage is important in seeking their consent.

It is the responsibility of Community Services to inform parents that an interview has been conducted before a child is collected from a school or service.

Interviews at School Interviews at school need to be managed carefully.

The Head of College will permit an interview at school only when they have been assured by Community Services or a police officer that there is no suitable alternative and the person has agreed to be interviewed.

No person should be interviewed against their wishes.

It is the Principal’s or Head’s responsibility to inform the child or young person of this.

It is essential for Teachers and students to be clearly informed that they are not to discuss their statements with other staff or students.

It is advisable to offer an

appropriate point of contact should they wish to debrief about the matter. In most cases this would be the Principal, Counsellor or Head of College.

Investigation by College The Head of College is responsible for assessing the risk an employee poses to a child/children or young people once an allegation of reportable conduct is made and for making a final decision regarding the employee.

If an investigation is being

undertaken by Community Services or the police, the College will work closely with those agencies to determine responsibilities and to avoid the risk of contamination or duplication of evidence gathering.

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Although every investigation carried out by an agency will be different, an investigation process generally has five stages: Procedural Fairness The Head of College and persons conducting agency investigations and/or disciplinary action should be mindful of procedural fairness.

Information on the employee’s

rights, the maintenance of confidentiality and the opportunity to respond to allegations and proposed outcomes should be an integral part of the process.

Failure to afford procedural fairness to an employee, the subject of an allegation might lead to a challenge in the Industrial Relations Commission, Government and Related Employees Appeal Tribunal (GREAT) or the Courts or to the Ombudsman in circumstances where an adverse disciplinary decision has been made about the employee.

Procedural fairness requires the Head of College or the person conducting an investigation to: •

inform the person of the subject of allegations, the substance of any allegations made against them and grounds for proposed adverse comment

•

take necessary steps to protect the notifier at all times

•

provide the person with a reasonable opportunity to put their case, either in writing, at a hearing or otherwise

•

hear all parties to a matter and consider submissions

•

make reasonable inquiries or investigations before making a decision

•

ensure that no person decides a case in relation to which they have conflict of interest

•

act fairly and without bias, and

•

conduct the investigation without undue delay.

Child Protection Guidelines For further information regarding indicators of Abuse and Neglect see the Principal.

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Administrative and Routine Matters Secretarial Office The secretarial office is the working area of the secretaries. Please respect their working area.

Teachers are not to gather in the office to work, chat, use their

photocopier or phones. Teachers are not permitted at any time to have access to the school safe or any other materials that are in the secretaries’ office or the Administration storeroom.

Photocopying Please be selective of photocopies, taking note of copyright laws, copies of which are placed above all photocopiers. Photocopiers are to be used only if essential, keeping in mind we use textbooks and have class sets. Students are not to be sent to the office for photocopies etc. It is the Teacher’s responsibility to have all necessities for their lessons prepared. Students are therefore not to be sent to the office unless the requirement is extremely urgent. Teachers must abide by Copyright legistlation.

Junior School Storeroom Anyone needing extra materials from the storeroom should give a written form to the Office at the commencement of Term 1 and in the second last week of each term.

Please use materials distributed effectively and efficiently.

Cleanliness of Classrooms, Corridors And Playground It is the responsibility of all staff to see that all areas of the school are kept in a clean and hygienic condition. Please ensure that your room is clean of litter and that desks are properly arranged. The last Teacher for the day in each room should ask the students to close the windows, turn off the lights, and place the chairs on the desks.

Teachers are to ensure that their area for playground duty supervision is cleaned whilst on duty.

Students can be asked to assist. Teachers are also responsible for

the cleanliness and tidiness of all staff workrooms and the staff common room.

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School Equipment It is the Teacher’s responsibility to see that equipment and resources are returned promptly after use and in good condition. Please do not store in your own room.

Accidents do happen. If anything is damaged, please report it to the Deputy Principal Junior School/Dean of Senior Programs in writing so that arrangements for repair or replacement may be made immediately so that there is no inconvenience to other members of staff. Care of equipment is the class Teacher’s responsibility.

If you require equipment and materials, please plan ahead.

Please do not send

children to the Office for materials or leave classes unattended to obtain materials or resources.

Personal Valuables Please do not leave money or valuables unattended at any time.

Text Distribution School Texts, Readers, Novels etc. must be recorded before being sent home. It is the Teacher’s responsibility to make sure all school property is accounted for.

Ordering All ordering of goods must be done on an official school order form. All orders must be approved by the Principal or Deputy Principal. Goods purchased for educational institution are Sales Tax Exempt and this form can only be signed by authorised signatories.

School order forms may not be used to purchase personal goods.

It is illegal to

purchase goods that are tax exempt for personal use.

Money Any money to be collected for various purposes is to be brought to the office at recess. Please do not leave any money, your own or the school’s in a classroom.

Teachers must assume responsibility for any money lost or stolen due to lack of care.

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All Teachers are to complete Finance Statement forms and to send to the office with the money.

Yearbook Yearbook contributions will be required by end of Term 3 by all classes. Content must be acceptable avoiding gratuitous violence or inappropriate language. Work must be edited and a clearly written copy handed in. Secretaries will type work and return to staff for final corrections. Photos for the magazine are to be clear and close ups showing a variety of lessons and or activities presented throughout the year. Photos are to include different children as well as a fairly equal number of boys and girls.

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Induction and Teacher Appraisal Policy Role Statements, Line management, Leadership and accountability processes are put into place to ensure that we are clear about: •

What each person is to do

•

What each person actually does

•

How well it has been done

•

What needs to be improved or changed

•

What support and leadership is to be provided so that improvement and change is implemented

•

What are the indicators that change is successfully implemented i.e. how do we know?

National Professional Standards for Teachers and MEA National Professional Standards for Teachers and the MEA are used in supporting newly appointed, new scheme and existing Teachers to optimise their professional work.

Line Management Processes for Induction and Teacher Appraisal The Head of College has direct line management of Principals.

Principals have direct management of Deputy Principal, Deans, Curriculum Leaders, Coordinators and Year Advisers and are responsible to the Head of College for their performance. For the purpose of this policy all Team Leaders will be referred to as Line Managers.

Line Managers convene Team meetings, make sure follow-up work is completed and progress is made. In this context, the Line Manager provides leadership and support to their team and individuals and follows up with advice to the Principal as to how well the team and individuals are performing, and what needs to be done to improve performance.

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Line Managers have direct management of staff in their Teams and are responsible to the Principal for their performance.

The following appraisal processes are set out to guide working with staff: 1.

Set meeting schedule

2.

Set clear tasks and goals against the National Professional Standards for Teachers and Annual Targets.

3.

Meeting Agenda: i.

Students first

ii.

Emerging issues and mandates

iii.

Positives in appraising our work and future directions for progress

iv.

Areas of improvement, development and change

v.

Next Steps: - What will you need to do?

- How will I (Line Manager) help you?

- What results do we expect to see?

- By when do we expect to see the results?

vi. Follow-up or next meeting time.

Procedural Fairness The College is committed to protecting the rights of staff to confidentiality as an integral part of all appraisal processes.

