Glen Eira College
Inc Glen Eira Language Centre
Student Engagement
and
Inclusion Policy
Produced in consultation with the college community
To be read in conjunction with
Student Engagement and Inclusion Guidance –
The Student Engagement Policy
2014
Principal: Sheereen Kindler
School Council President: Rhonda Brooks
Table of Contents
Section 1: School Profile Statement ……………………………………………………………………..page 3
Section 2: School values, philosophy and vision Statement………………………………………………………………………………………..…………..page 4
Engagement strategies across the whole school
1. School Wide 2. Targeted 3. Individual……………………………………………………….……....page 5 -9
Section 3: Rights and Responsibilities…………………………………………………………………….……………………….page 10
Student Code of Conduct …………………………………………………………………………………page 12
Policy to Counter Bullying……………………………………………………………..………………. …page 14
Policy to Drug Education……………………………………………………………………………………………………page 17
Section 4: Shared Expectations………………………………………………………………………….page 18
Section 5: School Actions and Consequences ………………………………………………………...page 23
References
Student Engagement and Inclusion Policy Guidance
http://www.education.vic.gov.au/school/principals/participation/Pages/engagepol.aspx
Calmer Classrooms resource
http://www.ocsc.vic.gov.au/downloads/calmer_classrooms.pdf
School Accountability and Improvement Framework
http://www.education.vic.gov.au/management/schoolimprovement/accountability/default.htm
Disability Standards for Education http://www.education.vic.gov.au/healthwellbeing/wellbeing/disability/handbook/legislation.htm
Safe Schools
http://www.education.vic.gov.au/healthwellbeing/safety/bullying/default.htm
http://www.education.vic.gov.au/healthwellbeing/safety/bullying/cyber/default.htm
http://www.education.vic.gov.au/management/ictsupportservices/default.htm
Charter of Human Rights
http://www.education.vic.gov.au/studentlearning/programs/multicultural/tchhrcharter.htm
Equal Opportunity Act http://www.education.vic.gov.au/hrweb/divequity/eeo/legislat.htm
Education and Training Reform Act 2006http://www.education.vic.gov.au/about/directions/reviewleg.htm
Section 1: School Profile Statement
Glen Eira College is a 7 – 12 coeducational college of approximately 520 students located in Caulfield which welcomes students from local suburbs, wider Melbourne and from overseas.
While most of our clientele comes from the local area, we also attract students from far afield to our innovative French program. Our exceptionally strong ESL program means that we have a rich multicultural stream as well. In fact more than 70% of our students speak languages other than English at home: representing over 35 language and cultural groups. In addition, we host the Glen Eira English Language Centre, a federally funded centre offering intensive English language tuition for new arrivals between the ages of 12 and 18.
The college offers a traditional, academic approach with firm discipline in a friendly environment with a rich and varied extra-curricular program. As well as our focus on academic rigour and study skills, we have also been focusing on the development of our Music and Performing Arts areas. A broad VCE program includes VET, Pathways and University Enhancement Courses and prepares students for tertiary studies. The college runs a highly successful enrichment and acceleration program: ACE (Acceleration, Challenge, Excellence) following which, students can “fast-track” into VCE and access the university enhancement programs. Our college is recognised in the community for its language program, particularly in French where we offer three avenues for study; LOTE, Immersion and CNED.
The college is proud of its extra-curricular offerings. There is a vast array of lunchtime clubs and activities including Radio Club, Book Group, Computer Club, Drama Club, Chess Club etc. As well as this, our Student Leadership program includes an active SRC, Year 12 executive, House Leaders and School Captains.The college has produced several large scale musical and dramatic performances over the last few years.
We aim to provide a challenging, supportive and dynamic learning environment that engages students of all abilities to achieve their personal best in an atmosphere of mutual respect and co-operation. The school has a well-established student wellbeing team led by our Student Wellbeing Leader. Support personnel involved include a nurse, guidance officer and integration aides. Popular camps are held for all year levels as well as motivational and positive behavioural programs across the school. The entire teaching staff is involved in our Team pastoral care program.
