Developmental Management Share Day. College Structure Mini schools – known as Units 120 students & 10 staff per Unit Students stay in the same Unit from.

Developmental Management Share Day

College StructureMini schools – known as Units120 students & 10 staff per UnitStudents stay in the same Unit from Yrs 7 – 10Home Groups

Yrs 7-10 in each HGSame HG teacher for 4 years

Each Unit has a physical locationStaffroom4 general classrooms

College StructureStaff know their students very wellHome Group teachers have overall

responsibility for academic, social & behavioural progress of their students

Good communication between Unit staffWeekly meetingsImmediate chance to discuss students

in the staffroomEmail

Unit Leaders4 Unit LeadersUnit Leaders are Leading Teachers & members

of the school leadership teamUnit Leaders are:

Learning Leaders in the AIZ projectMembers of the school SIGPLT team leaders

Unit Leaders meet weekly to plan & review AIZ progress

Supported by Unit Co-ordinators – class lists, discipline, purchases, etc

Whole school approachFacilitated through Unit structureDriven by Unit Leaders (Learning Leaders)PD delivered at whole school curriculum days

then followed up with Unit PD sessionsConsistent approach – ideas from Unit

sessions brought back to LT meetings; reviewed, modified, consistent approach developed; taken back to Units

Policy implemented in classroomsCreates staff ownership of the process

Classroom Learning PlansPre AIZEach teacher discusses expectations for

behaviour, rules & consequences with their class

CLP is created in consultation with class

Sample CLPExpectations

Respect others / Be polite / Treat others how you want to be treated

Get involved ; help other studentsListen to the teacher & other studentsComplete work on timeBe punctual

Sample CLPRules

Don’t muck around; don’t disrupt other students’ learning

Don’t interrupt the teacher or students; hands up if you have a comment or question

Follow instructions from the teacherNo fights, threats or bullyingNo food in class

Sample CLPConsequences

2 warningsLunch time detentionAfter school detentionPrincipal’s detention

The Process 2008Learning Leaders attended Ramon Lewis PD in mid 2008

The Process 2008All staff met in Units:

Identify 10 most challenging students within each unitWhich strategies work well to manage the behaviour of

these students?Staff asked to identify the Top 5 strategies from this listResponses were collated & compared across the schoolAn agreed consistent approach to classroom

management was produced & documented

The Process 2008Curriculum day with Ramon Lewis – Oct 2008 –

Ramon explained his ideas & strategies to all staff

Further meetings in Units after Ramon’s presentationA chance to discuss Ramon’s ideas alongside our

own approachesStaff adapted the previous agreed approaches,

incorporating Ramon’s ideasThe final product was Thomastown’s document, not

a complete adoption of Ramon’s approach

The Process2009

Ramon visits TSC – April 09Ramon met with selected groups of staff from

across the schoolVisited classrooms to observeMet with Learning Leaders to feed back &

discuss progressReported to a full staff meeting, outlining his

observationsStaff further modified the agreed approach

after discussing Ramon’s observations

The OutcomeStrong emphasis on Rights & ResponsibilitiesDiscussion with class & individual students

focuses on The students’ right to learnStudent responsibility to uphold this right

Posters in each roomOne agreed approach to be used by all staff

Every student has the right to

learn.

Your behaviour affects the learning of other students

Agreed PrinciplesFoster positive relationships with students Emphasize Rights & Responsibilities Encourage students to take responsibility for

their own learning & behaviour.

Make expectations for classroom behaviour clear; CLPs are based on student Rights & Responsibilities.

Agreed PrinciplesRemain calm & in the “adult state” – when

discussing misbehaviour with students draw them into the “adult state” also.

Disruptive students are seeking Attention, Power or Revenge; avoid giving these students attention or engaging in a power struggle.

Be consistent!!

Agreed strategiesUse praise &encouragement

Praise good behaviour, effort & good work, especially from challenging students.

Seating arrangements for classes

Consistent and predictable structure to lessonsStudents know what is expected of themClear short activitiesGet straight to work; little time for kids to start

mucking around

Agreed strategiesReminders followed by predictable

consequences for poor behaviourUse hinting & non-verbal reminders firstKnown scale of consequences – predictable and fairSeries of reminders – students know the

consequence is coming – chance to settleRemoval, followed by discussion with classroom

teacher (not HG teacher, etc)Discussion focuses on student rights, impact of

misbehaviour on others, a plan for next lesson – emphasize responsibility of the student.

Student Behaviour Reflection sheet

Agreed strategiesLatecomers – wait outside until teacher is

ready to accept them in; discuss reason for lateness & disruption to class before allowing them in; enter quietly & begin work immediately.

Special jobs for D studentsGives sense of responsibility and being valuedBuilds on relationships (referent power)

Good ideas

Negotiated curriculum improves engagement.

Varied activities – not just read, write, listen, sit.

Differentiated tasks for varying skill levels.

Student Behaviour Reflection Sheet

You were asked to leave the classroom; please think about your behaviour and answer these questions.

What did you do?What effect did your behaviour have on other students

and/or the teacher?What can you do to improve your behaviour in the

future?What consequences do you think you should receive?

Why?

The futureStaff use these strategies consistently

across the schoolThe effectiveness of the strategies is

discussed regularly in Unit meetings – encouragement, accountability, sharing of practice & self reflection

Modifications to the strategies are made & trialled

Changes are applied consistently across the school