Staff will be provided with support to improve performance, through advice, professional development, observation and feedback. A mentor may be appointed by mutual agreement. The process outlined in the MEA will be used in case of a dispute.

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MENTORING AT ST SPYRIDON COLLEGE St Spyridon College is a designated Teacher Education Authority and as such is responsible for the induction and performance of newly appointed and new scheme teachers.

In this process St Spyridon College uses the National Professional Standards for Teachers and Procedures stipulated by the New South Wales Institute of Teachers (NSW) for the teacher registration process. The Principal assigns the Manager responsible for supporting the new scheme teacher in this process. In addition to the Manager, each teacher is assigned a Mentor. The Mentor will be selected by mutual agreement with the teacher, the Curriculum Leader or Team Leader. The aim is “best fit” not only in curriculum focus, but as far as possible in terms of personality and compatibility as well.

The role of the Mentor compliments the work of the management team, but is focussed on providing the newly appointed teacher with a more informal and personal professional guide and adviser.

At its best, the professional relationship between the new teacher and Mentor is one in which the new person feels comfortable to ask for support and share problems. The agenda should include support with Teaching and Learning strategies, assessment and Board of Studies requirements. A Mentor would be sensitive to a new person’s feelings and would take steps to be supportive in those initial situations when the new person may feel on the “outer” or uncertain of their role in a given situation. The Mentor’s role is to provide support, sensitivity, assurance, as well as concrete advice with the business of Teaching and Learning. The Mentor needs to be mindful that their role is limited to guidance and advice, and does not extend to performance management or negotiating on behalf of the new person with management.

Structured and regular meetings need to be established where the agenda is mainly set by the teacher. The Mentor may also take the opportunity to orient and advise the new person in relation to up-coming events so that they feel prepared for the more subtle expectations of the social aspects particular to the school culture.

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Appendix A Role Statements A1.

Head of College

A2.

Principal Junior School

A3.

Deputy Principal Junior School

A4.

Infants Coordinator K – 2

A5.

Primary Curriculum Coordinator 3 – 6

A6.

Primary Stage Coordinators

A7.

Principal Senior School

A8.

Dean of Senior Programs

A9.

Dean of Middle School

A10.

Dean of Upper School

A11.

Curriculum Leader

A12.

Year Adviser

A13.

Home Room Teacher

A14.

Teacher Librarian

A15.

Support Persons for International Students

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Appendix A1 HEAD OF COLLEGE JOB DESCRIPTION The Head of College is responsible to the Chairman of the Board of Governors as the delegate of the Directors.

Job Summary: The Head of College is responsible through the Chairman of the Board of Governors and while she is expected to keep him/her informed about matters of significance and to confer with him/her or his/her nominee as appropriate, is responsible for the overall operation of the College.

The Head of College is responsible for the administration of the College during term and non-term with the exception of periods of approved leave.

The Head of College has the delegated responsibility for the conduct of the College which includes interpreting the aims and objectives consistent with the ethos and for implementing activities and practices in the pursuit of them.

Specific Duties In particular the Head of College is: • responsible for the efficient management of the College including the supervision and control of staff and students. In this regard changes to the internal organization and administrative structure of the College must be undertaken in consultation with the Board of Governors and approved by the Directors • responsible, in consultation with the Parish Executive Officer, for the preparation of and adherence to annual budgetary requirements for consideration by and approval of the Directors • responsible for recommending appointment and termination of staff in consultation with the Chairman of the Board of Governors • throughout the term of appointment, required to participate actively in the Greek Orthodox Christian Life of the College, and provide Christian leadership consistent with the expectations of the Church • responsible for assisting the staff to understand and execute their professional duties and responsibilities and to maintain the ethos of the College

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• responsible for the enrolment of students and in consultation with the Chairman of the Board of Governors the suspension or expulsion of students, where it seems desirable to do so in the best interest of the College, in accordance with the current College policy • responsible for ensuring the ongoing registration of the school and for complying with all legislation applicable to the operation of the school • required to report regularly to the Board of Governors and Directors, and promptly inform the Chairman of all matters of importance concerning the College • responsible for implementing Board of Governors policies and decisions • required to be in attendance at all meetings of the Board of Governors and its sub-committees except in circumstances where the Board of Governors considers otherwise.

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HEAD OF COLLEGE AMPLIFICATION OF JOB DESCRIPTION FOR PRINCIPALS’ REFERENCE Role Description The Head of College as the educational leader is responsible to the Board of Governors for managing plans, policies and procedures that ensure students learn in a safe Orthodox environment that meets the State and Federal curriculum requirements and the Mission of the College.

Inherent in the position are the responsibilities for policy, curriculum, personnel, health and safety and parent and community relations.

The Head of College represents the College and its interest at the State, National and International level and promotes its ethos, culture and its pursuit of educational excellence.

Policy The Head of College is responsible for the development, implementation, review and evaluation of policies and procedures that are approved by the Board of Governors and ensure that the College is in compliance with: •

State and Federal Government regulations, mandates and legislative requirements.

•

State, Federal and International reporting and accountability measures.

The Head of College ensures that policies are clearly articulated and communicated to staff, parents and the general community.

Planning and Management The Head of College is responsible to the Board of Governors and: • Collaboratively develops a shared vision for the future development of the College • Takes leadership in developing clear and concise Mission and Values Statements that inform and inspire all stakeholders to action • Establishes organizational structures and processes that maximize effectiveness and efficiency in the delivery of programs and the management of staff • Collaboratively develops strategic plans that articulate the systematic, coherent and interrelated elements for change and development in the school’s: Personnel Policies and Procedures 2013

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⇒ ⇒ ⇒ ⇒ ⇒

Curriculum (Teaching & Learning) Pastoral Care, Leadership process Discipline and Welfare Teacher and staff professional knowledge and practice Promotion of the good name of the College within the school, the educational and general community at the state, national and international level.

• Together with the Board of Governors and Parish Committee the Head of College develops plans for the buildings and facilities necessary for the continued progress of students’ learning.

• Reports to the Board of Governors regularly and annually and to the Board of Studies annually on the School’s progress against its stated strategic goals and annual targets.

Personnel The Head of College is responsible for: • Developing personnel procedures that clearly articulate expectations of staff and demonstrate respect for them as professionals.

• Ensuring that Teachers and other staff access professional development and support in implementing programs in line with current pedagogies and mandated curriculum requirements.

• The performance management of the Principals of the Junior and Senior Schools and through them all College staff.

Curriculum The Head of College is responsible for providing leadership in the development, delivery, review and evaluation of effective and future-focussed curriculum programs and practices that: • • • •

Maximize student learning outcomes Support students to achieve personal best Respond to the diversity of student needs Promote critical thinking, practical application and the capacity to work productively with others.

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Pastoral Care and Student Leadership The Head of College will: • Establish structures and processes that create and maintain safe and orderly learning environments for students • Provide leadership to the development, implementation, review and evaluation of pastoral care and student leadership programs that explicitly impart and promulgate values of and ethos befitting a Greek Orthodox School.

