Ballarat High School. Staff Handbook

Ballarat High School Staff Handbook 2010 1 Contents Principals Welcome School Values 2007 - 2010 Strategic Plan History of Ballarat High School Str...
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Ballarat High School Staff Handbook 2010

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Contents Principals Welcome School Values 2007 - 2010 Strategic Plan History of Ballarat High School Strategic Leadership Structure School Principal Class roles and responsibilities Chart of Leadership Roles 2009 Learning transformation Student Learning Student Services Student Pathways & transition Bell Times Contact & Communication Teams at BHS Leadership to extra curricula activities Learning Framework Learning Advisors Curriculum Profile Staff Wellbeing Student Engagement Our Shared Expectations Rights & Responsibilities Uniform & general appearance Sickbay Staff Duty School Council Committees Library Operations Accident & illness procedures Evacuation Supervision Extras & absences from duty Offices procedures & money transactions Transport: cars & buses School Map Quick Reference Guide 2

3 4 5 6-7 8 9 10-11 12 13 14 15 16 16-18 19-21 22-23 24-25 26 27-30 31-32 33 34 35-36 37-38 39 40-42 43 44-45 45 46-47 47 48-52 53-54 55-56 57 58-59

Principals Welcome A learning organisation invests in its people, their development and their participation, realising that they collectively have the capacity to transform the organisation. A learning organisation has a noticeable buzz in the air. People are talking about new ideas, trying new things and sharing innovative practices. They are forming new partnerships, collegial groups and teams in search of excellence. Thomas Greene Welcome to Ballarat High School – a community of learners. I hope your stay with us is productive, rewarding and challenging and where you can build upon your own capacity as a learner. Our school is steeped in tradition and our values of Pride, Respect and Responsibility constructs a framework for student academic, cultural and personal success. Our Learning Framework informs the way learning occurs in our school. It guides our conduct and behaviours, our practices and indeed describes the principles of learning and teaching that occurs in our classrooms. Our aim is to develop a community of learners where individuals strive to build their own capacity as learners.

You will be an integral member of a number of high performing teams in developing a safe, positive learning environment. For our established staff, you are on a journey that has just begun in realising our vision. For staff who are new to the school, you bring with you new ideas and experiences that will further stimulate our learning community. I look forward to working with you this year at Ballarat High School.

Peter Dredge Principal

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2007-2010 Strategic Plan Ballarat High School is an innovative learning community committed to developing all individuals through positive relationships. We provide quality learning and diverse pathways to successful futures. Our ethos is supported by the core values of: PRIDE, RESPECT, and RESPONSIBILITY

Key Improvement Strategies

Targets

Goals

Student Learning Outcomes

Student Engagement Wellbeing

and

Student Pathways and Transitions

1. To improve overall student achievement in VCE, VCAL and VET 2. To improve overall and individual achievement for each student in the domains of English, Maths, Personal Learning and Thinking Processes in the VELS  To increase the proportion of study scores above 40 to 10% by 2009  To achieve 100% completion rates of VCAL and VET students by 2009 (includes exit to full time training, apprenticeship or employment)  That all VCE Unit 3&4 classes have a positive residual value against the GAT by 2009  To at least maintain the proportion of students in a natural cohort that are at Level 6 or beyond on the reading and maths aim data from years 7 to 9  To increase the number of students in a natural cohort that progress to the expected level on the reading and maths aim data from Years 7 to 9  Increase of 10% in the number of students in a natural cohort that progress to the expected level or above in the domains of Personal Learning and Thinking processes from Years 7 to 9 (baseline data to be established next year using teacher judgement or ACER testing)

1. To improve student connectedness to the school community and their learning

1. To improve transitions to and within Ballarat High School for all students in Years 7-9 2. To improve transitions and pathways for all students in the later Years (10-12) at Ballarat High School so they reach intended destinations

 To reduce the absence rate from 2005 levels with the aim of being no greater than 12 days per student by 2009  To improve our mean score in the categories of teacher empathy, student safety and school connectedness on the student attitudes to school survey with the objective of reaching a minimum of 75% by 2009  To improve our mean score in the categories of student orientation, student motivation and learning environment on the staff opinion survey with the objective of reaching a minimum of 75% by 2009  To improve our mean score in the categories of student behaviour, school climate and school/parent relations on the parent opinion survey with an objective of maintaining a mean of 5 for each

 An 80% parent satisfaction with Year 6 to Year 7 transition arrangements by 2009 (baseline data to be established in 2007)  All students exiting Ballarat High School, are in full time employment, enrolled in another educational institution or training or connected to another institution or service  That Ballarat High School improves real retention rates 7-10 to 85% by 2009  That 70% of Year 7 enrolments at Ballarat High School complete Year 12 or equivalent by 2009

To enhance teaching and learning though the school by:

To strengthen student well being and engagement by:

To improve student monitoring, tracking & pathway planning processes by:

 Evaluation of teaching and learning programs and delivery 7-12  Development and implementation of a Teaching & Learning framework that is inclusive of PoLT  Development and implementation a framework that underpins Performance and Development Culture accreditation in 2008  Evaluation and refocus of Professional Learning Teams to be linked to Strategic Plan goals and targets  To implement and evaluate the leading schools program focusing on leadership  Implementation of an agreed approach to development of individual learning plans for all students  Developing and implementing a VELS based year 7-10 curriculum structure and programs  Full implementation of new reporting formats in all VELS domains

 Evaluating existing programs & structures and developing different models to enhance engagement, relationships and wellbeing at Year 712  Developing a business plan to improve physical learning spaces and infrastructure that promotes student engagement, wellbeing and learning  Developing a student safety plan that incorporates the gatehouse approach to building resilience and minimising bullying  Explicit teaching of leadership capabilities and behaviours

 Tracking Student outcomes and progress towards targets through the use of data  Increased flexibility of delivery of post compulsory courses  Development and enhancement of MIPS implementation within the school Implementation of  Investigate alternative post compulsory pathways  Implementation of Youth Options Guarantee commitments, including MIPS implementation, establishment of a Transition team, counselling programs for course and career selection

To strengthen whole school planning processes by:   

Evaluation and implementation of a Whole school Planning model Development of a Human Resource planning process and model Develop and implement structures and policies that enhance communication and relationships within the school community

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History of Ballarat High Ballarat High School has a long and proud history of endeavour and achievement, dating back to its beginnings in 1907. In academic pursuits, in sporting involvement and public speaking, and more recently in music, Ballarat High School has earned an enviable reputation. The aim of the School is to provide students with a rounded and comprehensive educational experience, one which will enable them to take on the exciting challenges of their own world and at the same time to give with a generosity of spirit in their own community. Known first as the “Continuation School”, this came to form the nucleus of the Ballarat Agricultural High School, opened on 16th April, 1907, in temporary quarters attached to the Technical Art School in Sturt Street opposite the Town Hall. There were three members of staff and forty pupils. In September, 1907, the school moved to Doveton Street, where it was attached to the Dana Street Primary School. In 1906, the Ballaarat City Council called a meeting for the purpose of securing an Agricultural High School for the Ballarat district. In 1907, the Mayor offered thirty acres of land and 500 pounds (approximately $1,000.00) to establish such a school. On March 17th, 1909, the foundation stone of the new building was laid, and in 1910 the school moved from Dana Street to the present site. Over the next few years, students assisted in the building of bicycle sheds, shelter sheds, a hay shed, a piggery and a silo of reinforced concrete which is still in existence. And so there developed a sense of the School community, something that was in keeping with the School‟s motto “Duty Always”. However, by the 1920s the concept of an agricultural high school was no longer in favour, and in 1925, the name of the school was changed to Ballarat High School and the emphasis became a more academic one. Under the outstanding leadership of the then Headmaster, J.H.Refshauge, the School quickly gained a reputation for academic excellence, exhibited in the results of both boys and girls. Many of the School‟s matriculants went on to study at Melbourne University. The School was also noted, particularly after the 1st World War, for its cadet unit. Many of its students progressed to the Royal Military College at Duntroon. In 1943, the School was invited to enter the Ballarat Public Schools' Association. Even before this the School was renowned for its frequent sporting trips to other provincial cities and interstate. Since then it has entered teams in a wide range of weekend and after school sports and today offers one of the most comprehensive sporting programmes at both elite and recreational level to be found in any school. Over the last few years significant numbers of the School‟s students have been included in under age State and even National teams and competition. Much of the School‟s history and tradition is enshrined in the heritage listed Peacock Hall, with its renowned stained glass windows and Honour Boards listing the names of ex-students who served in World Wars 1 and 2 and in more recent conflicts. The Hall is named after Sir Alexander Peacock, a patron of and generous donor to the School, who was also both Premier and Minister for Instruction in the „twenties. The names of many ex-students who have graduated from Universities are also recorded on Honour Boards, together with various members of the School Community who over the years, have contributed to the life of the School. The 1970s saw a renaissance and a new enthusiasm in the School under the principalship of (Hon.) J.J.Sheehan. The School was fortunate to attract some outstanding teachers thereby guaranteeing a very strong academic focus. For the first time in the School‟s history the new state of the art library became, as a library should, the central point of the School. This was part of the J.J.Sheehan wing, built in 1975, the first really new building for many years. It heralded a significant development programme that gathered pace over the next thirty years. This included the gymnasium complex, the initial building completed in 1980 and 6

