Thursday, November 22, 2007
Wednesday, November 21, 2007
- School Wide Systems - Current Status
- School Wide Systems - Priority for Improvement
- Non Classroom Setting Systems - Current Status
- Non Classroom Setting Systems - Priority for Improvement
- Classroom Systems - Current Status
- Classroom Systems - Priority for Improvement
- Individual Student Systems - Current Status
- Individual Student Systems - Priority for Improvement
Sunday, November 4, 2007
Some of the key points taken from the reading include:
• Leadership is about relationships
• Key qualities of effective school leaders:
- Emotional intelligence (personal)
- Emotional intelligence (interpersonal)
- Intellectual abilities
• Leadership is about first and foremost ideas (Sergiovanni – 2006)
• The processes of change
• Communicating values and expectations
• Staff wellbeing
• Leadership Style
• Power and influence
• Inter and intrapersonal competencies of school leaders
• Being positive
“… having a system where all students learn, the gap between high and low performance becomes greatly reduced and what people learn enable them to be successful citizens and workers in a morally based knowledge society.”
Friday, November 2, 2007
- Student Wellbeing
His research shows that student wellbeing means involving students in the learning agenda and in self assessment. As teachers we need to allow students to achieve and then praise them. The creativity of students should be just as important as Literacy. This idea is similar to our own agenda. We have seen a decline in student misbehaviour which we can generalise to be because of:
- The implementation of Positive Behaviour Support and
- Engaged Learning Environments.
Thursday, September 27, 2007
Wednesday, September 26, 2007
- Bullying: education of community
- Values Education: Federal Government Initiative
To enable us to develop the next part of our action plan we will need staff to complete the same survey that was completed at the very beginning of our journey with Positive Behaviour Support. This will be necessary for two reasons:
- To monitor growth and change in original data collected; and
- To develop the next action plan which will take us through the next 18 months - 2 years.
- The children are more engaged, particularly in the primary years, through classroom and structured playground activities i.e handball competition.
- The children are more responsible in accepting their behaviour and are aware when mistakes are made.
- Teachers are consistent with the warning, pre first bell, and children know that play is coming to an end. They, therefore, move to their lines easily and quickly having had the time to complete their games.
- The acknowledgement and understanding of school expectations through the rules and the expectations matrix have helped to develop consistency of expectation.
Morning duty: becomes difficult when duty teacher is the only teacher on playground with whole school
- teachers need to be out on the playground on time
- students need to be reminded that they are not to leave the basketball court once they have arrived at school
- parents need to be reminded to leave the playground once they have dropped their child/ren off
- all ball games need to cease when first bus arrives
- possibility of having a 5 minute warning bell - more so for teachers - to ensure that the duty teacher is supported by those who are available
Tuesday, September 25, 2007
In God we trust ...
All others must have data!
Well we knew something was happening out on our playgrounds and the data, thanks to mir the data is now in. Some very interesting results.
The following shows the data recorded in weeks 1-9:
- 55 student names were recorded;
- 39 students with single 'offences' occured;
- 13 students were recorded twice;
- 2 students were recorded three times; and
- 1 student was recorded four times.
It seems that the most common reason for recording of student names in this time was inappropriate play as well as "other". This is where the categories on the data sheets didn't quite fit.
Tuesday, September 11, 2007
There are some things that we need to address as a school these include:
- explicit teaching and learning of bullying with children;
- creating an informed parent body around bullying;
- closely looking at our Personal Development units/programs and ensuring that they align with the local school situation; and
- the continuing application of values education across the school.
Sunday, September 9, 2007
This short video highlights the relationship that is needed between student and teacher to enable a positive outcome for all. The scene is one that many teachers know. The message that Mr Mali creates here is excellent as it tells us that our job as teachers is to encourage students beyond what they ever believed they could do. He uses the same belief as our principal - the head and the heart. Strong minds and gentle hearts is what we're on about with PBS at HFS. Over the last 2 years we have created a community grounded in three very explicit yet simple rules:
- I respect myself
- I respect others
- I respect the environment.
Perhaps it is rules similar to these that Mr Mali and his students operate out of?
An action plan was developed with the aim to:
- review current the Behaviour Management Plan of the school;
- build a positive school climate through:
- academic engagement and achievement;
- the active teaching and encouragement of respectful and responsible behaviours
- a continuum of Positive Behaviour Support to all students.
Positive Behaviour Support is an approach for improving the school climate. It provides support for intervention programming for students with high risk behaviour. PBS is comprised of a broad range of systemic and individualised strategies for achieving important social and learning outcomes while preventing problem behaviour with all students. PBS uses data to create direction for behaviour support.
PBS is grounded on four key elements:
- Operationally defined and valued outcomes
- Behavioural and biomedical science
- Research valued practices
- Systems change to both enhance the broad quality with which all students are living/learning and reduce problem behaviours.