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Appendix A2 PRINCIPAL JUNIOR SCHOOL ROLE STATEMENT Reporting/Working Relations The Principal Junior School reports directly to the Head of College and has the operational responsibility for the management of all staff and volunteers based at the Junior School.

The Principal Junior School will work closely with the Principal Senior School and actively seek to enhance communication and unity across the whole school.

The Principal Junior School will establish cooperative working relationships at the community level, with the Association of Independent Schools and other education sectors and providers, government agencies, local government bodies, employers and relevant community groups and organizations including the Greek Orthodox Archdiocese.

The goal of these relationships is to enhance the good name of the whole College and assist in implementing its Mission and Plans.

Role Description The primary responsibility of the Principal Junior School is for the education and care of the Junior School students. In order to do this effectively, the Principal should possess a holistic understanding of the Head of College’s role.

The Junior School Principal will support the Head of College to ensure that the College: •

Promotes the education and care of all students K-12

•

Promotes the professional learning of all staff with particular focus on Teachers based at the Junior School

•

Provides a safe teaching and learning environment for Junior School students and staff and implements safe work practices

•

Provides access to support services catering for the needs of specific groups of students.

•

Complies with all regulations for registration and accreditation of Junior School by the Board of Studies and all legislation applicable to the operation of the school

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The Principal Junior School will provide educational management that will assist in the achievement of the following: The College has operational and administrative processes in place, which: • Are clear and documented • Are regularly updated and communicated • Ensure that the college operates within the requirements of the various awards, acts and government regulations • Lead to continuous improvement • Optimise the implementation of the College Mission through the Strategic Plan.

• Enable all staff to do their work efficiently • Support the leadership and management of change.

• Manage the day to day routines at the Junior Campus and have an overview of issues affecting the whole school • Contribute to curriculum planning, development, assessment and reporting procedures of the College • Manage student behavior management issues.

The Principal Junior School will: • Promote the Greek Orthodox bilingual ethos and culture of the College •

Enhance the good name of the College by contributing actively to public relations initiatives particularly with parents of students making the transition from Years 6 to 7

•

Manage a key K-12 function

•

Provide leadership in the transition of students from one Learning Team to another

•

Provide leadership and supervision of the work of the Deputy Principal Junior School and the Infants Coordinator and Curriculum Coordinator Primary School.

•

Develop and implement induction programs for newly appointed Junior School Teachers

•

Manage the appraisal and performance of Teachers at the Junior School

•

Liaise with parents on relevant issues

•

Provide advice and leadership in Policy Development

•

Contribute to the successful implementation of the College Strategic plan.

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Appendix A3 DEPUTY PRINCIPAL JUNIOR SCHOOL ROLE STATEMENT Reporting/Working Relations The Deputy Principal Junior School is responsible to the Head of College through the Principal Junior School.

The Deputy Principal Junior School will work effectively with the Principal Junior School and actively seek to enhance communication and unity across the whole school.

The Deputy Principal Junior School will establish effective relations with all Teachers in the Junior School team, and provide them with leadership, support and advice.

The Deputy Principal Junior School will work productively with the Principal Junior School and Dean of Middle School, as well as Teachers across all teams and actively pursue initiatives that enhance the unity of the whole school.

Role Description Instructional Leadership The Deputy Principal Junior School • Promotes the professional learning of Junior School staff • Assists in providing a safe teaching and learning environment for all students • Provides support to Teachers in catering for the needs of specific groups of students • Develops and implements the Junior School program in regard to: - Curriculum and student learning outcomes - Pastoral Care - Parent/Community relations • Provide leadership in Junior School curriculum planning, development, assessment and reporting • Assist the Principal Junior School in managing appraisal and performance of Junior School Teachers • Demonstrate an active interest in and concern for all Junior School students and Teachers • Be aware of medical and other problems that might affect a student’s behaviour or progress and advise senior Teachers as appropriate • Assist the Principal Junior School with the discipline and morale of Junior School students • Convene meetings which are purposeful and effective in maximising student learning outcomes • Provide support to new Teachers in planning, programming, pastoral care and student management Personnel Policies and Procedures 2013

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• •

Provide leadership in the management of Junior School projects and initiatives including transition programs, co-curricular and peer support programs Provide leadership in promoting and enhancing links between students across all learning teams.

Operational Management The Deputy Principal will assist the Principal Junior School in developing, implementing, monitoring and evaluating operational management structures and processes that ensure that the College is a safe, orderly and dynamic learning environment for students and Teachers. This responsibility includes:  Ensuring all classes are assigned replacement Teachers when their regular Teacher is absent.  Creating an outside supervision roster and monitoring that all Teachers adhere to their delegated duties.  Informing all Teachers of any changes to normal routine that may occur from time to time, and making certain that disruptions have minimal impact on the normal running of the school day.  Monitoring Teachers’ punctuality to classes and the orderly conduct of classes.  Monitoring and reporting to the Principal on the extent to which Teachers are implementing routines that ensure the safety and welfare of students and the fulfillment of duty of care of Teachers-including proper start and finish to the day as instructed.  Dealing with issues arising from behaviour in the playground.

Timetable Management The Deputy Principal Junior School will:  Design an effective timetable that minimizes disruptions within the school but which enhances learning opportunities.  Develop an effective co-curricular program that enables students to enrich their learning experiences beyond the classroom, while working towards public performances and competitions.

Policy Management The Deputy Principal Junior School will:  Provide leadership in the development of the College Occupation Health and Safety Policy.  Create a data base of all Teachers and their relative status in regard to: a. First Aid Training b. Child Protection Training c. Internet Policy The Deputy Principal Junior School will provide leadership in the management of risk and assist the Principal and Head in ensuring that policies and processes are in place that: • Are clear and documented • Are regularly updated and communicated • Are appropriately implemented and monitored • Ensure that the college operates within the requirements of the various awards, acts and government regulations Personnel Policies and Procedures 2013

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• • •

Lead to continuous improvement of safety and welfare practices Enable staff to do their work efficiently Support the leadership and management of change

As a member of the Executive Team, the Junior School Deputy Principal will: • Promote the Greek Orthodox bilingual ethos and culture • Enhance the good name of the College by contributing actively to public relations initiatives • Develop processes for the smooth transition of students from one Learning Team to another • Assist the Principal Junior School to develop and implement induction programs for newly appointed Teachers • Contribute to initiatives that enhance the public profile of the whole College • Coordinate at least one function K-6.

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Appendix A4 INFANTS COORDINATOR, K-2 ROLE STATEMENT Infants Coordinator, K – 2 The Infants Coordinator is responsible to the Head of College through the Principal Junior School.

The Infants Coordinator will establish effective relations with all Teachers in their team, and provide them with leadership, support, advice and direction.

The Infants Coordinator will actively seek to enhance communication and unity across the whole school K – 12 and work closely with the Primary Curriculum coordinator.

The Infants Coordinator will work collaboratively with members of the Academic Leadership Team so that students are provided with a coherent learning journey that maximizes their learning outcomes.

Role Description The Infants Coordinator will contribute significantly to improved student learning outcomes and enhance team and individual Teacher performance by: • Providing instructional leadership to the K – 2 team in curriculum planning, development, assessment and reporting.

