Staff Code of Practice

The staff code of practice for Grey Street Primary School applies to the professional conduct of all teaching and non-teaching personnel in the performance of their duties as governed by the provisions of the Education Act and related regulations, Department and school policies and individual role statements.

The code also acknowledges the Racial and Religious Tolerance Act 2001, which supports racial and religious tolerance and prohibits vilification on the ground of race or religion.

In performing their designated roles all staff will:

Demonstrate a commitment to Grey Street Primary School by

• Being committed to the educational and social values outlined in the school profile.
• Successfully implementing and achieving the School Charter goals and priorities.
• Treating all members of the school community with empathy and respect.
• Recognising the importance of and maintaining positive and effective professional relationships with all members of the school community.
• Participating collaboratively in school decision-making processes.
• Demonstrating the ability to manage and adapt to change.
• Contributing to whole school activities and taking an active role in the school community.
• Presenting a positive role model and demonstrating loyalty and confidentiality.
• Ensuring that personal presentation and behaviour is professionally appropriate.
• Engaging in ongoing personal professional development appropriate to the enhancement of their skills in relation to their role.
• Fulfilling their roles as outlined in the relevant role description statement.

 Maintain positive relationships between staff by:

• Communicating with other staff with openness, honesty and courtesy
• Establishing positive, effective and professional relationships with other staff, fostering a team approach throughout the school.
• Respecting the need for confidentiality as appropriate.
• Demonstrating a commitment to the role of teams in the operation and management of the school.
• Participating in consultative decision-making process.
• Sharing professional knowledge, expertise and ideas with other staff.
• Actively and positively participating in a range of school decision making forums and demonstrating commitment to the outcomes.

Develop positive relations with students by:

• Ensuring that the classroom and school environment is safe, caring and purposeful.
• Teaching according to the school’s approach to the acquisition of literacy and numeracy skills.
• Maximising effective teaching and learning time within structured class programs.
• Treating all students equally and value them as individuals.
• Recognising that all students have the capacity to learn and be taught.
• Having an understanding of how students develop and learn.
• Recognising and cater for individual student differences, backgrounds, abilities and learning styles.
• Promoting high but achievable expectations for all students.
• Monitoring and assess students continuously using a variety of techniques within the school’s assessment policy, including teacher collegiate moderation processes.
• Reporting to students and parents in a meaningful, clear and accurate manner in accordance with School Council policy and practice.
• Managing student behaviour and welfare in strict accordance within the school’s stated policy and practice.
• Working cooperatively to implement the Student Code of Conduct.
• Providing positive and appropriate role models for students.
• Promoting self-esteem, confidence and self-worth among students and encouraging student achievement.

Demonstrate involvement in the wider community by:

• Encouraging parental and wider community involvement in school programs and activities.
• Supporting a culture of cooperation, treating all members of the school community and visitors with respect and courtesy.
• Promoting a positive image of the school to students, parents and the wider school community.
• Participating in the work of School Council, sub-committees and professional networks as appropriate.

As part of a team responsible for providing high quality programs focused on meeting the needs of all students with a positive and supportive environment, teaching staff will:

Plan teaching programs that:

• Display knowledge of and a commitment to the implementation of charter goals and priorities, curriculum policies and DE&T initiatives, to achieve improved student outcomes.
• Demonstrate an understanding of how students develop and how they learn.
• Recognise and respond to individual differences and learning styles.
• Foster self-esteem, independence, responsibility and mutual respect.
• Incorporate strategies for purposeful, ongoing assessment as means of monitoring individual student progress.

Apply teaching strategies that:

• Build upon student experiences, interests and needs.
• Link theory to practice.
• Foster communication and cooperative learning.
• Provide opportunities for students to be risk takers, to apply their own ideas and skills, to find solutions and learn from errors.
• Recognise and utilise home-school-community links in supporting student learning.
• Recognise that students should be actively involved in and take an increasing responsibility for their learning.
• Offer students opportunities to celebrate success and encourage the effort of persistence.
• Recognise that all students have the right and the capacity to learn in a safe and caring environment.
• Demonstrate a commitment to ongoing professional learning.

Create a learning environment that supports learning whereby:

• The self-esteem of all students is promoted through the recognition of achievement.
• All students feel safe and secure.
• Excellence of achievement and learning is encouraged.
• Classroom management practices are consistent with the Pupil Management Program.
• The amount of time in which students are productively engaged in learning is maximised.
• Parents are encouraged to support their child’s learning.
• Student learning is purposefully and progressively monitored and appropriate feedback provided.
• Students are encouraged to strive towards achieving their personal best.

 

 

Student Code of Practice

 

Rationale

Our school community is committed to developing an educational environment that is friendly, safe and supportive, where students are able to take full advantage of their educational opportunities.  This learning environment will allow the development of a positive self-esteem where all students will learn to behave responsibly so they can add value to their own learning and that of others, by working and playing together in a cooperative way.