financed largely through the School‟s own fundraising arrangements. A further two courts were added in 1996, again at no cost to the Government. In the late „80s the old School building was completely refurbished with careful attention to its heritage importance. Many ancillary buildings have been erected, largely on the initiative of the School Council. These include new ovals changing rooms, new toilet blocks, a new canteen and lunchtime amenities area, and the complete re-building of the Boatshed and extensive work on the ovals and general landscaping. In 1992 the School was fortunate to secure funding for the Arts/Technology building, funding which also allowed for extensive refurbishment of the Sheehan Wing and the Library. Five new tennis courts were constructed in 2001 and the Junior School Wing was refurbished in January 2002. Such extensive infra-structure development enabled the School to keep pace with the rapid changes in curriculum. The top floor of the Arts/Technology wing, with its vaulted glass ceilings, was designed to inspire creativity and innovation. It also serves as a quite stunning art gallery and function area. The School offers a full range of VCE Vocational Education & Training Programs and the new Victorian Certificate of Applied Education. The late „eighties also saw the School embrace information technology with huge expenditure on the provision of three computer classrooms as well as a separate Graphics computer classroom. There are now pods of computers attached to all areas of the School. The whole School is net-worked. The Library‟s full class set of computers serves as the focus for electronic research and internet access. The School also has 12 computer pods providing teachers and students with computer access in all areas of the school. Throughout the „eighties and „nineties there has been exceptional growth in the School‟s music programme. Today one in four students learn a musical instrument. The band programme comprises five bands as well as the senior band. There are two stage bands besides. BHS students are regularly accepted into the Victorian College of the Arts and the Conservatorium at Melbourne University. They have played at the Great Hall, in Parliament House. There are annual music camps and students go on tour biannually. The next big challenge, to accommodate the performing arts, is to provide a designated Music Auditorium and practice facility, together with a three hundred and fifty seat theatre for the School‟s rapidly developing Drama programme. Aligned with this is a full commercial kitchen for what has become one of the showpiece Vocational Educational Training programmes, the School‟s VET Hospitality programme. Part of the new facility can be converted, as needed, into a restaurant space. The building was officially opened by the Premier, Mr Steve Bracks in February, 2005. In 2007 Ballarat High School celebrated its centenary year with many former students returning to be of our celebrations. The celebrations were officially opened by the Premier, Mr Steve Bracks. Also in 2007 the Minister of Education, Mrs Bronwyn Pike opened the extensively renovated Transparent Learning Centre which our year nine students currently complete their ARCH program. While Ballarat High School is a school with a large population, some 1450 students, it is a dynamic institution with new programmes constantly evolving. Over the last three years debating and public speaking have blossomed with students winning State and National awards. There are new initiatives in Science. The Specialist Sports programme is producing students who are, or who have, become State and National champions. The performing arts music program is widely known across Australia for its excellence. There is an international programme with students visiting on a regular basis our sister schools in Germany, Japan and China. There are moves to revitalize our former students and involve them meaningfully in the whole School Community. As was truly evident in the centenary celebrations, there is much that its members, past and present, can look back on with pride and affection. The challenge is to ensure that those traditions of excellence, of endeavour, of community do continue to flourish. 7

Strategic Leadership Structure

Principal

Principal Middle Years

Principal School Improvement

Principal Later Years

Business Manager

Bursar

Assistant Principal Middle Years

Year 7/8 Team Leader

Year 9 Arch

LEADING TEACHERS COMMUNICATION (LITERACY) STUDENT SERVICES ASSESSMENT & REPORTING LEARNING DESIGN LEARNING TECHNOLOGY FEEDBACK & DEV COMMUNITY DEVELOPMENT

Learning Area Leaders

Year 1012 Team Leader

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Assistant Principal Later Years

Office Managers

SSO’s

VCAL Leader

MIPS

VASS

SCHOOL LEADERSHIP ROLES and RESPONSIBILITIES 2009 ASSISTANT PRINCIPAL JESSICA SARGEANT

ASSISTANT PRINCIPAL ROD HOMBURG

LEADERSHIP FOCUS Overview of the Development, provision and evaluation of teaching and learning at Years 7, 8 & 9

LEADERSHIP FOCUS Overview of the Development, provision and evaluation of teaching and learning at Years 10, 11 and 12

Learning Advisor Teams Teaching & Learning Professional Learning

Learning Advisor Teams Teaching & Learning Professional Learning

OPERATIONS Reports

Reports

Learning Design Structures

Learning Design Structures

Y 6/7 Transition

Pathways & Transition

COMMITTEES Chaplaincy Sub Committee Arch Cluster

COMMITTEES Boatclub Sub Committee Specialist Sport

Learning Design Teaching & Learning

Learning Design Teaching & Learning

OPERATIONS

LLEN

ASSISTANT PRINCIPAL GARY PALMER

BUSINESS MANAGER LESLEY THORPE

ASSISTANT PRINCIPAL SUE JACKSON

LEADERSHIP FOCUS Lead and manage school improvement through the Strategic plan and Accountability framework, staff Performance, Development and Welfare Overview of the management and evaluation of the Operations of the School.  HRM  Timetable  Allotments OPERATIONS Buildings & Grounds Urgent maintenance Furniture & Equipment

LEADERSHIP FOCUS Development and Management of Budget and financial processes and policies

LEADERSHIP FOCUS Development & management of later year’s student programs, student welfare and student management.

LEADERSHIP FOCUS Development & management of middle year’s student programs, student welfare and student management.

OPERATIONS Workcover

OPERATIONS Enrolments.

OPERATIONS Enrolments.

Leadership of SSO staff

Student management as referred from team leaders

Yard Duty Schedule of Events OH&S Excursion & PD approval COMMITTEES Music Support Sub Committee Finance Sub Committee (Minutes) Buildings & Grounds Information Communication Technology Consultative

Keys - Authorisation Resource allocation Furniture & Equipment

Exits. Attendances

Student management as referred from team leader, core teachers . Exits. Attendances

COMMITTEES Buildings and Grounds Finance

COMMITTEES Student Engagement Student Services

COMMITTEES Student Engagement Student Services

Provision of policy advice and support in relation to pay and leave.

Buildings & Grounds Information Communication Technology Consultative Canteen

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ASSISTANT PRINCIPAL MICHELE RIETHOFF

CHART of LEADERSHIP ROLES 2010 EXECUTIVE LEADERSHIP PRINCIPAL MIDDLE YEARS PRINCIPAL MIDDLE YEARS ASSISTANT PRINCIPAL LATER YEARS PRINCIPAL LATER YEARS ASSISTANT PRINCIPAL SCHOOL IMPROVEMENT PRINCIPAL BUSINESS MANAGER

PETER DREDGE JESSICA SARGEANT MICHELE RIETHOFF ROD HOMBURG SUE JACKSON GARY PALMER LESLEY THORPE

LEADING TEACHERS LEARNING DESIGN ASSESSMENT & REPORTING COMMUNITY DEVELOPMENT FEEDBACK & DEVELOPMENT LEARNING TECHNOLOGY COMMUNICATION STUDENT SERVICES

MATTHEW RICHARDSON DARYL CAVENDER KATE AITKEN WENDY MORRELL MICHELE KENNEDY MAXINE HARRISON NATTALIE SCHREENAN

TEAM LEADERS / CORE TEACHERS / YEAR LEVEL CO-ORDINATORS TEAM LEADER 7 / 8 A&B TEAM LEADER 7 / 8 C&D TEAM LEADER 7 / 8 E&F TEAM LEADER 7 / 8 G&H TEAM LEADER 7 / 8 I&J

TOM ARNOLD NEIL RAMPLING ELIZABETH KENT STEVE WHITE ALBIE GOVAN

YEAR 9 CORE TEACHERS BRUCE HILLGROVE LYNDAL GREEN STEPHEN KUHN KAREN LEE BRENTON KEATS SAMANTHA GOODING KATE WEMYSS PETER TUNBRIDGE YVONNE BENSON ROBERT WILSON

TEAM LEADER 10-12 HUMANITIES TEAM LEADER 10-12 BUSINESS/TECHNOLOGY TEAM LEADER 10-12 ARTS TEAM LEADER 10-12 MATHS/SCIENCE TEAM LEADER 10-12 HAPE

ILZE GETLINS SHANE MATHISON SEONA MURNANE JENNI NICHOLLS JILL MUIR

TEACHING & LEARNING DAILY TEACHING & LEARNING ORGANISATION WHOLE SCHOOL TEACHING & LEARNING ORGANISATION STUDENT LEADERSHIP VCAL LEADERSHIP INTEGRATION LEADERSHIP LITERACY PROGRAM LEADERSHIP ENGLISH LEADERSHIP MATHEMATICS LEADERSHIP SCIENCE LEADERSHIP HUMANITIES LEADERSHIP

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TONY SUTHERLAND JACK MARSHALL CLAIRE HEDWARDS GRANT LUSCOMBE RAY SIMS MAGGIE MCDOWELL SHARON EPPINGSTALL DELWYN OLIVER WAYNE WALKER JOHN BOURKE

LOTE LEADERSHIP ART LEADERSHIP PERFORMING ARTS LEADERSHIP HAPE LEADERSHIP TECHNOLOGY LEADERSHIP LIBRARY CO-ORDINATION INSTRUMENTAL MUSIC PARTICIPATION CERTIFICATES CAMPS CO-ORDINATION ROWING CO-ORDINATION SPORT LEADER: BASKETBALL SPORT LEADER: NETBALL SPORT LEADER: FOOTBALL SPORT LEADER: ATHLETICS & X COUNTRY SPORT LEADER: VOLLEYBALL DEBATING DAV / SOUTH STREET / PUBLIC SPEAKING VASS CO-ORDINATION PUBLICITY & MARKETING LEADER ENERGY BREAKTHROUGH SCHOOL PRODUCTION STAFF WELLBEING OHS REPRESENTATIVE AWARDS NIGHT STUDENT WELFARE MAGAZINE VIT MENTORS