Glen Eira College is part of the SAGE (Stonnington and Glen Eira) network. This network comprises a range of SES and NESB schools from the very affluent to the very disadvantaged. It also includes a community school, a school for autistic children and a special developmental school while being nestled amongst wealthy independent schools. The network is committed to taking a joint approach on the enrolment of students at risk or with special needs and is also working collaboratively to improve attendance and numeracy outcomes across the network.
Glen Eira College links with the community to provide a depth of extra curricular activities and leadership opportunities for students and encourages outstanding performances in the areas of leadership, academic achievement, sport, performing arts, debating, cultural and artistic achievement. Our students are actively engaged in decision making within the school community and the college places high value on the expertise of our teachers and the role of parents as partners in learning. Our school council comprises a highly motivated and committed group of parents and staff who work collaboratively for the good of the school and its community. Parents have been integral to the growing community focus of the school.
The facilities and buildings are excellent and comprise a three storey core building, immaculately maintained, with an attached new 260 seat theatre and Performing Arts Centre. On the opposite side of Booran Road, our large gym and other sporting facilities are located. The extensive and highly effective computer network, together with strategically positioned technopods, ensures student access to global technologies from all classrooms.
Section 2: Whole School Prevention Statement
The foundation of our positive school culture is the active participation of all members of the school community so they feel valued, safe and secure; are provided with meaningful opportunities to contribute to the school; and have every opportunity to meet their personal and educational potential. A key component of the College’s approach to prevention is teaching positive behaviours and the use of logical consequences to address appropriate and inappropriate behaviours.
The College Council and leadership team regularly consults with students, parents/carers, support organisations such as Headspace School Support Program which works closely with principals, school wellbeing staff, teachers, allied health professionals and other key stakeholders to appropriately plan for and respond to incidents of suicide or attempted suicide. Headspace School Support works alongside existing emergency management protocols to ensure the best possible outcomes for students and the broader community to ensure we are responsive to student’s social, emotional, learning and cultural needs.
Student voice is encouraged through the Student Representative Council and the Year 12 Executive, formulation of classroom expectations, various student forums and the school council. Students have many opportunities to provide input into their learning and physical environment providing them with a sense of ownership which allows them to feel safe and supported in their College. The College continues to build on the opportunities for our students to take on meaningful responsibilities both within the school and the broader community. Our positive school culture is also predicated on student engagement being the basis for learning. To support this aim the College leadership team is actively engaged in developing classroom practice to ensure that our pedagogy and curriculum engages all students by recognizing their diverse learning needs. Effective teaching, inclusive and engaging curriculum and respectful relationships between staff and students is promoted through professional learning teams that encourage innovative pedagogy, supported by the college’s instructional model named SABRE (Starter, Learning Aim, Body, Review and Evaluation).
Student Support in the College
Principal and Assistant Principal
The Principal and Assistant Principal form a management and administrative team, responsible for implementing Government policy and for the delivery of a comprehensive curriculum.
The Principal and Assistant Principal:
• have overall responsibility for matters of student support and discipline,
• provide links with all external agencies in the community,
• are a source of advice and counselling complementary to the structure outlined below.
Sub School Leaders
The primary focus of the sub school leaders is to develop proactive policies and practices which will enhance the learning ethos, student discipline, student pride, student leadership and lead to better student outcomes in both achievement and wellbeing. Sub school leaders:
· foster a positive learning ethos and culture of high expectations, challenge and engagement in their sub-school
· coordinate the year level co-ordinators to ensure accurate recording and consistent management of student discipline procedures
· work with the team teachers and wellbeing coordinator to further enhance positive outcomes for students
· work with the Teaching & Learning Leader, Professional Development Coordinator and KLAs to foster inquiry into curriculum and program initiatives relevant to specific age cohorts with a view to ongoing improvement of curriculum delivery
Year Level Co-ordinators
Year Level Co-ordinators are the main point of contact for liaison between home and school. They:
· are responsible for the support and discipline of students in their year level
· organise year level programs
· monitor students’ classroom progress
· assist students who are having either school-based or personal problems.
Student Wellbeing Leader
The Student Wellbeing Leader provides assistance to students in many areas and is available for confidential discussions and assistance with school, family or personal concerns of problems. Student and parents should advise the Student Wellbeing Leader of particular circumstances which could affect a student’s well-being, health or school performance.