Our school has agreed to regularly and consistently acknowledge students who are choosing responsible behaviour as well as implementing a whole school approach, which aims to encourage all students to show responsible, respectful and cooperative behaviours.  It is our belief that this approach has assisted in the development of a supportive and safe learning environment based upon mutual respect and cooperation at Grey Street Primary School.  Students and teachers have responsibilities to ensure behaviour is at the expected high level to maintain our positive school culture.

The Code of Conduct is based on the following principles:

• All students have the right to be safe.
• All students have the right to be treated with respect.
• All students have the right to work and play without interference.
• All students should be encouraged to be polite, courteous and well mannered.
• All students will be encouraged to have pride in their school and community.
• Teachers should expect to be able to teach in an atmosphere of order and cooperation.
• Parents are encouraged to support the school in its efforts to maintain a productive teaching and learning environment.
• Principal and staff have an obligation to implement the Code of Conduct fairly, reasonably and consistently.

 

At Grey Street Primary School, students are responsible for consistently demonstrating:

• Cooperative and considerate behaviours that show respect for the rights of others.
• Safe behaviour by always following the teacher’s directions.
• Respect for others by listening and considering another’s point of view and working at school without distracting students from their work of teachers from their teaching.
• Appropriate conflict resolution skills, which show respect for others.
• Honesty at all times.
• Acceptance of all members of the school community regardless of differences in gender, race, religion, beliefs, ability to learn, physical appearance or disability.
• Care and respect for property belonging to themselves, others and the school.
• Diligence in completing all required individual and group learning activities to the best of their ability.
• Clear communication between the school and home by ensuring all letters, notices and newsletters are taken home to parents.

It is recognised that there will be occasions when it will be necessary to establish temporary rules to ensure the safety and uninterrupted education of students.

Students have the opportunity to have input into developing classroom rules, which will be based on philosophy of the general school rules.  All parents and students will receive a copy of the Student Code of Conduct to sign and return to school.

Classroom consequences, which have been negotiated between teachers and students, may need to be reviewed during the year.

Acknowledgement and approaches to promoting positive student behaviour:

Our school acknowledges that a consistent and positive approach to behaviour management will be developed through the following strategies:

• Positive reinforcement to develop self-esteem and foster appropriate behaviour (eg verbal praise, encouragement, certificates and rewards).
• Classroom rights and responsibilities outlined and a series of consequences related to student’s behaviour, clearly stated and understood by students and teachers.
• Providing exemplary supervision within the school environment.
• Working in partnership with parents in relation to discipline matters through regular communication.
• Establishing support groups with parents or teachers to address issues of mutual concern.
• Awareness of the Racial and Religious Tolerance Act (2001), which makes it unlawful for students to vilify other students and teachers on the grounds of race or religion.

Given that the students understand the school rules and logical consequences that result from breaking these rules, sanctions may be applied where required.

When minor breaches of the Code of Conduct occur, sanctions and consequences may include:

• Warning followed by discussion regarding student’s behaviour.
• Removal from the classroom for time out.
• A special program to reinforce a concept or school rule.
• Accompanying a duty teacher.
• Written/verbal apology.
• Withdrawal of privileges based on logical consequences.
• Informal communication with parents.

When major breaches of the Code of Conduct occur, sanctions and consequences may include:

• Development of an individual behaviour management agreement and plan.
• Period of detention – school hours.

• Period of detention – after school hours.
• Referral to other support agencies such as a Student Welfare Officer.
• Exclusion from events, excursions and camps.
• Out of school suspension according to DE&T guidelines.
• Placement in an alternative setting.
• Expulsion in line with DE&T guidelines.

The Principal will decide in consultation with relevant staff members when a student is to be suspended.  If a student’s behaviour is of such a serious nature that suspension is inadequate to deal with that behaviour, the Principal has the authority to permanently exclude a student from school.

All extreme behaviour is dealt with in accordance with the relevant DE&T guidelines, which define the following behaviours as serious breaches of school rules and could result in suspension or expulsion when a student:

• Behaves in such a way as to constitute danger to the health of any staff member, student of any other person assisting in the conduct of school activities.
• Commits an act of significant violence or causes significant damage of destruction to property, or is knowingly involved in theft of property.
• Possesses, uses or deliberately assists others to use illegal drugs or substances prohibited by the DE&T.
• Fails to comply with any reasonable and clearly communicated instruction of a teacher/staff member.
• Consistently behaves in a manner that interferes with the educational learning opportunities of any other student of students.
• Behaves in a way that threatens the good order of the school’s program or facility.
• Engages in unacceptable discriminatory behaviour or harassment of another person based on gender, race, colour, ethnic origin, marital status, the status of being a parent, religious beliefs, political beliefs, or physical disability or impairment.

 

School Council Code of Practice

The council of Grey Street Primary School acknowledges that it operates within the Education Act and Regulations.

Within these regulations and guidelines Grey Street Primary School Council has resolved that it will observe the following principles and operating procedures.

Guiding Principles

Decision Making

• The education, safety and wellbeing of all students will be the primary consideration in decision-making.
• Decisions will be made within the framework that is consistent with the goals and priorities of the School Charter.
• Decisions of School Council will be transparent and open.