DANIJELA BJELANOVIC ANNE LANGDON DAMIAN WOODS MICHAEL SORDELLO ROWAN JONES DEBBIE MARSHALL HEATHER GEORGE / BRYN HILLS GRETA DEKKER ASHLEY BAKER DEAN COLLISHAW GREG NEAL KERRY LIGHTFOOT PETER EVERY LINDSAY BURGOYNE CLAIRE ROWLANDS DEBBIE MARSHALL GIOVANNI LIUBICICH GRAEME FORSYTH KYM RANEBERG JESSICA KELLY BARBARA WALSGOTT LEONIE SHARPE DON KERBY /GLENN MILLER / ROY ROY RHODERICK PETER WHITTAKER PAUL GERARDI

OTHER PERSONNEL BURSAR CANTEEN CHAPLAIN CLEANERING CONTRACTORS HOME ECONOMIC ASSISTANT INTEGRATION AIDES IT TECHNICIANS LABORATORY TECHNICIANS LIBRARY ASSISTANTS MAINTENANCE / GROUNDSMEN OFFICE STAFF ATTENDANCE OFFICER SICK BAY PATHWAYS COORDINATORS SPORTS DIRECTOR UNIFORM AND BOOK SHOP YOUTH COUNSELLOR LEARNING TUTOR BUS COORDINATION

HELEN GREENWOOD DIANNE ROBBINS / JENNY KERR / KATHY McLEOD ANDREW COX DOLLS CLEANING SERVICE GLENDA CURTIS MARG FRAZER / JAN BOLDISTON / LYNDA BUCHANAN PAUL DUTHIE / JERRY GOULARAS YVONNE JENKINS / HEATHER ATKINS JANET BURGOYNE / EVELYN BED IAN O’NEILL / ALWYN PARKER / PETER SMITH FIONA CONWAY / SUE LANDY / JENNY PLEWS / BIDDY SEWELL / KYM SIMPSON HELEN RILEY TRISH JENNINGS BELINDA RODDA, DENEALE SKEWES ROBERT SIMMINDS HEATHER SIMPSON BRIDGET VELD MARIANNE DREDGE ED ROZYCKI / KYLIE HAYLES

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Learning Transformation at Ballarat High School Transformation Name: Learning Transformation Team Composition: Principal Class, Leading teachers Purpose: Guiding the school through learning transformation Learning Strategies: Reading, reflecting, data scans, school visits, discussion… Outcomes: To embed a learning culture at Ballarat High School

Develop

Implement

Name: Teaching & Learning Team Composition: Middle years Principal, Later Years Principal, Leading Teachers and Learning Area leaders, Purpose: To develop pedagogy of practice linked to the learning framework and strategic directions Learning Strategies: Reading, reflecting, data scans, school visits, discussion… Outcomes: Developing learning to meet the needs of the learner of the 21st century

Learning Area Teams Composition: Learning area leader and classroom teachers Purpose: To implement pedagogical practices linked to the learning framework and strategic directions Learning Strategies: Specific discipline based professional learning Professional Learning of Area Learning staff Learning area leaders report back to Teaching and Learning group

Feedback and Evaluation of Learning Transformation

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Action Classroom Teacher Implementation of initiatives within the classroom Classroom teachers report back to their Learning Area Leaders with feedback.

Student Learning School Council

Learning Design Committee

Principal Later years

Principal Middle years

LT Learning Design

Learning Area Leaders LT Ass & Rep LT Literacy

Classroom Teacher

Core Business - Student Learning

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Student Services School Council

Student Services Committee Principal Middle years

Principal Later years

Leading Teacher Student Services

Later Years Assistant Principal

Middle Years Assistant Principal

7/8 Team Leaders & 9 Core teachers

Student Services Team

10-12 Team leaders

Classroom Teacher

Core Business - Student Learning

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Student Pathways & Transition Middle Years Principal Middle Years Assistant Principal Middle Years Leading Teacher Community Development 7/8 Team Leaders

9 Core teachers

Later Years Principal Later Years

Assistant Principal Middle Years

10-12 team Leaders

VCAL Leader

VASS

10 to 12 Vertical Student Pathways

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MIPS

Bell Times Monday 9.00 - 9.42 9.42 - 10.24 10.24 - 10.49 10.49 - 11.37 11.37 - 12.19 12.19 - 1.01 1.01 - 1.51 1.51 - 2.33 2.33 - 3.15

Period 1 Period 2 Recess Learning Advisor Period 3 Period 4 Lunch Period 5 Period 6

Tuesday - Friday 9.00 - 9.50 9.50 - 10.40 10.40 - 11.05 11.05 - 11.55 11.55 - 12.45 12.45 - 1.35 1.35 - 2.25 2.25 - 3.15

Contact & Communication Mr Peter Dredge – Principal MIDDLE YEARS TEAM Ms Jessica Sargeant– Principal- Middle Years Jessica Sargeant oversees the year 7- 9 area of the school. Mrs Michele Riethoff– Assistant Principal Middle Years: Student Management & Wellbeing Michele Riethoff is responsible for overseeing the students in the middle school, Year 7, 8 & 9. Year Level Team Leaders: Ballarat High School has five team leaders that are responsible for students in year 7 & 8. Year 9 student wellbeing support remains with the core teacher. Team Leaders are available to answer any questions or concerns. Where possible students will have the same team leader for year 7 and 8. This is to ensure that we are developing enduring relationships. Core Teachers Each class has a main core teacher. The core teacher plays a vital role in ensuring a smooth transition from Primary to Secondary School. LATER YEARS TEAM Mr Rod Homburg– Principal- Later Years Mr Homburg oversees the year 10-12 area of the school. Ms Sue Jackson – Assistant Principal Later Years: Student Management & Wellbeing Mrs Jackson is responsible for overseeing the students in the later years of school, Year 10, 11&12. 16

Team Leaders are available to answer any questions or concerns. Where possible students will have the same team leader for years 10 to 12. This is to ensure that we are developing enduring relationships. Student Services Team The student services team specialises in helping students with personal and family challenges. Student services are available if students or families need to talk to someone about anything that is of concern. They are located in the main building at the top of the stairs. Student services can also refer to outside agencies should more specific assistance be required. Team leaders can be approached at any time for support or contact can be made directly with the student welfare team. The student services team are also very experienced in working towards minimising bullying at school. We promote the use of restorative approaches when working on issues of bullying and harassment. Sick Bay The school provides a fully operational sick bay, staffed at all times during the school day by the school nurse, Trish Brisbane. Trish will attend to the medical needs of students and make immediate contact with parents where the need arises. General Office Students can make payments or general enquires at the general office before school, recess or during lunch time. The office is open between 8.15am to 4.30pm each school day. Sports Coordinators Each student will be placed into a sporting house. These houses will compete at athletics and swimming carnivals. There are also a wide range of other sporting opportunities. If you have any questions please contact our Sports Director. Canteen The canteen is open at recess and lunchtime and sells a wide range of healthy food. During early term one year 7 students will be allowed to attend the canteen a few minutes before the bells. Student Leadership Council Each class will elect form captains and two will be chosen as representatives on the student council. The role of the student council is to represent the students‟ views at committees. Library The library opens at 8.40am and closes at 4.20pm. The library is open at lunchtime on a Friday for year 7 students. It is available for all students at recess each day. Students will be issued with an I.D.card to borrow books. You will be issued one of these after school photos. The library also runs book club which has regular meetings. Look for information on the student bulletin. Daymap Ballarat High School has an online program called Daymap. This program allows teachers to place student assignments and homework on line which students and parents can access from home at their convenience. Announcements: (i) The PA will be used as little as possible. Announcements are made only by the Office Staff, Principal, and Assistant Principals. 17

(ii) Notices for staff and students should be written in the Staff and/or student Bulletins at the general office for the following day or emailed to [email protected] and/or [email protected] (iii)The closing time for notices for the Staff Bulletin and Student Bulletin is 3.35 p.m. Common Room: Available as a rest/recreation room to all members of staff. It should not be used as a work area Staffrooms are intended for this use. It is also the venue for most staff meetings. Teachers' groups may use it for meetings provided warning is given via the Daily Bulletin. There is a phone in the Common Room. Peacock Hall: If a teacher / Leader wishes to use Peacock Hall for an assembly or for assessment they must “book it” online. Peacock Hall is on “bookit” for all staff to use for formal assessments 7 to 12. Mail: Incoming mail will be delivered to pigeon holes as soon as possible after arrival.

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Teams at Ballarat High School TEAM LEADERS: It is their job to ensure that students are given the opportunity to succeed in all areas of education whilst at Ballarat High School. Team leaders aim to ensure that students feel comfortable and happy and are able to concentrate on learning and participating in extra curricula activities.

