Calrossy Anglican School

From the Heads of Secondary

Positive Engagement framework 

Dear Parents

 

This Term we are trialing a few changes to our Positive Engagement framework (formerly called Behaviour Management Framework). As such, we thought that it was wise to communicate this to parents as well as the student body. Students and staff have been involved in a feedback process already on this during the first half of the year and will do so again during this term. The main changes to this framework are:

  • Introduction of Merit Awards to encourage and praise positive behaviour
  • Further division of the disciplinary levels
  • Further demarcation of consequences in the disciplinary levels

Rationale:

The main reason for these changes is that we are ultimately seeking to create a culture in the school that encourages positive behaviour, while discouraging things outside of our culture. By receiving Merits students see what behaviour is rewarded in the school. 

 

As Bennett (2020) argues “What is rewarded gets noticed”. Furthermore he points out that by awarding merits “The community sees what behaviour is celebrated, and therefore desired. This helps to normalise the expectations, exemplify them in concrete… for other students to aspire to”. Likewise, by laying out in clear terms the results for disciplinary matters there is clarity for students if they step outside of the school boundaries.

 

Working in partnership with, student, staff and parents is an essential ingredient to the success of the system. These positive partnerships acknowledge the essential role of the parent/carer in the engagement and impact of a child’s success at school. 

 

This framework is designed to encourage respectful relationships as this helps to facilitate mutual care and respect amongst staff and students to create a safe and supportive environment that maximises opportunity for learning by:

  • modelling high expectations of behaviour and reinforcing positive student behaviours
  • embedding and modelling the school values of service, selflessness, inclusiveness and integrity as part of our whole school culture
  • developing an awareness amongst students of how their behaviour affects others
  • promoting positive student-student and teacher-student relationships using supportive language, valuing individual differences and treating each other with respect and kindness

A simple outline of the Positive Engagement Framework is below.

We believe that this system will help us build a positive future for all and we look forward to working in partnership with you.

 

Stephen Price and Dianne Cameron

 

 

Bennett, T. (2020). Running the room: the teacher’s guide to behaviour. Melton, Woodbridge, John Catt Publishing p. 269 & 271.

 

Term Three

 

Term 3 will be a busy one for Years 11 & 12, with various “end-of-school” occasions for Year 12 and a variety of leadership happenings for Year 11. 

 

Specifics for Year 12 celebrations will need to include COVID protocols. These details will be provided to students and parents as soon as possible but may need to be flexible.

 

Year 11 will be offered a Leadership Course during Weeks 3 & 4 of this term and will be asked to nominate for leadership positions this week. During the term students will vote and interviews will be conducted to determine the 2022 Year 12 Leaders.

 

Stephen Price and Dianne Cameron