1. Developmental Management Share Day

2. College Structure Mini schools – known as Units 120 students & 10 staff per Unit Students stay in the same Unit from Yrs 7 – 10 Home Groups Yrs 7-10 in each HG Same HG teacher for 4 years Each Unit has a physical location Staffroom 4 general classrooms

3. College Structure Staff know their students very well Home Group teachers have overall responsibility for academic, social & behavioural progress of their students Good communication between Unit staff Weekly meetings Immediate chance to discuss students in the staffroom Email

4. Unit Leaders 4 Unit Leaders Unit Leaders are Leading Teachers & members of the school leadership team Unit Leaders are: Learning Leaders in the AIZ project Members of the school SIG PLT team leaders Unit Leaders meet weekly to plan & review AIZ progress Supported by Unit Co-ordinators – class lists, discipline, purchases, etc

5. Whole school approach Facilitated through Unit structure Driven by Unit Leaders (Learning Leaders) PD delivered at whole school curriculum days then followed up with Unit PD sessions Consistent approach – ideas from Unit sessions brought back to LT meetings; reviewed, modified, consistent approach developed; taken back to Units Policy implemented in classrooms Creates staff ownership of the process

6. Classroom Learning Plans Pre AIZ Each teacher discusses expectations for behaviour, rules & consequences with their class CLP is created in consultation with class

7. Sample CLP Expectations Respect others / Be polite / Treat others how you want to be treated Get involved ; help other students Listen to the teacher & other students Complete work on time Be punctual

8. Sample CLP Rules Don’t muck around; don’t disrupt other students’ learning Don’t interrupt the teacher or students; hands up if you have a comment or question Follow instructions from the teacher No fights, threats or bullying No food in class

9. Sample CLP Consequences 2 warnings Lunch time detention After school detention Principal’s detention

10. The Process 2008 Learning Leaders attended Ramon Lewis PD in mid 2008

11. The Process 2008 All staff met in Units: Identify 10 most challenging students within each unit Which strategies work well to manage the behaviour of these students? Staff asked to identify the Top 5 strategies from this list Responses were collated & compared across the school An agreed consistent approach to classroom management was produced & documented

12. The Process 2008 Curriculum day with Ramon Lewis – Oct 2008 – Ramon explained his ideas & strategies to all staff Further meetings in Units after Ramon’s presentation A chance to discuss Ramon’s ideas alongside our own approaches Staff adapted the previous agreed approaches, incorporating Ramon’s ideas The final product was Thomastown’s document, not a complete adoption of Ramon’s approach

13. The Process 2009 Ramon visits TSC – April 09 Ramon met with selected groups of staff from across the school Visited classrooms to observe Met with Learning Leaders to feed back & discuss progress Reported to a full staff meeting, outlining his observations Staff further modified the agreed approach after discussing Ramon’s observations

14. The Outcome Strong emphasis on Rights & Responsibilities Discussion with class & individual students focuses on The students’ right to learn Student responsibility to uphold this right Posters in each room One agreed approach to be used by all staff

15. Every student has the right to learn.

16. Your behaviour affects the learning of other students

17. Agreed Principles Foster positive relationships with students Emphasize Rights & Responsibilities Encourage students to take responsibility for their own learning & behaviour. Make expectations for classroom behaviour clear; CLPs are based on student Rights & Responsibilities.

18. Agreed Principles Remain calm & in the “adult state” – when discussing misbehaviour with students draw them into the “adult state” also. Disruptive students are seeking Attention, Power or Revenge; avoid giving these students attention or engaging in a power struggle. Be consistent!!

19. Agreed strategies Use praise &encouragement Praise good behaviour, effort & good work, especially from challenging students. Seating arrangements for classes Consistent and predictable structure to lessons Students know what is expected of them Clear short activities Get straight to work; little time for kids to start mucking around

20. Agreed strategies Reminders followed by predictable consequences for poor behaviour Use hinting & non-verbal reminders first Known scale of consequences – predictable and fair Series of reminders – students know the consequence is coming – chance to settle Removal, followed by discussion with classroom teacher (not HG teacher, etc) Discussion focuses on student rights, impact of misbehaviour on others, a plan for next lesson – emphasize responsibility of the student. Student Behaviour Reflection sheet

21. Agreed strategies Latecomers – wait outside until teacher is ready to accept them in; discuss reason for lateness & disruption to class before allowing them in; enter quietly & begin work immediately. Special jobs for D students Gives sense of responsibility and being valued Builds on relationships (referent power)

22. Good ideas Negotiated curriculum improves engagement. Varied activities – not just read, write, listen, sit. Differentiated tasks for varying skill levels.

23. Student Behaviour Reflection Sheet You were asked to leave the classroom; please think about your behaviour and answer these questions. What did you do? What effect did your behaviour have on other students and/or the teacher? What can you do to improve your behaviour in the future? What consequences do you think you should receive? Why?

24. The future Staff use these strategies consistently across the school The effectiveness of the strategies is discussed regularly in Unit meetings – encouragement, accountability, sharing of practice & self reflection Modifications to the strategies are made & trialled Changes are applied consistently across the school