Year 7 & 8 Team Structure • • • •

Each learning team contains 100 students. The learning team has a team leader. Each team has longer blocks of time with core teachers. The learning advisor is one of the core teachers. Assistant Principal

Team Leader

Team Leader

Team Leader

Team Leader

Team Leader

7A

7B

7C

7D

7E

7F

7G

7H

7I

7J

8A

8B

8C

8D

8E

8F

8G

8H

8I

8J

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Year 9 ARCH Structure • Each group of students has a core teacher responsible for their wellbeing Each team has longer blocks of time with core teachers. • The learning advisor is one of the core teachers. Assistant Principal

2 core teachers

9A

2 core teachers

9B

9C

2 core teachers

9D

9E

2 core teachers

9F

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9G

2 core teachers

9H

9I

9J

Years 10 - 12 Team Structure • • • •

Each learning team contains 130 students. The learning team has a team leader. Each team has students will similar pathways at years 10, 11, & 12 The team of 13 students has a learning advisor Assistant Principal

Team Leader Humanities

13 students per team

Small teams of students 10, 11, & 12

Team Leader Tech / Bus

13 students per team

Small teams of students 10, 11, & 12

Team Leader Mat / Sci

13 students per team

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Small teams of students 10, 11, & 12

Team Leader HAPE

13 students per team

Team Leader ARTS

Small teams of students 10, 11, & 12

13 students per team

Small teams of students 10, 11, & 12

Leadership to Extra Curricula Activities Leadership at Ballarat High School The history and traditions of Ballarat High School are grounded in developing the leadership qualities of all students that attend the school. Ballarat High School‟s priority is to develop leadership qualities and capabilities in all students. The school sees leadership and its underpinning attributes as being essential to successful personal outcomes both at school and in the broader community as a citizen and in employment. Ballarat High School provides students with a range of opportunities to develop their leadership skills including, specific leadership programs, camps and seminars that further build on the generic foundations developed in the classroom learning program. The school‟s strong traditions and celebrations provide explicit opportunities for students to experience and participate in leadership through student leadership positions that extend from year 7 -12. Sport As Ballarat High School is a member of the Ballarat Public Schools‟ Association (BPSA), most sporting functions take place after school or on Saturday mornings Wherever possible, if a student shows interest in a particular sport we attempt to include that student in a team. Our main emphasis is on participation and involvement. We encourage students to play on behalf of the school to enable them to become part of the school community and to identify with the traditions of the school. The school offers rowing for both boys and girls, and maintains a fully- maintained boat shed on Lake Wendouree. 20 boys and girls crews are entered in the annual Head of the Lake Regatta. Specialist Sport Ballarat High School runs a Specialist Sports program which includes rowing, cricket, netball, basketball and football. This program caters for students who have been identified by sporting associations as „talented‟ young men and women, with both the potential and application to be successful at an elite level. The School offers these students an opportunity to continue their education while at the same time, receiving specialist coaching in their chosen sport. There is an expectation that the Specialist Sport students will act as positive role- models for other students. Specialist sport has now been extended to include opportunities for students to become involved in this program from year 7. The program includes a range of specialist parent evenings and a focus on developing all the talents and abilities of our students. Camps & Excursions Camps and excursions are seen as valuable parts of school curriculum, providing social and practical experiences that are not possible within the School. As such it is expected that all students will attend. Parent permission forms must be signed by parents and returned to the School, together with any applicable payment. No student will be permitted to attend a camp or excursion unless all required forms have been correctly completed and returned. Instrumental Music Year 7 students are offered the opportunity to learn a wide variety of musical instruments. In a program unique to Ballarat High School, students wishing to learn a band instrument (flute, oboe, clarinet, saxophone, bassoon, French horn, trumpet, trombone, euphonium and tuba) may enrol in a Band class, in which elementary tuition in their instrument is timetabled. Tuition is also offered in drums (kit and percussion) and guitar. In 2007 there are more that 70 students in 3 year seven bands. This can lead to 22

participation in the year 8 band classes, music performance classes in year 9-12, and participation in one of the extra curricula music groups, such as Intermediate, Senior Concert Band, Bob, Whiz Bang Orchestra and a variety of ensembles. Regular public performances are a key element in the program. Instrumental music students receive tuition which involves withdrawal from timetabled classes on a rotational basis. In year 7, instruments are hired from the school. Students who have their own instruments will automatically be included in Band and rotational tuition. The music program offers interested students a great opportunity to make friends, advance their skills and gain confidence and enjoyment in things musical.

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Learning Framework Ballarat High School Learning Framework consists of six core components:  Know how and why they learn Learners are able to articulate their learning strengths and areas of concern. Learners are challenged to build both on areas of strength through experience and areas of concern through goal setting.  Believe all people can learn Learners are celebrated for their individual learning capabilities and are able to set challenging learning goals to work towards. Teachers at Ballarat High School have high expectations for all.  Use higher order thinking tools to solve problems Learners are encouraged to develop higher order thinking skills and apply these skills to a range of complex problem solving situations. At Ballarat High School we encourage learners to analyse, evaluate and question.  Seek feedback and reflect on learning At Ballarat High School feedback is provided to support the development of challenging learning goals. At Ballarat High School feedback is given and received in a culture of respect. Learners reflect on their development and are celebrated for their achievements.  Learn in a range of different contexts Ballarat High School recognises learning within and beyond the traditional school context. The Ballarat High School community actively seeks opportunities for students to use their skills and knowledge in the wider community.  Develop positive relationships We value all members of the school community. Relationships are a core aspect of the learning community at Ballarat High School. At Ballarat High School we develop relationships based on Pride, Respect and Responsibility.

Ballarat High School staff see effective learning as:        

Being built on relationships Being prepared to take risks and learn from experience Being promoted by encouragement Being a shared experience Being scaffolded and linked to prior learning Being purposeful learning Being owned by the learner Being a successful experience for all learners

      

Providing a culture where feedback is used to guide learning Providing a culture of celebration Providing a culture where learning is modelled Providing conditions for learning that are motivating Providing opportunities to apply the learning Providing an opportunity for reflection Providing a supportive environment

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Learning Advisors Purpose At Ballarat High School we have a shared learning framework that has allowed us to put the learner at the centre and develop a shared vision for learning within our school community. As a learning community we have identified we value all learners and believe that a learning adviser model is the best way to ensure all learners are provided with maximum opportunities to succeed and personalise learning. Every student having a learning adviser will allow us to improve student outcomes by ensuring that relationships with both adviser and subject teacher are positive and enduring. Such a process does not allow students to be anonymous,  Fosters personal responsibility for learning,  Provides each student with the necessary balance of support and challenge to allow for personal growth as a learner.

Implementation The school has a dedicated time for learning adviser activities every Monday immediately after recess for all students and staff. In Years 7, 8 and 9 one of the students‟ core teachers is their learning adviser which builds on the already established relationship they have in the classroom. In Years 10, 11 and 12 students are grouped in program areas of Arts, HAPE, Humanities, Maths/Science, and Business/Technology. They have a Learning Adviser who is a teacher within the same program area and they are in groups of 13 students. The Learning Adviser is the person in the school who really gets to know, understand and assist the student in their learning. They will provide students with the necessary balance of support and challenge to enable them to grow as a learner and ensure that they are achieving their goals. Where possible students will have the same learning adviser in year 7 & 8, year 9 they have their core teacher from the ARCH program and in Years 10 to 12 students will generally stay with the same Learning Adviser for the three years, enabling the further development of relationships between the school, the student and their parents.

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Curriculum Profile 2010 Summary of Courses at Year 7 – 10 Strand / Domain

Dimension

Learning Area at BHS

Physical, Personal and Social Learning Health and Physical Movement and physical activity Education Health knowledge and promotion Interpersonal Building social relationships Development Working in teams Personal Learning The individual learner Managing personal learning Civics and Civics knowledge and understanding Citizenship Community engagement Discipline Based Learning The Arts Creating and making Exploring and responding English Reading Writing Speaking and listening The Humanities – Economics knowledge and understanding Economics Economics reasoning and interpretation The Humanities – Geography The Humanities – History Languages Other Than English (LOTE)

Geographical knowledge and understanding Geospatial skills Historical knowledge and understanding Historical reasoning and interpretation Communicating in a language other than English Intercultural knowledge and language awareness Mathematics Number Space Measurement, chance and data Structure Working mathematically Science Science knowledge and understanding Science at work Interdisciplinary Learning Communication Listening, viewing and responding Presenting Design, Creativity Investigating and designing and Technology Producing Analysing and evaluating Information and ICT for visualising thinking Communications ICT for creating Technology (ICT) ICT for communicating Thinking Processes Reasoning, processing and inquiry Creativity Reflection, evaluation and metacognition

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Physical Education, Health Education, Sport Education Physical Education, Sport Education German, Japanese Humanities

ART, Ceramics, Graphics, Drama, English, Literacy

Humanities Humanities Medieval History, Age of Empires Japanese, German Compulsory language till end of year 8

Music, Drama, Band Materials Metal, Wood, Combined Systems, Textiles, Graphics, Drama Maths

Maths

In Year 7 - 10 students undertake a range of core subjects from the Victorian Essential Learning Standards’ Framework. We have developed approaches to ensure teachers have extended opportunities to work with the same group of students In Years 7 & 8 • English & Humanities are taught by the same teacher. These subjects also include personal learning which focuses on getting students to set goals, and develop core learning habits. • Maths and Science are also taught by the same teacher. • In addition the students undertake a range of elective subjects which allow the students to explore a variety of learning experiences. Learning for living  In year 7 students undertake Learning for Living. This subject helps students develop cultural competency and supports the pastoral care program and includes an opportunity to work with peer support leaders from year 10. ICT Information technology is taught via the core teachers and is integral to the teaching and learning program. Each class has allocated access to computers during the year and in addition we also have computers in classrooms. This allows the technological skills to become a core part of the student learning program.

Year 9 Arch Program When the students reach year 9 they embark on a new educational experience. This innovative program has been developed to better meet the needs of young people who are living in a very different world to previous generations. ARCH Active in their learning Resilient, prepared to meet new challenges Connected to their learning peers and community Happy about being at school The ARCH Program improves student connectedness to learning by: Know How & Why They Learn  We include 150 minutes a week devoted to Thinking, Learning and Connecting.  Students & staff develop a core set of values for each class.  These values are used to provide feedback  TLC was designed to enable students to be at the centre of learning  We investigate learning preference How we build a picture of the learner  Hermann Brain Dominance Theory  Understanding Learning & learning styles  Myers Briggs Type indicator  30 minutes journal writing period reflecting on their learning throughout the week.  Explicit teaching of thinking tools  Personal Learning Plans  Community Projects  Mentoring of Primary school students Believe all people can learn 28



The goals of the program are to develop independent learners and build positive relationships and this applies to staff as well. Staff model the core values and we have seen staff extend the way they approach learning. Higher Order Thinking Tools to Solve Problems  The core subjects are run as interdisciplinary units. The themes relate to personal development, community connection, sustainability and the wider world. Learning is linked to real world problems and investigations. E.g.: sustainability sees students make decisions about their own environmental footprint and the Tale of Two Cities sees students, investigate, compare and contrast a rural city with the City of Melbourne. Seek Feedback & Reflect on Learning  The ARCH program was developed to address the issue of low student engagement in middle years with a particular focus on year 9.  Students were interviewed about their learning and the approach was developed in consultation with the students. Since piloting the program the approach has developed greatly and now links with our learning framework  Students give staff regular feedback through their weekly journal, we conduct student led interviews and students, staff and parents are able to share the learning journey. Learning in a range of contexts  The program includes a full day where the teachers have their core for the whole day. Much of the learning in year 9 is applied and students learn from their community, e.g. when studying forces students attend the Grand Prix, a unit focused on the wars allows students to visit the Shrine, RSL and the prisoner of war memorial. There are a range of opportunities for students to learn in the community. Developing Positive Relationships  Each teacher has 50 students they work with and there are no coordinators in the year level as the program is based on building & sustaining relationships.

