1. RAMON LEWIS Developmental Management Share Day Reservoir West Primary School

2. Reservoir West Primary School is one of a number of schools within close proximity of each other serving the Reservoir community. Eighteen different languages are present in what is a socially, economically and culturally diverse community. These languages include English, Arabic, Cantonese, Macedonian and Somali. The proportion of families in receipt of the Education Maintenance Allowance is 0.380, a figure that has remained stable since 2003. The school has a Student Family Occupation index of 0.6328 in 2009. Current enrolment from Prep to Year 6 is 232.4 students. The school is in the midst of a major redevelopment program. Stage 1, comprising a new library and a six-classroom Learning Area was completed in Term Three, 2007. Stage 2 which commenced in September, 2008 will be completed at the end of 2009. Stage 2 comprises of a new Administration wing, a second GPC wing and a Gymnasium which incorporates specialist learning areas and a canteen.The staff are looking forward to utilising the new facilities in ways that fully express their emerging philosophy of learning, teaching, curriculum and assessment.

3. Future direction...... Learning areas A fresh start

4. Future direction....... Linking learning areas

5. Why Ramon Lewis? Although our primary focus with AIZ has been on Literacy we were interested in what Ramon had to say regarding behaviour management. We believed he had ideas that our staff could incorporate into this area. As a school we are committed to a positive approach towards all aspects of children’s learning and development. Our behaviour management plan supports our school values.

6. Why Ramon Lewis? Could Ramon’s philosophy on behaviour management - a framework created of rights, responsibilities, different approaches to behaviour management bring about further improvements in this area?

7. A school perspective........ Results of the 2009 Student Attitudes to School Survey and Staff Opinion Survey were notably high scores for student connectedness and perception of teachers.

8. 2009 Government School Performance Summary

9. A school perspective.......... These results are indicative of the group of students we have at Reservoir West Primary School. Most of the student are A or B. There are a small number of C students across the Prep-6 classes. There are no D students. These results are also indicative of staff commitment to focusing on developing positive relationships with students. These results are excellent given that: Construction work has placed pressure on students adaptability both in the classroom and in the playground. Students have had to move classrooms mid-term sometimes this has occurred more than once. Where students have been placed has not been conducive to learning – construction noise, room alterations.

10. A school perspective........ Most students respond to positive behavioural management strategies. Staff have built positive relationships with students based on mutual respect. Foundations are in place we needed to align our thinking. As a staff we wanted to ensure student learning was continuing to be enhanced to improve positive relationships. As we would be operational as a new school in 2010 it seemed appropriate to review our behaviour management in line with this. Ramon was to provide the vehicle for us to do this. This would provide an opportunity to - re-establish code of conduct for student management - individualise playground rights - maintain restorative practices

11. Actions Reviewing current practice. Embedding practice into own classroom. Trialled on a C student successfully. Providing professional development on strategies and activities to staff. Staff showed interest and were prepared to take it on board. Staff discussion with Ramon Lewis throughout visit to school. Providing ongoing professional support to teachers.

12. Actions Procedure for staff to follow when responding to student misbehaviour that aims to support and improve positive relationships PATHS program – correlates. Focus is action-based not result-based – focus for 2010. Teachers bring with them a considerable understanding of the needs of students in their class and they use this information to focus on behaviour management strategies. Development of agreed framework of rights and responsibilities. Effective discipline is leading, guiding, encouraging and instructing children within a framework of rights, responsibilities and rules.

13. Learning applied in practice Focus has been on building a staff communal responsibility focusing on all students in Prep-6. Behavioural management as a means to an end. The focus is on ‘teaching’ not ‘discipline’. Increase in the use of ‘positive’ language. ‘Teacher speak’ is a little different – speaking about rights and responsibilities. Staff willing to participate in professional development focusing on a range of practices intended to improve positive relationships. Follow-up and follow-through is consistent. More team work comparing notes of what worked, making and offering suggestions, more open to suggestions by others. Wider support from peers, parents, administration. Majority of staff taking personal responsibility for following up student management issues.

14. Learning applied in practice Students taking ownership of their own behaviour and accepting consequences of their behaviour choices. Students are better at respecting the rights of others. Creating a balance. Greater communal responsibility – children will comment to one another to bring about positive behaviour.

15. Learning applied in practice Follow through into specialist areas and into the yard. There is positive management of student behaviour – students taught assertiveness. More consistent approach to agreed classroom behaviour. Fewer students in time-out/detention. PATHS program which correlates to positive student behaviour and responsibility.

16. Learning communities Prep/One learning community

17. Evaluation Teacher survey Cases information. Annual Report Data Student absence information. Surveys on social skills. PATHS surveys Record of classroom behaviour and yard behaviour Time-Out/Detention

18. The way forward....... Whole school planning for 2010. Collecting data to see if progress is being made through survey, interviews and observations. Prepare and display posters on rights and responsibilities and displaying them prominently in both written and visual form in the classroom and the yard. Focus on student engagement related to E5 model. Operate effective programs to enhance the academic success of all students. Clearly stated, consistently implemented, school behaviour management plan which encourages students to make choices and accept responsibility for their own behaviour. Continue to incorporate concepts of personal identity, roles, expectations, responsibility, relationships through the school curriculum. Continue to develop communal responsibility over time. Maintain and enhance PATHS program.

19. The way forward....... Continue to utilise positive recognition strategies to enhance classroom and yard behaviour. Student welfare professional development. Booklet on rights & responsibilities sent home and discussed and reinforced at home. Prepare Behaviour Modification Plan for students who require behaviour counselling. Align with Student Engagement Policy.

20. Moving forward with school improvement “There are many paths to the top of the mountain but the view is always the same.” [Chinese proverb] Picture: www.inspirationfalls.com