• Supervising the delivery of teaching programs • Contributing to the management of student behaviour management issues arising in the classroom • Building and maintaining a positive, dynamic and forward-focussed K – 2 team.

Team Leadership Attend Academic Leadership and other management and planning meetings in order to: o Contribute to directions that improve the academic achievement of St. Spyridon students • Collaboratively develop and implement teaching and learning practices and programmes that promote best practice and are in line with current educational thinking • Provide leadership in curriculum development and innovation at the Infants Level • Provide leadership in the early intervention program and transition program home to school and Year 2 to Year 3 • Promote the professional development of K-2 Teachers to improve knowledge and skills • Assist in providing access to support services catering for the needs of specific groups of children Personnel Policies and Procedures 2013

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•

Assisting with preparation of special school functions

Teacher Management • Convene regular Team meetings which are purposeful and effective in maximizing the student learning outcomes.

• Provide induction programs for Teachers that enable them to implement Teacher Accreditation requirements and expectations outlined in the Teachers’ Handbooks • Inform the Principal Junior School of ongoing Teacher performance issues and assist her in managing appraisal and performance of K-2 Teachers.

Student Management The Infants Coordinator will: • Assess incoming students and make appropriate recommendations • Be responsive to needs and concerns of all students • Manage the school code of conduct and award system from K-2.

• Be aware of issues that might affect a student’s behaviour or progress and advise relevant personnel appropriately • Communicate and liaise with parents when appropriate.

As a member of the Junior School Management Team, the Infants Coordinator will: • Actively promote the concept of A Thinking School of the College • Promote the Greek Orthodox ethos and culture Enhance the good name of the College by contributing actively to public relations initiatives • Demonstrate loyalty and support to the management of the College.

• Establishes cooperative working relationship with other members of the Infants Coordinators umbrella group (IPSHA).

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Appendix A5 PRIMARY CURRICULUM COORDINATOR 3 - 6 ROLE STATEMENT Working Relationships The Curriculum Coordinator is responsible to the Head of College through the Principal Junior School.

The Curriculum Coordinator will establish effective relations with all Teachers Years 3 to 6, and provide them with leadership, support, advice and direction.

The Curriculum Coordinator will actively seek to enhance communication and unity across the whole school K - 12.

The Curriculum Coordinator will work collaboratively with relevant subject Specialists 7 - 12 so that students are provided with a coherent learning journey that maximizes their learning outcomes.

The Curriculum Coordinator will advise the Principal Junior School of emerging curriculum issues and Teacher appraisal.

Role Description The Curriculum Coordinator will contribute significantly to improved student learning outcomes and enhance team and individual Teacher performance. They will provide instructional leadership to the Primary Team in curriculum planning and development, assessment and reporting.

Team Leadership i.

Collaboratively develop and implement teaching and learning practices and programmes that promote best practice and are in line with current educational thinking.

ii.

Monitor tracking records of students Years 3 – 6.

iii.

Monitor Teachers work in allocated curriculum area, observe classroom practice and provide advice and support.

iv.

Convene regular Team meetings and provide written record of such to Principal Junior School.

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v.

Assist in the provision of induction programs for Teachers that enable them to implement Teacher Accreditation requirements and expectations outlined in the Teachers’ Handbooks.

vi.

Meet with Teachers individually at least once a term to monitor progress and provide ongoing support.

vii. Inform the Principal of ongoing performance issues. viii. Attend management and planning meetings in order to contribute to directions that improve the academic achievement of St. Spyridon students K – 12. ix.

Prepare reports on allocated subject for Head of College Report.

x.

See attachment to letter of appointment for specific duties to be reviewed annually.

As a member of the Junior School Management Team, the Curriculum Coordinator will: • • • • •

Actively promote the concept of A Thinking School of the College.

Promote the Greek Orthodox ethos and culture.

Enhance the good name of the College by contributing actively to public relations initiatives including attendance at allocated functions.

Demonstrate loyalty and support to the management of the College.

Perform any other duties as requested by the Principal Junior School or the Head of College.

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Appendix A6 PRIMARY STAGE COORDINATORS ROLE STATEMENT The Stage Coordinator is responsible to the Head of College through the Principal Junior School.

The Stage Coordinator will establish effective relations with all Teachers in their team, and provide them with leadership, support, advice and direction.

The Stage Coordinator will actively seek to enhance communication and unity across the whole school K – 12 and work closely with the Primary Curriculum coordinator.

The Stage Coordinator will work collaboratively with members of the Management Team so that students are provided with a coherent learning journey that maximizes their learning outcomes.

Role Description The Coordinator will contribute significantly to improved student learning outcomes and enhance team and individual Teacher performance by: • Providing instructional leadership to the team in curriculum planning, development, assessment and reporting.

• Supervising the delivery of teaching programs • Contributing to the management of student behaviour management issues arising in the classroom • Building and maintaining a positive, dynamic and forward-focussed team.

Team Leadership Attend Academic Leadership and other management and planning meetings in order to: • Contribute to directions that improve the academic achievement of St. Spyridon students • Collaboratively develop and implement teaching and learning practices and programmes that promote best practice and are in line with current educational thinking • Provide leadership in curriculum development and innovation at their Stage Level • Provide leadership in the transition program home to school and Year 2 to Year 3, Year 4 to 5 and Year 6 to Year 7.

• Promote the professional development of their stage Teachers to improve knowledge and skills • Assist in providing access to support services catering for the needs of specific groups of children Personnel Policies and Procedures 2013

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•

Assisting with preparation of special school functions

Teacher Management • Convene regular Team meetings which are purposeful and effective in maximizing the student learning outcomes.

• Provide induction programs for Teachers that enable them to implement Teacher Accreditation requirements and expectations outlined in the Teachers’ Handbooks • Inform the Principal Junior School of ongoing Teacher performance issues and assist her in managing appraisal and performance of the stage Teachers.

Student Management The Stage Coordinator will: • Assess incoming students and make appropriate recommendations • Be responsive to needs and concerns of all students • Manage the school code of conduct and award system • Be aware of issues that might affect a student’s behaviour or progress and advise relevant personnel appropriately • Communicate and liaise with parents when appropriate.

As a member of the Junior School Management Team, the Stage Coordinator will: • Actively promote the concept of A Thinking School of the College • Promote the Greek Orthodox ethos and culture Enhance the good name of the College by contributing actively to public relations initiatives • Demonstrate loyalty and support to the management of the College.

• Perform any other duties as requested by the Principal Junior School or the Head of College.

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Appendix A7 PRINCIPAL SENIOR SCHOOL ROLE STATEMENT Reporting/Working Relations The Principal Senior School reports directly to the Head of College and has the operational responsibility for the management of all staff and volunteers based at the Senior School.

The Principal Senior School will work closely with the Principal Junior School and actively seek to enhance communication and unity across the whole school.

The Principal Senior School will establish cooperative working relationships at the community level, with the Association of Independent Schools and other education sectors and providers, government agencies, local government bodies, employers and relevant community groups and organizations including the Greek Orthodox Archdiocese.