Summary of Courses at Year 11 – 12 The Later Years Curriculum is structured in such a way that students are able to move through to completion of the VCE, VCAL, VET or even all three at a pace which suits their individual needs, interests and abilities. At any level you may choose subjects from another. For example, a Year 10 student may choose to study a Unit 1/2 sequence or a Year 12 student may choose from the Year 10 range of subjects or to undertake a first year university subject. At Year 10, students choose from a selection of courses that are provided within the VELS framework and are linked to student‟s interests and abilities. Over the final two years students will complete a pathway to further study or employment. They may choose to do this through studying for the following certificates or combinations of Certificates: • VCE (Victorian Certificate of Education). • VCE and VET (Vocation Education and Training). • VCAL (Victorian Certificate of Applied Learning). • VCE and VCAL and VET (completing all three certificates). • Any of the above and a university study. By using the flexibility that now exists in the Later Years Curriculum it is possible for students to tailor a course that best meets the needs of their individual learning pathway. Students may simply complete the VCE or may choose to incorporate one or more VET certificates. 29

LEARNING AREA

ARTS

HAPE

SOSE

YEAR 11 UNIT 1 & 2 Visual Communication & Design Art Studio Art: (Drawing,3D sculpture, Painting Photography) Health & Human Development Outdoor & Environmental Science Physical Education Geography Classical Societies & Cultures 20th Century History Political Studies International Studies Liberty & Authority Philosophy Personal Leadership Development Work Related Skills

TECHNOLOGY

Foundation Maths General Maths: Advanced General Maths: Further Maths Methods Biology Physics Chemistry Psychology Music Performance: Solo Drama Theatre Studies Accounting Business Management Economics Legal studies Industry &Enterprise Systems: Design:

LOTE MEDIA

Japanese German Media Studies

MATHS

SCIENCE

PERFORMING ARTS BUSINESS STUDIES

INFORMATION TECHNOLOGY ENGLISH

VET

YEAR 12 UNIT 3 & 4 Visual Communication & Design Art Studio Art: (Drawing,3D sculpture, Painting Photography) Health & Human Development Outdoor & Environmental Science Physical Education Geography Classical Societies & Cultures Australian History Political Studies International Studies Revolutions Renaissance Italy Philosophy Personal Leadership Development (PLD Work Related Skills Further Maths Maths Methods Specialist Maths Biology Physics Chemistry Psychology Music Performance: Solo

Accounting Business Management Economics Legal studies Industry &Enterprise Auto Systems: Auto Electronics Metal Design: Textiles Wood Metal Wood Japanese German Media Studies

Information Technology

Electronics

Information Processing & Management Information Systems English English Language Literature

English English Language Literature

Automotive, Building and Construction, Business, Concept Development for Clothing Products, Community Services, Dance, Electro-technology, Engineering, Food Processing, Food Technology, Furniture, Horticulture, Hospitality, Information Technology, Multimedia, Music, Sport & Recreation, Personal Leadership Development, Work related Skills

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Staff Wellbeing SUPPORTS FOR DEECD EMPLOYEES (EMPLOYEE HEALTH UNIT)  EMPLOYEES ASSISTANCE PROGRAM Individual, confidential short term counselling (up to 4 sessions per presenting issue) is available to all DEECD employees. The service is provided by an external provider and can be accessed for work or non work related issues, including  Coping strategies  Personal debriefing  Conflict resolution  Stress and anxiety  Relationship breakdown  Depression  Substance abuse  Grief and loss  Bullying and harassment, and  Assistance to review career options. Also included is a manager assist telephone advisory service for Principals and workplace managers. This provides support to Principals and workplace managers in the management and support of employees in the workplace. Both services can be accessed by calling

1800 337 068  MEDIATION Where there are issues or an unresolved dispute between 2 or more employees in the workplace, mediation with trained, independent mediators is available. This can only occur if parties are willing to participate on a voluntary basis. The focus is on issues critical to parties rather than parties themselves and solutions are arrived at by the parties themselves. This service can be accessed though the above number.  MEDICAL ADVISORY SERVICE A free of charge telephone advisory service that can provide advice to Principals and workplace managers in relation to the management and support of employees experiencing health related difficulties that may be impacting on their ability to perform the duties associated with their employment, as well as advice regarding the selection of appropriate medical practitioners to conduct medical assessments on behalf of DEECD. The medical advisory service can be accessed on 9692 7756.

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Student Engagement Ballarat High School is an innovative learning community committed to developing all individuals through positive relationships. The wellbeing of students is central to learning and effective and engaging learning contributes to wellbeing. The school aims to provide quality learning and diverse pathways to successful futures. To support members of the school community we have a Learning Framework that underpins all of our actions. It has six components:  Know how and why they learn 

Believe that all people can learn



Use higher order thinking tools to solve problems



Seek feedback and reflect on learning



Learn in a range of different contexts



Develop positive relationships

Our ethos at Ballarat High School is supported by our core values of Pride, Respect and Responsibility. It is expected that these values are shared and demonstrated by all members of our school community. At Ballarat High School we have provided for the wellbeing of students in a number of different ways. Our Learning Framework acknowledges individual differences and actively encourages all members of the school community to reach their potential. Students are more likely to succeed when they feel connected to school. School connection is the belief by students that adults in the school care about their learning as well as about them as individuals We have implemented a number of programs directly aimed at increasing the social and emotional wellbeing of students. These include Learning Advisers, self esteem groups and the HIGH Program. All students participate in the Learning Advisory Program. Each student has a significant adult to whom they can look to for advice and support. In Learning Advisory they are taught skills such as multiple intelligences, thinking skills, exam preparation and understanding more about themselves. Students are supported to become independent learners who make informed choices about their learning. Student engagement in the learning process will assist with student connectedness and well being. Positive classroom environments are critical in developing and maintaining the well being of students. A positive environment is one in which students feel secure, have the skills and opportunities to participate and have their contributions valued and acknowledged. Ballarat High School encourages the use of restorative practice to build relationships, pride, respect and responsibility in all members of the school community. The school actively seeks the involvement of parents/carers in the education of their children. It seeks to develop a cooperative team approach to maximising the behaviour and education of the student. When behaviours or actions compromise the ideal relationship involving members of the school community, the school will use a restorative approach to repair the relationship with individuals and groups. Where appropriate this may involve a Student Support Group. Student engagement and participation is actively encouraged at Ballarat High School. The Student Leadership Team aims to involve students from all year levels in decision making at the school. Representatives are elected from each class and year level and regular meetings are run by the Student Leadership Team and the Student Leadership Coordinator. Students are encouraged to provide suggestions to improve the school and its environment and to provide feedback. The Student Leadership Team also organise a number of fundraising activities throughout the 33

year aimed at strengthening ties within the wider community. These include Shave for a Cure, White Ribbon and Beyond Blue Awareness. The complete student engagement policy guidelines are available at www.education.vic.gov.au/management/governance/referenceguide The complete Ballarat High School Student Engagement policy is available on Forums

Our Shared Expectations At Ballarat High School we have agreed expectations of all members of our school community. The expectations come under the 3 core values of pride, respect and responsibility. Utilising these values we aim to provide a positive learning environment for all. All members of our school community should demonstrate the core values in the following ways: PRIDE is demonstrated by:  representing our school community in a positive way at every opportunity  achievement to the best of our ability  celebrating and observing our traditions and achievements  our appearance and attitudes RESPECT is demonstrated by our:  speech, actions and manners  appreciation of our environment  honesty, teamwork and acceptance of others (opinions and rights)  care, support and safety of all members of our school community  positive communication and connected relationships RESPONSIBILITY is demonstrated by our:  personal learning and growth  organisation, management, goal setting and achievement  modelling and encouragement of positive behaviours  forward thinking, innovation, creativity and flexibility  informed decision making Staff To assist in demonstrating the core values staff can:  Provide personalised learning in a variety of environments  Build caring, positive relationships and resolve problems using the principals of restorative practice  Utilise feedback, both positive and constructive, to assist students and yourself to improve the learning experience. Students To assist in demonstrating the core values students can:  Work co-operatively with staff and parents to access all the educational opportunities open to them.  Seek and reflect on feedback about work and behaviour and act upon this.  Complete all activities to the best of their ability

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Parents To assist in demonstrating the core values parents can:  Ensure you and your children understand the school values and support the school in achieving them.  Take an active interest in your child‟s learning and supporting them to ensure they are well prepared to achieve their potential  Having open communication with the school regarding your child‟s education