 Relationships with Principal and Staff

• Councillors will maintain strict confidentiality on discussions relating to employees, students and other matters as determined by the council.
• School Council will respect the right of the Principal to implement policy appropriately.
• Councillors will promote a positive and loyal view of the school, it’s charter, it’s administration and it’s staff.
• School Council will operate with the support and advice of Sub-Committees, in particular Finance, Fund Raising, Policy and Curriculum, Buildings and Grounds, Public Relations and any others as deemed appropriate.  Sub-Committees will have the responsibility for developing draft policy relevant to the area, particularly for the stated goals and priorities in the School Charter and for monitoring the progress of Charter implementation.  All decisions of Sub-Committees will be submitted to school council to be approved.
• School Council will actively support school activities.

Internal relations within the Council

• Members of the School Council will be kept informed regarding their responsibilities, current school practices and DE&T policies and directions.
• Members of the School Council will develop positive and effective relations, treating each other with respect.
• Members of the School Council will be encouraged to participate and contribute their individual skills and abilities.
• Disagreements will be resolved within the council cooperatively and democratically.

School Council will meet at least twice per term or as otherwise deemed necessary.

 

Principal Class Code of Practice

 

The principal is accountable for the overall management and development of the school within states wide Guidelines and Government policies.

At the same time, the Principal, as executive officer of the School Council, must ensure that adequate and appropriate advice is provided to the council on educational and other matters, that the decisions of the council are implemented and that the adequate support and resources are provided for the conduct of Council meetings.

The role of the Principal is to lead and manage the planning, evaluation and improvement of the education for all students in the school through the development of resources provided by DE&T and the school community.

The Assistant Principal is directly responsible to the Principal.  Within the framework of the school’s Leadership/Consultative Team, the Assistant Principal is expected to contribute significantly to whole school management across all designated areas.  The Assistant Principal will have responsibility for specific key areas of whole school management.

In performing their designated roles the Principal Class will:

Provide Leadership by

• Articulating and supporting a vision for the school.
• Working with the school community to develop goals and priorities that will translate into continuous improvement in student performance.
• Modelling high-level interpersonal skills, providing a positive example to all members of the school community.
• Facilitating improvements in the Staff Opinion Survey.

 

Provide effective management by

• Meeting specified accountability requirements.
• Ensuring that resource management, finance, organization and administration of the school support the achievement of the school’s goals and priorities.
• Implementing consultative decision-making processes.
• Supporting the development and operation of teams as a management structure.
• Ensuring that roles and responsibilities are clearly articulated and understood.

 

Maintain positive relations with staff by 

• Being accessible to staff.
• Providing staff members with regular feedback informally and through a clearly articulated performance management process.
• Ensuring an effective, safe and harassment free work environment.
• Encouraging and supporting the professional development of all staff members.

 

Develop positive relations with students by

• Being accessible to students.
• Communicating regularly with students both formally and informally.
• Implementing the Students Wellbeing and Discipline Policies fairly and consistently.
• Encouraging and fostering a safe, secure, harassment free, caring environment for all students.

 

Actively engage the broader community by

• Being accessible to parents and other community members.
• Encouraging parent involvement in and commitment to supporting the learning of their children.
• Facilitating opportunities to promote the school in the community.
• Building and maintaining relationships and networks with other schools, education providers and community agencies.
• Demonstrating contribution to a professional culture of collegiality, peer interaction, continuous learning and commitment to excellence.

 

Community Links

 

At Grey Street Primary School, we believe that we are members of a wider community and as such, we value a close and co-operative partnership between students, staff, parents and other community members.  This partnership requires that all members act in collaborative and responsible manner.

Our school relies on close collaboration with community members.  In particular we rely on our community to:

• Actively participate in the school’s programs, policy development and reviews.
• Work co-operatively to achieve the school goals.
• Provide feedback and advice on school programs.
• Share responsibility in supporting children in their learning and behaviour.
• Support school procedures and policies and abide by health and safety regulations.
• Foster a positive image of the school.

The local community provides valuable resources for our school in the form of:

• Advice and expertise to School Council.
• Knowledge, skills and experience to support our educational programs.
• Assistance with the maintenance of school facilities and grounds.
• Financial assistance through donations, sponsorships and support of fundraising activities and events.
• Providing venues, which enable students’ work to be displayed and showcased.

Our responsibilities to community are to:

• Share our facilities when appropriate.
• Welcome visitors, treat them with respect and show our appreciation to them.
• Co-ordinate and monitor requests to the community.

 The school expects that parents, visitors and members of the community using our facilities will:

• Treat the students, staff and school facilities with respect.
• Observe confidentiality when participating in school programs.

The school will keep the community informed of its programs, activities and achievements through:

• Weekly newsletters to parents.
• Regular items in local newspapers covering special events and achievements.
• Publication of special booklets.
• Representation on local networks.
• Sub-school memos
• Informal and formal reports on student progress.