The goal of these relationships is to enhance the good name of the whole College and assist in implementing its Mission and Plans.

Role Description The primary responsibility of the Principal Senior School is for the education and care of the Senior School students. In order to do this effectively, the Principal should possess a holistic understanding of the Head of College’s role.

The Principal Senior School will support the Head of College to ensure that the College: •

Promotes the education and care of all students K-12

•

Promotes the professional learning of all staff with particular focus on Teachers based at the Senior School

•

Provides a safe teaching and learning environment for Senior School students and staff and implements safe work practices

•

Provides access to support services catering for the needs of specific groups of students.

•

Complies with all Board of Studies procedures and directives in the delivery and management of the School Certificate, preliminary, VET and the HSC courses.

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The Principal Senior School will provide educational management that will assist in the achievement of the following: The College has operational and administrative processes in place which: • Are clear and documented • Are regularly updated and communicated • Are appropriately implemented and monitored • Ensure that the college operates within the requirements of the various awards, acts and government regulations • Lead to continuous improvement • Optimise the implementation of the College Mission through the Strategic Plan • Enable all staff to do their work efficiently • Support the leadership and management of change.

• Manage the day to day routines at the Senior Campus and have an overview of issues affecting the whole school • Contribute to curriculum planning, development, assessment and reporting procedures of the College • Manage student behavior management issues at the Senior School.

The Principal Senior School will: • Promote the Greek Orthodox ethos and culture of the College •

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

•

Manage a key K-12 function

•

Provide leadership in the transition of students from one Learning Team to another

•

Provide leadership and supervision of the work of the Dean of Middle School and the Dean of Senior Programs

•

Develop and implement induction programs for newly appointed Teachers

•

Manage the appraisal and performance of Teachers at the Senior School

•

Liaise with parents on relevant matters

•

Provide advice and leadership in Policy Development

•

Contribute significantly to the successful implementation of the College Strategic plan.

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Appendix A8 DEAN OF SENIOR PROGRAMS ROLE STATEMENT Dean of Senior Programs The Dean of Senior Programs is responsible to the Head of College through the Principal Senior School and works closely with the Dean of Middle School.

The Dean of Senior Programs will establish effective relations with all Teachers in the Senior School, and provide them with leadership, support and advice in relation to their duty of care responsibilities and matters relating to the development and maintenance of a disciplined and orderly environment.

The Dean of Senior Programs will work productively with the Deans of Middle School, Principal Junior School and as well as Teachers across all teams. He will actively pursue initiatives that enhance the safety and welfare of all Teachers and students.

The Dean of Senior Programs will actively seek to enhance communication and unity across the whole school.

Operational Management The Dean of Senior Programs assists the Principal Senior School in developing, implementing, monitoring and evaluating operational management structures and processes that ensure that the College is a safe, orderly and dynamic learning environment for students and Teachers. This responsibility includes:  Ensuring all classes are assigned replacement Teachers when their regular Teacher is absent.  Creating an outside supervision roster and monitoring that all Teachers adhere to their delegated duties.  Informing all Teachers of any changes to normal routine that may occur from time to time, and making certain that disruptions have minimal impact on the normal running of the school day.  Monitoring Teachers’ punctuality to classes and the orderly conduct of classes.  Monitoring and reporting to the Principal on the extent to which Teachers are implementing routines that ensure the safety and welfare of students and the fulfillment of duty of care of Teachers-including proper start and finish to the day as instructed.  Dealing with issues arising from behaviour in the playground.

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The Dean of Senior Programs will:  Design an effective timetable that minimizes disruptions within the school but which enhances learning opportunities.  Develop an effective co-curricular program that enables students to enrich their learning experiences beyond the classroom, while working towards public performances and competitions.  Initiate structures that will maximize choice and access to a variety of subjects for years 9-11 and developing groupings to suit the majority of students, ensuring that the groupings are practical and sustainable in relation to the effective running of the school.  Design effective and practical exam timetables suiting as best as possible students and Teachers.

Policy Management The Dean of Senior Programs will:  Provide leadership in the development of the College Occupation Health and Safety Policy.  Create a data base of all Teachers and their relative status in regard to: d. First Aid Training e. Child Protection Training f. Internet Policy g. Contract of employment  Create a data base of all students and their relative status in regard to: a. Medical Information b. Internet Policy The Dean of Senior Programs will provide leadership in the management of risk and assist the Principal and Head in ensuring that policies and processes are in place that: • • • • • • •

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

The Dean of Senior Programs will:

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•

Promote the Greek Orthodox ethos and culture of the College

•

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

•

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

•

Provide advice and leadership in Policy Development

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Appendix A9 DEAN OF MIDDLE SCHOOL ROLE STATEMENT Dean of Middle School The Dean of Middle School is responsible to the Head of College through the Principal, Senior School and works closely with the Dean of Senior Programs.

The Dean of Middle School will establish effective relations with all Teachers in the Middle School team, and provide them with leadership, support and advice.

The Dean of Middle School will work productively with the Dean of Senior Programs, Principal Junior School and as well as Teachers across all teams and actively pursue initiatives that enhance the learning journey of students 6-12.

The Dean, Middle School will actively seek to enhance communication and unity across the whole school.

Role Description To assist the Principal Senior School in the development and implementation of the Years 7 to 12 Pastoral Care program.

To assume responsibility for the educational life and pastoral care of the Middle School students.

To provide Instructional Leadership to the Year Advisers and Home Room Teachers.

Programs and Structures The Dean of Middle School will assume responsibility for organizational and administrative matters pertaining to Middle School students and their studies. She will develop and implement initiatives that enhance student learning outcomes, including: •

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

•

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

•

Student Leadership Development programs for Years 7 to 12

•

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

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•

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

•

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

Student Management •

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

•

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

•

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

•

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

•

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

•

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

Instructional Leadership • • • • •

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

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

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Appendix A10

DEAN OF UPPER SCHOOL ROLE STATEMENT Reporting/Working Relations

The Dean of Upper School is responsible to the Head of College through the Principal Senior School and works closely with the Deans of Middle School and Senior Programs.

The Dean of Upper School will establish effective relations with the Curriculum Leaders, all Teachers in the Upper School team, and provide them with leadership, support and advice.

The Dean of Upper School will liaise with the Board of Studies and other relevant education and training institutions, authorities and business institutions.

The Dean of Upper School will actively seek to enhance communication and unity across the whole school.

Role Description To assist the Principal Senior School in the development and implementation of the Years 10 to 12 Curriculum, incorporating School Certificate, preliminary, HSC, VET, and Workplace Learning.

To assume responsibility for the educational life and pastoral care of the Upper School students.

To provide Instructional Leadership to the Curriculum Leaders in order to maximize student learning outcomes.

Course Management The Dean of Upper School will assume responsibility for organizational and administrative matters pertaining to senior students and their studies. She will: •

Provide advice to students and parents in regard to senior secondary studies, HSC issues and post-school options.

•

Ensure the enrolment and registration of students to HSC and VET courses

•

Ensure students new to HSC have the required pattern of studies

•

Be responsible for the timely submission of HSC and VET assessment plans and results to the appropriate authorities

•

Organise, manage and monitor work placements and work experience programs

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•

Comply with the requirements of the appropriate authorities including those of HSC and the various VET authorities.

