Principal's Report

Student Achievement: Earthwatch Student Challenge

Congratulations to Jarrah Pauli (Year 11, Toner House) and Bindi Hillen (Year 11, Skipper House) who were both awarded a fully funded bursary (for the program and all associated costs) by the George Alexander Foundation (GAF) to attend Earthwatch.

The Earthwatch Program aims to provide young people (Years 10 -12) with hands-on experience in ecological fieldwork through the lens of environmental science and biology. Students spend a week in the Term 3 holidays working with leading scientists studying the boom-and-bust cycles of plants and animals in the semi-arid zone on the banks of the Murray River at Calperum Station (South Australia). Specifically, students engage in a range of ecological data collection tools involving:

small mammal and reptile trapping
vegetation studies and surveys of habitat characteristics
wetland and water surveys
grazing pressure surveys
tree health assessments

Jarrah and Bindi both expressed their excitement at the opportunity to learn new skills and gaining additional work experience in ecology - an area they are both extremely passionate about. On questioning, they indicated that they couldn't wait to "work in such a dynamic and awesome environment, with incredible wildlife and likeminded conservationists".

This opportunity directly aligns with our school value of Environmental Responsibility, and I wish both Jarrah and Bindi an amazing experience and all the best as they embark on this venture.

Our Work

A great deal has taken place at school over the last couple of weeks. A series of information evenings for parents and students in relation to progression into next year: Year 10 Course Counselling Respectful Relationships Program for our Year 8 students, Year 7 Edendale Farm Day, Volleyball Tournaments, as well as continuing our work on recruitment for 2025.

Friday 26 July was the last day of work for one of our Learning Specialists, Maddilyne Baillie, who has left Eltham High School to take up a position in a re-engagement program through an independent provider. I take this opportunity to thank Ms Baillie for her work during the short time that she was with us, and for her contribution to the learning of our young people.

I wish to assure all parents/carers of students in her classes, and the students themselves, that we are working hard to find a replacement to cover these classes. So far, we have managed to cover Ms Baillie’s Year 10 English class and we have advertised for a replacement to cover her Science classes. In the meantime, Ms Baillie has left extensive work and notes for students to continue with their learning under the guidance of some of our most trusted Casual Relief Teachers. We are hoping to be able to employ a replacement in the next couple of weeks.

A Culture of Respect

Staff are working very hard both in and out of the classroom and it is important to acknowledge that irrespective of the challenges, the commitment and persistence of staff is strong and unwavering.

This brings me to the point that everyone has the right to be treated with both regard and respect. Staff, parents/carers and students form a major part of the Eltham High School Community. To this, we add all the community links that we as a learning organisation have established over time.

We all have the right to be treated with respect and as a school we endeavour to continuously role model respectful and inclusive behaviour to all members of our community.

However, of late, there have been some occasions where staff have been confronted with disrespectful, intimidating and, on occasion, aggressive behaviour from students or parents/carers.

We continuously work with our students to remind them of our School Values and to support them to recover from any lapse of either memory or understanding regarding how these values translate into the expected behaviour within our learning environment.

As you are all aware, we engage a restorative approach when dealing with students when, for whatever reason, they deviate from the respectful behaviour that is expected. The structure of a restorative approach allows space for students to identify the consequences of their behaviour and further to this, to identify what consequences may be imposed with the aim of setting things right.

It is our ongoing goal to continue to strengthen the learning partnership with parents and carers. We have demonstrated this over time through a number of initiatives that have been offered including a range of parent/carer forums as well as through student progress interviews, formal meetings (such as Information Evenings), social events (such as Music Concerts and Drama performances), student sport events, and day-to-day interactions.

However, I am concerned that some staff have been faced with some disrespectful behaviour on the part of parent/carers and I wish to make it clear that this is totally unacceptable. Staff have been instructed by me that in a situation where they feel belittled, attacked and/or unsafe, they are to let the person know that they are terminating the conversation or communication and that any further contact should be made with the principal.

Whilst we welcome feedback from parents so that we can always do our best to support all students. We do ask, however, for communication to be respectful.

This brings me to the conclusion, that it is time again to revisit our document “Our way of Behaving ... Defining who we are as a Learning organisation.” I present this to you here.

Our way of behaving... Defining who we are as a Learning Organisation

From time to time people have expressed the view that Eltham High School fails to impose rules and proper discipline, that our students are allowed to do as they like, wear what they like, call the teachers by their first names… Where will it end?

In fact, there is a good case to argue that Eltham High School requires much more from our students than an environment which is strictly controlled by a swathe of rules, one which sets out to rigorously control all aspects of behaviour, appearance and interactions.

The most ‘disciplined and rigorous’ schools, those which demand immediate and unquestioned obedience, actually require minimal choice or thought. Just do as you’re told and you’ll be fine...

Misdemeanors, lapses, failures to obey; all are quickly dealt with according to the prescribed sanctions in a one-size-fits-all view of justice. Come late, answer back, fail to complete homework, speak out of turn, wear the wrong garment (or the right garment incorrectly) and the selected punishment is applied; simple and efficient. Conform, defer, obey, comply.