Rights and Responsibilities Every member of the school community has a right to fully participate in an educational environment that is safe, supportive and inclusive. Everyone deserves to be treated with respect and dignity. To ensure that the above stated philosophy is upheld we support and utilise the following legislation and policies. Equal opportunity Act 1995: Under the “Equal Opportunity Act 1995” it is unlawful to discriminate against a person on the basis of the following attributes: Age Breastfeeding Gender Impairment Industrial activity Lawful sexual activity Marital status Parental/carer status Physical features Political beliefs Pregnancy Race Religious beliefs Sexual orientation Personal association For further information go to www.legislation.vic.gov.au and look in “Victorian statute book” – 2007 for the amended Act. The charter of Human Rights and Responsibilities Act 2006: The charter outlines a vision of Human Rights for all Victorians and is based on 4 basic principles; Freedom, Respect, Equality and Dignity. The charter requires all public authorities, including government schools and their employees, to act compatibly with human rights and to consider human rights when making decisions and delivering services. For further information go to www.legislation.vic.gov.au and look in “Victorian statute book” – 2006. Students with disabilities: The Disability Standards for Education 2005 outlines the obligations of schools to ensure the rights of students with disabilities are upheld in areas including enrolment, participation, curriculum, student support services and harassment. The school must make “reasonable adjustments” to accommodate a student with a disability. This adjustment is considered reasonable if it takes into account the interests of all parties involved, including the student, staff and other students. For further information go to www.dest.gov.au and search “disability standards 2005” Bullying and harassment (Adapted from the Ballarat High School Bullying policy) Philosophy The Ballarat High School Community believes that every student has the right to feel safe at school, allowing them to concentrate on their learning. As harassment and bullying in its various forms may cause long-term psychological damage to its victims, this behaviour will not be tolerated. Definitions: Harassment is any verbal, physical or sexual conduct which is uninvited, unwelcome or offensive to a person. Bullying is when someone deliberately upsets or hurts another person on more than one occasion. Bullying may be verbal, physical, visual, written or electronic. 35

Physical bullying includes any form of actual assault and any threat of actual assault. Actual assault is a criminal offence and may lead to legal action being taken. Verbal bullying includes offensive comments of a personal nature, particularly about a person‟s race, family, appearance, or intellectual capabilities, made in the hearing of the person spoken about or in the hearing of others. Other forms of bullying may involve deliberately isolating a person or influencing others to leave him/her out of activities, interfering with the person‟s property, interfering with a person‟s locker and gossiping. Cyberbullying is a form of bullying which is carried out through an internet space (eg email, chat room) or mobile phone (eg text message, photos). Cyberbullying can occur anonymously and can therefore be difficult to uncover. The school will actively work to eliminate harassment and bullying using strategies including;  Educating students the effects of bullying and on dealing with bullying,  Utilise positive learning environments to build resilience and confidence in students  Identify and follow up on any incidents of harassment and bullying  Incorporate techniques such as Restorative Practice to re-build relationships to decrease ongoing bullying. For further information refer to the “Bullying Policy” as outlined in the Student Wellbeing Policy. For further information on Cyberbullying refer to www.stopcyberbullying.org

STUDENTS – Rights and Responsibilities Rights    

Responsibilities  To display positive behaviours  To respect others and support their rights  To take responsibility for their own learning

To be treated fairly and with respect To feel safe To be able to learn without interference To have access to appropriate curriculum

TEACHERS – Rights and Responsibilities Rights  To be treated fairly and with respect  To teach in a positive and co-operative environment  To manage student behaviour in an appropriate manner  To receive support from the school community

Responsibilities  To provide engaging learning opportunities within the guidelines of the Learning Framework.  To build positive student behaviours through developing strong relationships.  To endeavour to cater for the individual learning needs of students.

PARENTS/GUARDIANS – Rights and Responsibilities Rights  To be a part of a school that provides a safe environment for their children.  To be treated fairly and with respect  To be informed of, and have access to, information about their child‟s education, development and behaviour.  To have an opportunity to be involved in planning and development of educational policies.

Responsibilities  To have primary responsibility as carers for their children.  To provide support for teachers in implementing the educational program and other school policies for their child.  To communicate all relevant information (including reasons for absence) and concerns to the school.  To assist and encourage their child to make the most of their educational opportunities. 36

Uniform and General Appearance of Students PHILOSOPHY: The School Charter emphasis is the promotion of personal pride and a strong school identity through the uniform, history and celebration of achievement and participation in school life. The School dress code will respect and reflect the cultural norms of the school community and its requirements will apply equally to all students. (The School Council has the authority to create and implement a dress code for students. The authority arises from an order of the Governor-in-Council). GOALS AND PURPOSE: The purpose of maintaining a strict uniform policy is:     

To create a sense of collective and individual pride in the students and their identification with the school. That the image of the school benefits from the neat appearance of students all wearing correct uniform. Over a period of time, uniform is more durable and therefore more economical. Dress competition between students is eliminated, thus ensuring greater equality among students. There is a safety element through the easy identification of students on excursions and the detection of outsiders in the school grounds.

ALL students are required to be in full uniform during the School day, including travelling to and from School and on excursions, unless otherwise specified. On rare occasions when an item of uniform is not able to be worn, the parent/guardian must furnish satisfactory written explanation and the student will be issued with a uniform pass, which they must carry throughout the day. Students out of uniform without the required permission and pass will be given a detention. General Appearance:        

T-Shirts, skivvies and singlets, must not be visible under school shirts/blouses. Hair must be kept clean and tidy; rinses, tints and extreme fashion styles are not acceptable, and must be avoided. Students with hair below collar length must wear it tied securely for practical classes. This is an Occupational Health and Safety requirement. Black leather, lace-up shoes (traditional style) must be worn and should be regularly cleaned. Ballet shoes, slip-ons, sneakers, T bars, and boots are NOT permitted. Students with pierced ears are permitted one small stud per ear. School Council has reaffirmed the policy and NO other body piercing jewellery is permitted. No jewellery is permitted apart from a watch and/or an SOS pendant. The only jackets permitted to be worn at School are either a school blazer or spray jacket. Students can wear a brimmed hat or cap in navy blue. The only logo or writing permitted on headwear is the School Logo. The wearing of headwear in the buildings or classrooms is not permitted without specific permission. Only clear or natural nail polish may be worn. No other make-up is acceptable.

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Girls & Boys Uniform: Available from School suppliers: Crockers, Lowes (Central Square Store) and Messer and Opie. Girls’ Uniform: Skirt Blouse Pullover Pantyhose Navy blue slacks Summer Dress

Socks Navy blue shorts Ribbons Blazer Bags/Backpacks Gloves/Scarves Boys’ Uniform: Trousers Shirt Pullover Tie Walk Shorts Socks Blazer Bags/Backpacks Gloves/Scarves

Montieth tartan, box pleated. Length, for student safety, is to be between knee and midcalf in length. Light blue, plain long-sleeved approved colour. Plain - bottle green crew neck, not V necked. Navy tights (NOT black) are to be worn with the skirt. Approved school style, from suppliers only, to be worn with navy socks or tights. Gingham, in the School colours (knee length). Summer dresses or shorts can be worn in Terms I and IV, the first three weeks of Term II and the last two weeks of Term III. White (with summer dress or shorts). Approved school style, from suppliers only, to be worn with a pale blue approved brand short-sleeved blouse. Blue or green should be used. White is acceptable with summer dress. Green (optional). B.H.S. bags/backpacks are available. Montieth Tartan or in a colour to match the School jumper being worn.

College grey - as supplied by suppliers. Jeans and cotton trousers of various shades are not acceptable. Approved colour light blue (either long/short sleeve). Green V-necked with the School colours. Green striped in the School colours. Grey poly-cotton business shorts. Walk shorts should only be worn with grey B.H.S. School socks. Grey with School colour. Green (optional). B.H.S. bags/backpacks are available. Montieth Tartan or in a colour to match the School jumper being worn.

PHYSICAL EDUCATION AND SPORTS UNIFORM: Students representing the School in interschool sports competitions are required to wear the correct School sports uniform. This is the same as the uniform worn for Physical Education and Sport Education. Sports shoes (sneakers) with non marking/white soles are required for use on the gymnasium floor. Physical Education uniform is compulsory for all students. Boys      Girls     

Rugby tops - Multi-coloured rugby top in School colours. The School football jumper. Navy tracksuit pants. Navy blue shorts. Pale blue short sleeved sports shirt or athletic singlet (school colours). School football socks or white socks. Rugby tops - Multi-coloured rugby top in School colours. Navy tracksuit pants. Navy blue shorts. Pale blue short sleeved sports top or V necked sleeveless T-shirt (school colours). BHS sports/hockey socks or white socks. 38

SICKBAY information for NEW STAFF Sickbay is located in the West end of the Administration building, and is attended by Trish Jennings from 8.45am – 3.45pm, Monday to Friday for all staff and students. If a student is injured, has a medical condition or is extremely unwell they are required to attend sickbay, where they will be treated or will have their parents contacted to collect them for further medical attention. The protocol for sending students to sickbay is as follows:  Students MUST have a note in their diary from their class room teacher stating their reason for attending sickbay and the time they leave class – this will be signed and timed in sickbay also.  Student who have serious medical conditions (such as diabetes, epilepsy, anaphylaxis) or are seriously injured must be accompanied by another student. Otherwise students are to attend sickbay alone.  Sickbay (under DE&T guidelines) does NOT supply Analgesics (Panadol) to students.  If students have a blood nose, please ensure they have tissues, paper towel or a container with them before heading to sickbay to minimise blood spills on the way.  If students produce a laminated “attend sickbay” card – they must attend sickbay immediately! The protocol for excursions/first aid kits is as follows:  When taking students off campus a first aid kit MUST be acquired from sickbay. Please book ahead for your first aid kit as camps and pre bookings take priority. All teachers are asked to check the excursion slips and highlight students with medical conditions so they can double check with team leaders and the “Green Folders”. The “Green Folders”:  Is a current list of students in Ballarat High School with medical conditions/alerts. Also in the folder are Individual Anaphylaxis Plan for each of our Anaphylactic students, a brief description for some of the medical conditions/terms and a page explaining our “attend sickbay” cards. Students who display these cards must attend sickbay immediately and must be accompanied by another student. Please try and refrain from addressing the student about their cards (it may be an embarrassing condition) – simply contact sickbay, your team leader or check the “Green Folder” for further information.