•

Provide information regarding tertiary and VET courses and assist in completing appropriate forms

•

Organise, manage and monitor visits to tertiary and VET institutions and off-site placements

Student Management The Dean of Upper School will: •

Demonstrate an active interest in and concern for all students, Curriculum Leaders and Teachers

•

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

•

Assist the Principal Senior School with student discipline and morale

•

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

•

Liaise with the Principal Senior School to organise farewell and graduation events for finishing students

•

Support, advise and guide students undertaking individual learning pathways.

Instructional Leadership •

Provide leadership to Curriculum Leaders and Teachers

•

Provide leadership in establishing and implementing teaching and learning practices that actively promote the concept of a Thinking School

•

Assist the Principal Senior School in managing appraisal and performance of Curriculum Leaders and Teachers.

•

Convene the Curriculum Leadership Team meetings.

As a member of the Executive Team, the Dean of Upper School will:

•

Promote the Greek Orthodox bilingual ethos and culture

•

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

•

Contribute to initiatives that enhance the public profile of the College as a whole.

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Appendix A11 CURRICULUM LEADER – SENIOR SCHOOL ROLE STATEMENT Reporting/Working Relations The Curriculum Leader is responsible to the Head of College, and reports to the Principal, Senior School.

The Curriculum Leader will establish effective relations with all Teachers in their team and provide them with leadership, support and performance advice and direction.

The Curriculum Leader will actively seek to enhance communication and unity across the whole school.

The Curriculum Leader will work collaboratively with all members of the Curriculum Leadership Team on professional development and program coordination so that students are provided with a coherent learning journey that maximises their learning outcomes.

Role Description The Curriculum Leader will contribute significantly to improved student learning outcomes and enhance team and individual Teacher performance by: • Providing instructional leadership to their curriculum team • Assuming responsibility for organisational and administrative matters of their relevant courses • Contributing to the management of student behaviour management issues arising in the classroom • Building and maintaining a positive, dynamic and forward-focussed Curriculum Leadership team Team Leadership Attend Curriculum Leaders, Academic Leadership and other management and planning meetings in order to: • Contribute to directions that improve the academic achievement of St. Spyridon students • Provide Teachers in their team with up to date advice and information on Board of Studies and College expectations and requirements • Collaboratively develop and implement teaching and learning practices and programmes that promote best practice and are in line with current educational thinking

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•

Collaboratively develop assessment and reporting practices that promote best practice and are in line with current educational thinking

Teacher Performance •

Hold regular Curriculum Team meetings and provide record of such to the Principal

•

Provide induction programs for Teachers that enable them to implement Teacher Accreditation requirements and expectations outlined in the Teachers’ Handbooks

•

Provide Teachers with information and advice on individual students as well as on programming and classroom management

•

Meet with Teachers individually at least once a term to monitor progress and provide support for ongoing improvement

•

Observe classroom practise and provide advice and support with classroom management and current teaching practice

•

Monitor Teachers’ work and ensure that Teachers are providing students with programmes that meet Board of Studies expectations and requirements

•

Inform the Principal of ongoing Teacher performance issues.

Student Management The Curriculum Leader will: •

Be responsive to needs and concerns of all students

•

Be aware of issues that might affect a student’s behaviour or progress and advise relevant personnel appropriately

•

Assist the Principal with student discipline and morale

•

Work closely with Home room and Year Advisers in following up issues of concern in regard to students’ performance and morale

•

Communicate with parents when appropriate.

As a member of the Curriculum Leadership Team, the Curriculum Leader will: •

Actively promote the concept of A Thinking School of the College

•

Promote the Greek Orthodox ethos and culture

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•

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

•

Demonstrate loyalty and support to the management of the College.

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Appendix A12 YEAR ADVISER ROLE STATEMENT Working relationships The Year Adviser is responsible to the Head of College through the Principal Senior School and works closely with the Dean of Middle School.

The Year Adviser will provide coordination and leadership to the work of the Home Room Teachers and establish effective relations with all Teachers in their teams.

Role Description The Year Adviser has a significant presence in the lives of their Year level students and Home Room Teachers.

Student Management The Year Adviser will: •

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

•

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

•

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

•

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

•

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

•

Communicate with parents on issue of concern

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Team Leadership The Year Adviser will: •

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

•

Coordinate Year activities

• Take responsibility for the monitoring by Home Room Teachers of the use of the student planner, student attendance, appearance, discipline and morale.

• Meet regularly with the Dean of Middle School and in the course of these meetings provide advice and seek advice on:  Implementation of the Pastoral care lessons  Appearance and grooming, routines and orderly conduct of the Year  Positives to be accentuated and trouble-spots to be addressed in relation to individual and group needs  Performance of homeroom Teachers and the support they provide for the role to be appropriately carried out.  Emerging issues of concern in regard to students’ performance and morale • Contribute to projects and initiatives including transition programs, co-curricular and peer support programs • Attend meetings as required and contribute to purposeful and effective in maximising student learning outcomes.

In terms of School Leadership, the Year Adviser will: •

Promote the Greek Orthodox ethos and culture

•

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

•

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

•

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

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Appendix A13 HOME ROOM TEACHER ROLE STATEMENT Working relationships The Home Room Teacher is responsible to the Head of College through the Principal Senior School and reports to the Dean Middle School through the relevant Year Adviser.

The Home Room Teacher will establish effective relations with all Teachers in their team.

Role Description The Home Room Teacher has a significant presence in the lives of their Home Room students.

In terms of Pastoral Care, the Home Room Teacher will: •

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

•

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

•

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

•

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

•

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

•

Take responsibility for the Home Room student attendance, appearance, discipline and morale

•

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

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•

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

•

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

•

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

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

Promote the Greek Orthodox ethos and culture

•

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

•

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

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Appendix A14 TEACHER LIBRARIAN ROLE STATEMENT Reporting/Working Relations The Teacher Librarian is responsible to the Head of College, and reports directly to the Principal of Senior School.

The Teacher Librarian will establish effective relations with all Teachers, and provide them with support, information and literacy advice.

The Teacher Librarian will work collaboratively with all staff to improve information literacy skills.

Role Description The Teacher Librarian will • Manage the administration and the services of the Library • Support Teachers and students in accessing library and information services • Teach students and assist in the teaching of students across the curriculum • Ensure resources and Teachers are up to date and future focused.

Teacher Support • • • • • • • •

Attend and contribute to regular Team meetings Contribute to a positive environment by consulting, collaborating and communicating with appropriate staff In consultation with the Curriculum Leaders select appropriate material to support curriculum Facilitate continuing professional development in resource based learning methodology Assist Teachers in instructing students on research strategies, information skills and learning approaches Assist in developing and evaluating learning units in respect to information skills, information communication and technologies Assist in developing, implementing and reviewing policies and procedures in regard to Library and Information Services Manages events that promote the library and services (eg. Book Week, Book Fair).