These systems of rules and punishments serve to bolster hierarchies and authoritarian structures. Unwritten rules, such as ‘No Dobbing’, preserve the pecking order and prevent individuals from speaking up, enshrining a system where bullying is tolerated, rather than breaking ranks across the ‘them and us’ divide between teachers and students.

Young people who come through such systems and have been rigorously trained to depend on external authority in order to regulate their behaviour may never become fully autonomous adults. They may never recognise that they are not able to set their own ethical standards or assess their own actions in the light of their personal set of beliefs.

These adults are reliant on the laws, the church or even peer pressure and popular opinion to tell them how to shape and justify their behaviour. They are ripe fodder for the tribalism of social media, corporate subordination or media manipulation.

‘There’s no law against it’ pretty much sums up this stance, with echoes of ‘Who’s going to know, anyway’ or the inability to take responsibility in the common justifications of ‘Just doing my job, just carrying out orders’. Examples abound in the wider community, where relying on those with authority to set and enforce the rules becomes catastrophic when those in charge are no longer trustworthy. Anyone need some cheap cladding for their home?

What would we like to see in Eltham High School’s Behaviour Management Policy

Do we agree?... That the underlying approach to managing student behaviour must be based on the expectation of active, mutual respect for all... That our students, teachers and parents/carers are expected to demonstrate their respect for themselves and for each other… That lapses of respectful behaviour and differences between individuals or groups are resolved using a restorative approach, which aims to “set things right”.

What defines us? … Our Mission Statement:

“At Eltham High School each person feels safe to be themselves and are challenged to think critically, to work in teams, show leadership and achieve success along many pathways.”

Is the following something that we can agree on?

That at our core remains an unshakeable commitment to encouraging all students to progress at their own pace towards their own goals and to be respected as individuals in their own right; a commitment to our students to be nurtured and challenged in an atmosphere that inspires creativity and independent thinking in all areas of life and does not, overtly or subtly, use competition or punishment to motivate through the fear of failure.
That as global citizens we encourage an awareness of world issues and encourage effort to make a positive difference.
That we believe that education should prepare students to be thoughtful, peace-loving and active citizens of the world.
That Eltham High School will remain a school that puts kindness, compassion and social relationships at the centre of its operations.

Aligned with “The EHS Student” document, our classes will be based on ‘Essential Agreements’ where everyone has the opportunity to shape and modify the boundaries and expectations they will aspire to – and sometimes achieve.

We reject group punishment, accept that all behaviour has meaning and that individuals have very different challenges, dispositions and circumstances.

For many students who transfer from schools or come from families where discipline and punishment are applied with military precision, where authority is absolute, the demands of taking responsibility, managing choices, confronting natural consequences and shouldering the burden of moral agency can be very challenging indeed.

This philosophy implies that we have and will continue to develop, a team of adults who can model, support and challenge our students, each one in their own imperfect way, to becoming autonomous individuals, who can make their own independent, ethical decisions with the courage to question the future society they will create.

Year 12 Formal

The Year 12 Formal was a great success. I congratulate our Formal Committee for the wonderful work they did to make the evening such a great success for all. Furthermore, I congratulate our two School Leaders, Maisie Walsh and Tom Westerman, who acted as MCs for the night.

My congratulations are also extended to the Senior School Coordination Team under the leadership of Amanda Saliba for their work and for the support provided to the Formal Committee. A great night of fun for all.

Student Safety at the Start and End of the School Day

I once again take the opportunity to remind parents/carers of the importance of obeying road rules all the time and especially in the vicinity of the school. I ask you all to be cautious around the children’s crossing and to always follow the guidance provided by the crossing supervisor.

It is important that you are constantly vigilant, watching for students whilst driving on Withers Way and Susan Street during peak times (8:30 – 9:00 and 3:00 – 3:30) and adhere to the speed limit.

I also remind you that the front of the administration building is a “No Standing” area during peak times; and you cannot queue there prior to pick-up. If you arrive early and your child is not standing at your pickup point you are required to drive through the circular drive and enter as many times as needed until your child is there for pick up.

If you have been fortunate to find a parking spot when entering the circular drive, we ask that you reverse park as this will reduce the risk of colliding with a student on their way out of the school as well as with other cars.

It would also be reasonable and sensible for you to reverse park in the parking bays at the front of the school as this will reduce the risk of you backing out onto oncoming traffic when you leave.

Signage already exists in front of the administration area about it being a “No Standing” zone between 8:00 - 10:00 am and 2:00 - 4:00 pm. We are looking at installing additional signage reminding parents/carers to reverse park.

Please be aware that if these measures do not improve safety for our students especially at peak times we will engage with local authorities (Victoria Police and/or Council) to discuss the possibility of increased enforcement of parking restrictions and/or road rules.

I look forward to your ongoing support with this matter.

VINCENT SICARI, Principal