Staff are encouraged to maintain a Level 2 First Aid (+Anaphylaxis and Asthma) qualification for their time at Ballarat High School. Training/Refresher/PD information is available through Wendy Morrell (Leading teacher – Feedback and Development). A copy of all staff First Aid qualifications and levels are kept in sickbay. *Please complete the tear off slip and return to the general office the following information:



Name:……………………………………………………………………………………………….. First Aid Qualifications (please tick relevant options): Level 1

Level 2

Level 3

CPR

Anaphylaxis

Asthma

Other

*Please attach a copy of all current qualification certification. Would you like to be informed of any first aid courses run through the school? YES / NO 39

Staff Duty - General Guidelines 

Years 7, 8 and 9 students are not permitted in the Sheehan Wing at recess or lunch times except for those going to the Computer Rooms.



On wet and/or cold days the lunch arrangements will be determined by the Team Leaders. Duty staff should check with those Team Leaders in their designated area. Teachers on duty should regularly check corridors as well as the outside areas within their duty area.



Ball games should not be played on the grass areas in front of the Sheehan Wing, the administration Building, the ARCH Centre or the central quadrangle.



Canteen duty - check the detailed arrangements shown on the diagrams indicating duty areas - these are in each Staffroom.



Students should not be west of the service road unless engaged in a sporting activity and they should not be past the change rooms in line with cricket pitches. The soccer field is for Years 7 and 8 only who are engaged in sport.



Ex-students and others who are not students are not permitted in the school grounds unless they have signed in at the Front Office and have a Visitors Pass. You may ask them to go to the office or to leave the school. Problems should be referred to an Assistant Principal or Principal.

 

Students are not permitted to talk to outsiders over the school fence or in Gillies Street. Smoking is not permitted and students caught smoking should be referred to the Team Leaders. The known smoking areas are the toilets and along the service road to the west of the Gymnasium. Duty teachers are to ensure that these areas receive adequate supervision.



The bike compound is out of bounds at recess and lunch time.



Students are not permitted to climb on to a roof under any circumstances.



In fine weather some students create a problem by sitting on the access driveway and refusing to shift when cars use the drive - be watchful for this unacceptable behaviour. Walkways and pathways need to be kept clear.



Students are not permitted to visit the shops across Sturt Street. All students including bus travellers cannot leave the school grounds after entering the grounds, without written permission from Team Leaders.



Students should not be near the cars or bikes.



Football is not permitted on the sealed area at the rear of the Sheehan Wing or on the tennis courts. For safety reasons games of cricket and keepings-off are not permitted. Cricketers in the nets cannot use a hard cricket ball at recess or lunchtime.



Students are only permitted in the main building at recess and lunchtimes if they wish to speak directly with a member of staff or visit the General Office. Students are not to use the main door of this building nor are they to use the two west end doors as a short cut to and from the Canteen. 40



The above are some specific guidelines re. duty. Although teachers are nominated for specific areas and times of duty, it is expected that all teachers will be prepared to enforce the above guidelines. The aim of being on duty should be to 'be seen' and thus discourage unacceptable behaviour rather than attempting to catch wrong doers. A single bell halfway through lunch indicates the changeover of staff on lunchtime duty. The request to students to pick up their litter is a reasonable one.

RESPONSIBILITIES OF EVERY TEACHER As members of staff at BHS we actively support the creation of positive learning experiences by –  recognising individual differences and needs  providing each student with appropriate support and learning opportunities  providing a variety of learning environments which are productive and safe  developing caring, positive relationships with students  resolving problems that occur in the classroom and the general school environment by implementing the “Building Positive Behaviours Guidelines” consistently and using the principles of restorative practices  providing regular feedback, both positive and constructive, for students about their progress and by seeking feedback from students about their learning experiences in our classes  building positive working relationships with parents to support the students‟ learning  being well prepared  developing positive professional relationships with colleagues Some Specific Guidelines: Timetable: Inform the Timetable Office of your preference for rooms, times. Some of your requests may be possible when periodic revisions of timetable occur. In particular, you could help by offering to take responsibility for a specific classroom ie. to see that its furniture, display boards and equipment are not abused. Homework: It is school policy that homework be set according to the homework timetable. Homework may involve additional work or completion of class work. Parents are requested to assist by taking an interest and by checking the School Organiser, and by contacting the School about learning problems. All students are provided with a school organiser. The School Organiser is intended as a means to assist students to organise their homework so that all work will be completed on time. The regular use of a Student Organiser is a means by which interested parents will be able to find out what homework is required for their children and thus be able to offer assistance and check that the work is done. The teacher's responsibility in relation to the organiser is to direct students to record the set homework and the completion date. Room Tidiness: *

All rooms should be locked at recess, lunchtime and at the end of the day. 41

* * *

No class should be dismissed until after paper and rubbish has been deposited in the bin. If you inherit an untidy room, please do not leave it like this for the next class. Whiteboards should be cleaned at the end of the lesson. Carpets improve teaching conditions but are expensive to replace. Please make students conscious of the need for carpet care - avoid pulling tables across the carpet; do not allow liquids in rooms which may stain the carpet if spilt.

After School Meetings: For the whole staff, Learning Areas and specific purpose committees are held as required and, unless urgent, at least one day's prior notice is given. Attendance at whole staff meetings and scheduled meetings is compulsory. Breakages: Where damage by pupils occurs, details should be reported to the Assistant Principal. Students may be charged for repairs proportionate to their negligence. If windows are broken then immediate action should be taken to ensure that there is no likelihood of danger to students from broken glass. Lost Property: See that it is dispatched to the Lost Property Co-ordinator except for Library Books - return these to the Library. Valuables and Money - to Team Leader or an Assistant Principal. Absences/Extras: Staff who know they are going to be absent must ensure that work is left for their classes in the pigeon holes provided in the Timetable Office. Similarly, staff taking "extras" must check these pigeon holes to collect work left. Roll Marking: It is essential that class teachers accurately record any students who are absent from their classes. It is advised to keep a written record as well as the Daymap record. It is the Class Teachers‟ responsibility to inform Team Leaders when a student has reached five absences in their class. Private Property: The private property of teachers is NOT insured and therefore teachers are advised to consider an all risk policy. The school, School Council or DET does not accept liability for theft of or damage to the personal property of teachers, including motor vehicles. Guest Speakers: No guest speakers can be invited without the specific approval of the Principal class. V.C.E. Policies and Procedures: For information relating to the above see separate Handbook as issued to V.C.E. teachers. Access to Lockers: Students should not be at lockers between periods 1 and 2, 3 and 4, 5 and 6. Staff are asked to help enforce this rule. 42

School Council Committees School council Learning Design committee Consultative committee Student Services committee Sport/specialist sports school committee Resources committee Finance committee Learning technologies committee Boat club Music support Parent support Chaplaincy

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Library Operations Preamble: The library offers a range of resources and services to the school community. The teacher-librarians are available to assist teachers in planning units of work, organising appropriate resources for these units and teaching students about research strategies. They also enjoy providing Book Chats for wide reading sessions and introducing mini-sets to English classes. A wide range of resources is provided by the library to support staff in their teaching programs and we also operate wikis and blogs for staff and student use. The library provides a variety of recreational reading material and book enthusiasts are welcome to join the Staff Book Club which meets once a term. Library Bookings Three library spaces may be booked by teachers for use with their classes: the Reading Space, the Library Learning Space and the Research Space. The Research Space is located in the main body of the library close to the non-fiction and academic journals. This space can be booked via Book It and includes seating for an entire class and 10 computers for class use. It is an ideal space when you want your students to use both print & non-print materials in their research tasks. The Reading Space is intended for class quiet reading so preference is given to English classes, who may book a period for their class for a whole term. A booking sheet is kept at the library desk and bookings must be made with the librarians. The Library Learning Space (LLS) currently has 8 computers, an interactive whiteboard and a data projector. It is an ideal location for teaching a class about library research skills at the commencement of a unit of study. A booking sheet is kept at the library desk and bookings must be made with the librarians. Staff Loans A Teacher Resource Centre has been established at the western end of the library. Teacher Reference materials (books, DVDs, videos, kits, posters and professional journals) are stored here. Staff may use this space to browse the collection or preview the AV materials in the AV room. Teacher Reference materials are available for loan on a term or semester basis. Non-fiction, class sets and recreational reading may be borrowed for a term. Equipment (6 laptops, 2 sets of microphones, 2 data projectors, 1 DVD player, 1 DVD video combo, 2 digital cameras and 2 video cameras) are available for loan on a period basis and may be booked through Book It (look for “ICT resources”). The library also has for loan extension cords, power boards and double adaptors. The Library catalogue (OLIVER) is accessible from any computer in the school and from home via the school‟s homepage, under the “Library” tab. Currently, staff can search the catalogue using “OPAC search” but when the system is updated staff will be able to log in and the system will provide more interactive potential (eg staff will be able to reserve books and receive updates about overdue items and newly processed material) The library is happy to provide tubs of resources for use in the classroom. These tubs can be prepared in advance and borrowed in the teacher‟s name for up to a term. Tubs should be kept in the library and taken to class as needed during this time. Book and DVD Orders Individual requests by teachers for resources to support teaching and learning programs should be approved by the Learning Area leader and then directed to the librarian. Requests for recreational reading are always welcomed by the librarians. The library regularly records TV programs on an HDD recorder and can create DVDs on request. 44

Opening Hours: The library opens at 8.40 am and closes at 3.30 pm on Mondays, 4.30 pm Tuesday – Thursday and 4 pm on Fridays. We are open at recess and lunchtime. Teachers may send small numbers of students to the library for research during class time but please be aware that many senior students use the library for private study, so the availability of spare tables and computers will vary.