The Student Wellbeing Leader:
· liaises with services outside school such as counsellors, youth workers, court officials, Community Services of Victoria, police officers and medical centres,
· is there to listen when students need to talk to someone about themselves, school, home or friends,
· provides a confidential and non-threatening environment to assist students to solve problems,
· assists in completing all forms, such as Youth Allowance and Education Maintenance Allowance,
· provides assistance to families who are experiencing difficulty meeting costs associated with uniform, books, excursions.
Year Level Teams
Teachers and education support staff act as ‘mentors’, for a team of students in a year level that they are most closely associated with. They will meet daily for a 5 minute team assembly. One day per week this meeting will be extended to a 23 minute session.
Team teachers assist in monitoring student progress in partnership with the Year Level Coordinator and classroom teachers. They focus on building relationships within their team, and work with the YLC and other staff to build strong, positive relationships across the whole year level.
Engagement Programs in the College
Glen Eira College has a range of Engagement programs that fall under the following headings; universal, targeted and individual.
Universal
Attendance
Glen Eira College is committed to supporting all students to achieve high attendance rates and understands that regular attendance is a key to engagement and maximizes every student’s ability to learn and our teachers ability to teach effectively. Students with poor attendance are at risk of not achieving their educational, social and psychological potential and are disadvantaged in the quality of choices they are able to make in later life situations. The College has an attendance officer to ensure that student attendance is monitored effectively in ‘real time’. The College uses ecases electronic roll marking and is marked by teachers each lesson.
All students, Years 7 – 12, are to attend the daily team meetings at the start of the day.
A minimum of 90 per cent attendance is expected from all students at all timetabled classes, assemblies, support sessions and other college endorsed activities. Students are encouraged to make appointments outside scheduled class times.
1. Lateness to timetabled classes and activities is unacceptable. Consequences for lateness will apply.
2. During recess, lunch time and private study periods, all students are required to remain at the college. Students, who need to leave the college during the school day must have parental consent and obtain an Early Leaver’s pass from their year level coordinator before signing the early leaver’s book in the general office.
3. Year 11 and 12 students may be permitted to leave the College at lunchtime if they do not have scheduled classes after lunch but they must sign out.
4. Participation in authorised excursions, sporting teams, performances, instrumental music and college extra curricular activities is encouraged and is not counted as an absence. It is the responsibility of students to consult with the teachers of any classes missed to ensure they catch up with work set.
5. Absences will be approved when a written explanation from a parent or a medical certificate is provided on the day of the student’s return to school. Notes should be given to the General Office. It is the college’s prerogative to determine the legitimacy of any explanation.
6. Regular attendance is necessary for successful assessment. Where a student has completed work but there has been a substantial breach of attendance requirements, the student may be awarded an unsatisfactory result for a unit or assessment task.
7. A student whose attendance is affected by periods of prolonged illness or other circumstances related to their personal situation/environment may apply to the sub school manager for special provision. Supporting documentation will be required (for example, medical reports and reports from social workers). Students are advised to do this as soon as they become aware that their attendance maybe affected. Parents / guardians must notify their student’s teachers in advance when an absence of any period is planned. Students will be required to complete the work that they will miss.
8. Where a student’s attendance is at risk of falling below the minimum 90 per cent requirement and they are not eligible for special provision, an appropriate action plan will be negotiated between the school and the family.
9. Ongoing unexplained absences will be reported to DEECD and a range of reengagement programs will be accessed
NB:
1. Students out of class during the lesson need to carry their planner and have the pass signed by the classroom teacher.
2. Students late to school (prior to 9.15am) report to the Assistant Principal (positioned at the student entrance doors) for a late pass. After 9.15 am students report to the general office for a late pass. Three lates result in an after school detention.
3. Persistent classroom lateness should be reported to the YLC.
4. All teachers should keep their own class rolls for all classes.
Teaching and Learning
Glen Eira College acknowledges the important role that effective individualised teaching, and learning practices play in improving engagement. The college has an instructional model that facilitates evidence based teaching and learning and improved engagement.