Student Support • Respond to individual students needs • Ensure sufficient and appropriate resources are available to enable students to complete the learning required • Manage the discipline of students in the library and maintain an orderly learning environment.

Teaching and Learning Support The Librarian will: • Support literacy across the curriculum • Promote children’s literature as an integral part of learning • Provide resources for individual and group differences and styles • Develop a visually dynamic library environment • Continue to develop understanding of technological developments which facilitate access to learning • Assist Teachers in resource based learning across the curriculum integrating information skills in all learning.

As a member of the Curriculum Team, the Teacher Librarian will: •

Actively promote the concept of a Thinking School of the College

•

Promote the Greek Orthodox ethos and culture

•

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

•

Demonstrate loyalty and support to the management of the College.

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Appendix A15

Greek Orthodox Archdiocese of Australia, St Spyridon Parish of South-East Sydney, A.C.N. 000 410 891 A.B.N. 84 480 080 247 Senior School CRICOS Provider Number: 02319E Junior School CRICOS Provider Number: 061558A The College may be contacted by Phone: 61 2 9311 3340 Fax: 61 2 9311 4532 Email: admin@stspyridon.nsw.edu.au

Overseas Student Support Services Each overseas student is supported by: 1.

The International Enrolment Officer (IEO) who is the regular contact and conduit between Agent, homestay family/guardian, the Principal and other staff of the school, in the lead-up to the student entering the College.

2.

The International Student Officer (ISO)/ESL teacher assists the Year Adviser with the orientation program. She sees the student on a one to one basis or in a small group. This person visits the student’s home and provides support in settling into Australian life, managing moneys, routines, diet and workloads. The ISO is the emergency contact person for the student.

3.

The Principal who interviews the student and guardian/homestay parent/s. The Principal is the person who advises and approves on the Academic Program, including subject choice in Years 10 – 12.

4.

The Dean of Middle School who is responsible for the Pastoral Care program for each year level and who has the welfare overview of all students including curriculum for students in Years 7 – 9.

5.

The Year Adviser who is responsible for the orientation program, managing relationships and monitoring student support including orientation, friendship groups, year activities and involvement in sports and co-curricular programs.

6.

The Careers Adviser who ensures that the student has access to advice and follows through on students’ University and other post school pathways.

This team of people, touch base regularly to ensure that the Principal is kept informed of any issue that needs to be acted upon.

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SUPPORT PERSONS FOR INTERNATIONAL STUDENTS ROLE STATEMENTS

1.Knowledge

Duties

Program for ESL Support

Knowledge of students’ visas, progress and accommodation/homestay arrangements.

Legal responsibilities of guardians, agents, home-stay family/cares Legal responsibilities of the school and the teacher.

International Enrolment Officer

Maintain contact with home-stay families.

General oversight of psychological well being and students’ health and welfare to encourage motivation both emotionally and academically Maintenance of written contact with families offshore and regular onshore contact with agents Oversight of students living alone – diet, nutrition, hygiene.

International Enrolment Officer Year Adviser

New students on arrival:Evaluate actual level of attainment (if IELTS scores or other) Support with individual programs based on the current attainment/s. Orientation Program in terms of language and settling into Australian life.

Orientation to help students establish friendships: e.g. buddy system with a local student to assist inclusion into the school community.

For those enrolling after the beginning of the school year:Explanation of material missed in different lessons Monitor progress Create individual programs (including e.g. intensive ESL for short periods).

Continuing students:Middle school to year 10 Support school work: class work, homework English for Academic Purposes program tailoring the language requirements of

International Student Officer

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International Enrolment Officer Head of College/Principal/International Enrolment Officer/International Student Officer

International Enrolment Officer

International Student Officer

Year Adviser

ESL Teacher/International Student Officer

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Monitoring students

individual needs prior to advancement to senior school by creating two distinct program:• individual for subject support and ESL • small groups with structured ESL lessons to develop 4 skills in lexical areas based on Australian content create time within the school timetable by allowing students to drop certain electives in favour of intensive English for core subjects i.e. Eng Maths Science History Year 12 Maintain individual support as necessary to support classroom practice, homework, tasks and assignments Use individual contact time to monitor • health and welfare (e.g. with prearranged visits) • how students are spending time outside school hours – activities – sport – hobbies • make sensitive and appropriate contact and /or interventions within limits of legal/personal barriers • be the emergency contact for the student.

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ESL Teacher/International Student Officer

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Appendix B Other Policies and Statements B1. Statement on Employee Harassment B2. Policy for Employees’ Acceptable Use of Information & Communication Technology Services & Equipment

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Appendix B1

Statement on Teacher and Other Staff Harassment St. Spyridon College is committed to providing all Teachers and other staff with an environment that is free of all forms of harassment.

Demeaning or intimidating behaviour towards others or collusion in such behaviour is most inappropriate in the context of a Greek Orthodox College. Harassment by any member of the College community is unacceptable. This statement is a response to the following legislation: Federal Sex Discrimination Act.

What is Harassment? Harassment is: 

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



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



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



It can include email or SMS messages containing offensive, insulting and threatening material.



It can be spontaneous, unintentional or planned.



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

Avoid the following behaviours: Physical violence or threat of physical violence, teasing, belittling, ridiculing, gossiping, spreading rumors, excluding others from a group, forcing others to act against their will (bullying), making suggestive sexual comments, making discriminatory or degrading comments to or about a person’s or group’s racial / sexual identity or physical appearance, ability / disability, unwelcomed sexually Personnel Policies and Procedures 2013

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provocative behaviours such as touching, leering and heavy-handed compliments; encouraging others to engage in harassment of others is as unacceptable as being involved directly.

What should I do if I am being harassed?

Tell the other person: 

That you do not like their behaviour.



That you want them to stop.

If you feel you cannot do this, seek help immediately from your line manager: If the behaviour persists, seek advice and support from the Principal. The Principal will report on cases of harassment to the Head of College.

What should I do if I am a witness to Harassment? 

Speak up if you feel this is appropriate. Do not take on the role of the aggressor. Ask the harasser to stop, tell the harasser you do not approve of what they are doing.



If the behaviour does not stop, do not engage any further. Report the incident to the Principal. This is particularly important where someone may be in danger of being harmed.

Consequences of Harassment All cases of harassment whether they are directed at students, Teachers or others, will be regarded as an offence against the College community whether the involvement is direct or indirect .

Persistent offenders who have been identified by the school will have their employment reviewed. Harassment of students may constitute child abuse under the law.

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Appendix B2

POLICY FOR EMPLOYEES’ ACCEPTABLE USE OF INFORMATION & COMMUNICATION TECHNOLOGY SERVICES AND EQUIPMENT St Spyridon College provides computer resources including access to Local Area Networks (LAN) and Internet resources, to support its primary objective which is to enhance teaching and learning in a supportive school environment. The use of computers and the Internet resources within the school affords the opportunity to interact with information sources and with others with a high degree of autonomy.

This Policy sets out the security, administration and internal rules which must be observed when communicating electronically or using the IT facilities of St Spyridon College. It applies to all who have access to the College network. Breach of this policy would constitute unacceptable usage, which may result in disciplinary action up to and including termination of employment.

