Assistant Principal News Flash

(Excellence in Teaching and Learning)  

Stephanie Di Salvo

Complex Behaviour Support Worker Role

The school has introduced an additional full-time ES role – Complex Behaviour Support Worker which is designed to provide 1:1 support for students with complex social and emotional behaviours. 

The role involves working alongside the teacher to deliver the following interventions: 

• Behaviour Intervention: Develop an ability to understand and manage behaviour whilst considering the impact of their actions on themselves and others.
• Self-Regulation: Build students' ability to understand, manage and regulate their emotions, reactions and feelings.
• Peer Connection: Build an understanding of how to work with and relate to people in the community in a productive manner.
• Re-Engagement: External service engagement to support and consolidate learning within the Flexible Learning Program

Positions are currently advertised on Recruitment Online. 

School Improvement Team (SIT) – Term 3 Updates 

SIT Working Parties 

The SIT is comprised of 4 Working Parties, each represents the Core Elements of FISO 2.0. 

In Term 2 and Term 3, we are still in the ‘Implement and Monitor’ phase of the ‘FISO Improvement Cycle’ whereby SIT members are monitoring and recording progress against their allocated FISO core element and AIP Activities, using the Strategic Planning Online Tool (Tool). The Progress summary of each element will in turn begin to inform the End-of Assessment phase of the cycle, which is completed in Term 4. This information will also be used when we begin to complete the Pre-Review Self-Evaluation (PRSE) which will be completed before our school review in Term 4.

1st and 8th August- SIT - Pre-Review Self-Evaluation (PRSE)

One of the key stages of the school review process is the pre-review self-evaluation (PRSE) which we will complete this term in preparation for the school Review in Term 4. Development of the PRSE is a collaborative process that engages the whole school community in a reflective analysis of the school's performance and practices, including:

• the celebration of highlights leading to improved student outcomes.
• a collective view of the school's performance against the School Strategic Plan (SSP) including enablers and barriers.
• an assessment of the school's practices as measured against the FISO Continua of Practice.

A strong PRSE, where the school has undertaken a deep and rigorous assessment of progress including synthesis of six-monthly self-evaluations of Annual Implementation Plans (AIPs), and the gathering of evidence to support assessments, set the school up for a productive and successful review.

SIT Members will begin the Pre-Review Self-Evaluation (PRSE) journey during the SIT meetings this term. 

Focus Questions will include:

1) Over the past four years, what has my school done well which could be considered a highlight? 

2) What challenges have we faced as it relates to student outcomes? 

3) What enablers allowed us to achieve improvement over the past four years?

4) What possible data sources could be used for the school review?

5) Where can we access the data?