It is your responsibility to familiarise yourself with the terms of this policy in order to prevent potential damage to yourself, your colleagues, the students and the College, which may arise as a result of misuse the College network.

The use of ICT Services and Equipment is subject to the following provisions: 1.

Respect for others and appropriate use As a user of the College’s computer network you will: a) Clearly and correctly identify yourself in all communications using Information Technology.

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b) Use the College network in an appropriate, ethical, professional and lawful manner. c) In the case of shared IT facilities, respect the needs of your colleagues and use the Internet and email in a timely and efficient manner. d) Use the College network in such a way that you do not disrupt the use of the facilities for other users, for example, annoying others with electronic messages, or tampering with either hardware or software setting. e) It is generally expected that all staff will respond to outside emails in a timely fashion. If this is not possible due to the number of emails received or for other reasons you should advise your immediate supervisor who will assist you. f) E-mail and Internet services, or any other network or computer resources, shall not be used for viewing, archiving, storage, distribution, editing or recording of threatening, obscene, harassing or derogatory material; or transmittal of material that is confidential to the company (e.g. membership lists, accounting records, business plans, etc). g) E-mail and Internet services, or any other network or computer resources, shall not be used for the viewing, archiving, storage, distribution, editing or recording of any kind of sexually explicit image, material or document. h) St Spyridon College has no control over the information or content accessed through the Internet and cannot be held responsible for its content. i)

Use of the e-mail or Internet systems to receive (download) software programs, utilities or software extensions is prohibited without prior authorization from St Spyridon College’s Network Administrator or St Spyridon College Management. This includes (but is not limited to) screen savers,

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games, and utility programs. It does not include files such as Word documents, Excel documents, Adobe Portable Document Format (PDF) files and the like. j) Any software or files downloaded via the Internet into the St Spyridon College network become the property of the college. Any such files or software may be used only in ways that are consistent with their licenses or copyrights. k) No employee may use St Spyridon College facilities knowingly to download or distribute pirated software or data. The use of file swapping software on company computers and company networks is prohibited. l)

No employee may use the St Spyridon College’s Internet facilities to deliberately propagate any virus, worm, Trojan horse, or trap-door program code.

2.

Monitoring a) All College network usage will be treated as educational or business related and will be monitored. No employee should have any expectation of privacy as to his or her Internet usage. All information documents transmitted or stored on the College’s computer network will be subject to monitoring. b) The College will monitor use of email and the Internet, both during school or working hours and outside of those hours. The sites and content visited and the length of time spent using the Internet will be monitored. This includes electronic communications which are sent to you or by you, both internally and externally. c) The College reserves the right to examine use and to disclose any data found on the school’s information networks in order to further the health, safety, discipline, or security of the school and all persons within it.

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d) It may also use this information in disciplinary action and in termination of employment/contracts procedures. e) The College will furnish evidence of crime to law enforcement.

3.

Personal Use a) It is permitted to use the internet and email facilities to send and receive personal messages, provided that such use is kept to a minimum and does not interfere with the performance of work duties. b) The use of the College Network for personal purposes is subject to the same terms and conditions as otherwise described in this document. c) Personal use of Internet and e-mail services cannot interfere with business operations and normally should be limited to non-working hours (breaks, lunch).

4.

Content Email correspondence should be treated in the same way as any other correspondence, such as a letter or a fax. That is, as a permanent written record which may be read by persons other than the addressee and which could result in your personal or the College’s liability.

Email is neither private nor secret. It may easily be copied, forwarded, saved, intercepted, archived and may be subject to discovery in litigation. The audience of an inappropriate comment in an email may be unexpected and extremely widespread.

As a user of the College’s computer network: a) Do not use the email or the internet for the following purposes:

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i.

to abuse, vilify, defame, harass or discriminate (by virtue of sex, race, religion, national origin or other);

ii.

to access, send or receive obscene or pornographic material;

iii.

to injure the reputation of the College or in a manner that may cause embarrassment to any person or organization;

iv.

to infringe the copyright or other intellectual property rights of another person or organization;

v.

to perform any other unlawful or inappropriate act.

b) In determining whether any communication falls within any of the categories listed above, or is generally inappropriate, the College will consider the response and sensitivities of the recipient rather than the intention of the sender. c) If you receive inappropriate material by email, you should not forward to anyone else. It would be appropriate for you to discourage the sender from sending further materials that you may find offensive. d) Employees are reminded that chats and newsgroups are public forums where it is inappropriate to reveal confidential college information, customer data and any other material covered by existing company privacy policies and procedures. Employees releasing protected information via a newsgroup or chat – whether or not the release is inadvertent – will be subject to all penalties under existing data security policies and procedures.

5.

Reporting

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a) As a user of the College’s computer network you will alert the Principal immediately of any inappropriate site that is inadvertently or purposefully accessed on the network by you, a student or anyone else. b) As a supervising Teacher, in the case of a student discovering material that is inappropriate you will: i.

Remove all students from the immediate area, to stop them viewing the material.

ii.

Note the URL (Internet address) on paper. Do not Bookmark or Save.

iii.

Shut the computer down.

iv.

Move along in the lesson focusing on a new activity.

v.

Notify the Principal and Administrator immediately or as soon as students are dismissed.

vi.

With the support of the Principal, the Teacher will investigate how the sight was located. The Principal will decide if disciplinary action is to be taken.

6.

Privacy a) The Privacy Act requires both you and the College to take reasonable steps to protect the personal information that is held from misuse and unauthorised access. We stress therefore, that you take responsibility for the security of your personal computer and not allow it to be used by an unauthorised party, which specifically includes anyone who is not an employee of the College. b) Ensure your login code and password are kept secure, and are not disclosed to anyone else.

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c) In the course of carrying out your duties on behalf of the College, you may have access to personal information relating to students, colleagues, contractors, parents or suppliers. The College network must not be used to disclose personal information of another except in accordance with the College’s Privacy Policy or with proper authorization. d) In addition to the above, you should familiarise yourself with the National Privacy Principles (NPPs’) and ensure that your use of email does not breach the Privacy Act or the NPPs. If you require more information the Privacy Act and how to comply, please refer to http://www.privacy.gove.au/publications/npps01.html e) The college retains the copyright to any material posted to any forum, newsgroup, chat or World Wide Web page by any employee in the course of his or her duties.

7.

Distribution and Copyright a) When distributing information over the College’s computer network or to third parties outside the College, you must ensure that you and the College have the right to do so, and that your are not violating the intellectual property rights of a third party.

b) In particular, copyright law may apply to the information you intend to distribute and must always be observed. The copyright material of third parties (for example, software, database files, documentation, cartoons, articles, graphic files and downloaded information) must not be distributed through email without specific authorization. c) If you are unsure of whether you have sufficient authorization to distribute the information, we recommend that you contact the Librarian.

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General a)

The terms and conduct described in this Policy are not intended to be exhaustive, nor do they anticipate every possible use of the College’s email and Internet facilities. You are expected to act professionally and take into account the underlying principles intended by this Policy. If you need clarification in regard to appropriate action relating to use of email or the Internet, you should contact the Head of College.

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