Accident, Illness Procedures The teacher concerned with any accident should note details of the accident, together with action taken, in the “Accident Registrar” and on the “Accident Report Form” in the Sick Bay. Where a pupil, or staff member, sustained a serious accident, or where there is any doubt about the seriousness of the accident, the local ambulance should be called immediately and the parents of the pupil should be notified. Names of any witnesses should be recorded. NOTE: SICK CHILDREN MUST NEVER BE SENT HOME UNLESS PARENTS ARE NOTIFIED. If a student is to be sent home then either the Year Level Co ordinator or an Assistant Principal must be notified. Students who are ill should be referred to the Sick Bay in the Administration Building. The organiser needs to be signed by the classroom teacher.

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   

    

    

Evacuation Evacuation is an organised and controlled movement of personnel from a threatened or danger area to a safe area in the minimum possible time and exposing them to the least possible risk. The signal to evacuate will be a continuous bell ringing on the P.A. with an accompanying announcement; or similar emergency alarm; or both. Begin procedures immediately after these signals are heard. Close all windows, switch off gas, fans and electrical appliances, air conditioners, etc. Count heads in the room. Make a note of anyone who may have left the room. Bring the class roll. Arrange students in pairs, each to be responsible for checking the other at the evacuation assembly point. Close the door on leaving. (If staff are also Block Wardens, they will need to hand their roll to a teacher of a class in a nearby room when evacuated from that building.) The evacuation assembly point is on the Sturt St Football Oval near the main internal car park. Alternative evacuation assembly points are the bus turning circle, Lawn area at Gillies & Sturt St intersection, or gymnasium, are only to be used if directed over the P.A. system. Take the nearest door to exit the building as per evacuation plan displayed in the room. STUDENTS MUST MOVE QUIETLY - DON‟T RUN. DON‟T SHOUT. TAKE BOOKS, BUT DON‟T GO NEAR LOCKERS. At the evacuation assembly point, students line up in pairs next to their room number and the class teacher will again take a head count. The class will sit down if the ground is dry and remain at the evacuation assembly point until the „all clear‟ is given. Class rolls will be checked again to ensure that all students who were in the classroom have arrived at the evacuation point. (Some teachers will need to check two rolls if they are replacing a Block Warden.) Notify Block Wardens or Safety Officer of any absentees. If there are any absentees, the OH&S Rep will organise for a re-check of that building. Teachers are to remain with their class until after the ‘all clear’ signal is given. Block Wardens will check every room, store-room and toilet in each building to ensure complete evacuation, and then report to the OH&S Rep or Assistant Principal / coordination team. In the event of evacuation occurring at recess or lunchtime, students will assemble on the soccer oval by the number of their usual Learning Advisor room, with Learning Advisors taking a roll check. The catwalks of the Sheehan Wing are only to be used as a last resort by direction of the room teacher. Staff without specific evacuation duties should assemble at the Soccer oval at the "Library" check point. This will enable specific duties to be allocated to you and an accurate head count to be completed.

Block Wardens are as follows: Y9 Wing North Wing and 15/16 Library: Robinson Centre: Art/Technology: Science Wing

Y9 designated Core teacher AP Middle years Librarian. Performing Arts Learning Area Leader Technology / Art learning Area Leaders Maths/Sci Team leader or a science teacher in the building AP Later Years Principal Middle years Business Manager HAPE Learning Area Leader or a teacher in the gym at the time.

Sheehan Wing First Floor: & Second Floor Staffrooms, Canteen, Amenities, Toilets: Administration Building: Gymnasium

46

Block Wardens are to report to the OH&S Rep or the Principal School Improvement (both identified by safety jacket) at the evacuation assembly area. For details, check the evacuation notice posted in each classroom.

A full emergency management plan is available for all staff

Supervision Supervision – Yard: Staff will be rostered for duty in various areas of the school. The duty roster indicates the areas to be supervised by teachers. The importance of vigilant supervision cannot be overstressed. Staff on duty must be "out and about" as the prevention of undesirable behaviour is more important than catching culprits after they have done the deeds. There is little doubt that teachers on constant patrol can prevent much vandalism, bullying and other misdemeanours. It is desirable for the efficient functioning of the school that staff consider themselves to be on duty at all times and not only when listed for duty. The "turning of a blind eye" helps create double standards and makes it difficult for those staff who are prepared to act when necessary. Duty areas are indicated on diagrams posted in all staffrooms. If unable to perform a normal duty session because of some other activity etc. please inform the Timetable Office so that a substitute can be arranged. At the start of Period 5 each day, there is a litter duty for 15 minutes, supervised by a classroom teacher and a designated duty teacher. Supervision - PE Changerooms: The following policy applies: -

-

P.E. teachers should visit the changeroom of students of the same sex as the teacher at least once but not necessarily remain in the changeroom for long periods. P.E. teachers should inform students that if any disturbance/accident occurs in the changeroom, then this must be reported to the teacher immediately. This is particularly important for students in a changeroom of the opposite sex of the teacher where the teacher would not usually enter. Parents will be informed via the Newsletter that teachers are not in changerooms for the full changing time and that in case of opposite sex, teachers do not enter the changeroom unless an emergency occurs.

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Extras / Absences from Duty Extras: When teachers are absent, the school is obliged to arrange for other teachers who will supervise their classes. These "extras" are compiled before school each day and posted in the Staffrooms. Every day you should check the "extras sheet" before classes begin. * If you have an extra, ensure that you reach the class room on time.

In Lieu classes may be given if your own class is away on excursions etc.

Temporary Absence During School Hours: If you wish to leave the school during the morning or afternoon sessions: (a) ensure that you have not been allocated an "extra" (b) notify the General Office of your departure and expected time of return. (c) sign the book in the General Office indicating period of absence.

Absence From Duty: -

-

Where a teacher knows in advance that he/she will be absent, he/she should notify the Daily Organiser. On returning to school after absence, teachers should report to the General Office where clerical staff process Absence Forms. Where a teacher does not know in advance, he or she must notify the school well before 8.00 a.m. There is somebody in the office to take necessary messages from 8.15 a.m. each day. At other times, messages can be left on the answering machine. Daily Organiser phone number is 5338 9037. A medical certificate is required for: * absences of more than three (3) consecutive days. * absences totalling more than five (5) days in the year. * absences on the day immediately before or after vacations and public holidays (otherwise you may forfeit your holiday pay).

Casual Relief Teachers: Where possible, Casual Relief Teachers are employed to take extras. C.R.T. Teachers must be approved by DET and have V.I.T. Registration. C.R.T. Teachers are paid an hourly rate and do not receive any holiday pay or sick pay. As the task of teachers (either Emergency or Staff) taking extras is usually difficult, teachers are requested to leave adequate work for their classes when they know in advance of their absence. Staff are encouraged to leave work on DAYMAP. C.R.T. Teachers can only be employed under certain conditions. Particularly in Terms 2 and 3 there is competition between schools to gain the services of C.R.T. Teachers and thus in order to avoid unnecessary extras teachers are asked to notify the Daily Organiser of their absence as early as possible.

48

Leave: Detailed information on LEAVE is available at www.sofweb.vic.gov.au via the Victorian Government Schools Reference Guide. Access to the guide requires your employment ID and password. Sick leave adjacent to public holidays / Day in lieu of Melbourne Cup: Staff members who are absent due to illness on any working day, or consecutive working days, preceding or following a public holiday must provide a medical certificate to cover those absences in order to be granted paid leave. Where a staff member does not furnish a medical certificate for any absence adjacent to a public holiday, leave without pay will be granted where the absence: 

occurs on working days both preceding and following the public holiday, leave without pay will be granted for the entire period of absence, including the public holiday



is on a working day or consecutive working days preceding or following a public holiday (but not both), leave without pay will be granted for working days absent and paid leave granted for the public holiday.

Carer’s leave: A staff member who is required to provide care and support for a member(s) of their immediate family or household shall be granted carer‟s leave. The maximum amount of carer‟s leave that may be granted in any calendar year with or without pay is five days. Carer‟s leave is deducted from the staff member‟s accrued sick leave credits. In any year where a staff member has exhausted their sick leave credits, the staff member shall be granted further carer‟s leave with pay for up to three days, but not exceeding the maximum of five days carer‟s leave which may be granted per year. For the purposes of this section „immediate family‟ includes:  spouse or domestic partner (including a former spouse or former domestic partner) of the staff member. A domestic partner means a person to whom the staff member is not married but with whom the staff member is living as a couple on a genuine domestic basis (irrespective of gender), and 

child or an adult child (including an adopted child, a stepchild or an ex nuptial child), parent, grandparent, grandchild or sibling of the staff member or spouse of the staff member.



Supporting documentation for sick leave/carer‟s leave:



applications for sick leave must be supported by a medical certificate or certificate in lieu and applications for carer‟s leave must be supported by a medical certificate or a statutory declaration when:



an aggregate of five days‟ sick leave and/or carer‟s leave without a certificate or statutory declaration have been taken in any calendar year (for members of the Teaching Service) or any year of service (for school services officers) regardless of whether the leave is with or without pay, or



more than three consecutive days leave are taken, or



a staff member is absent immediately before or after a public holiday (unless otherwise approved by the Secretary (or delegate), long service leave or a school vacation (for members of the Teaching Service) or annual leave (school services officers), or



the absence occurs on a stopwork day, or



the principal requires its provision for any reason. 49



Principals of schools in a non-metropolitan municipal district must approve (as a holiday) the day decided by the school council, as the day on which the school is to be closed.

Medical Certificates. A teacher may take up to 5 days of accrued sick leave credits in any one calendar year without the need to provide a medical certificate. This is subject to the provision that not more than 3 days may be taken consecutively without a certificate. If absent for a cumulative total of 5 days without a certificate, all absences thereafter, even for single day, require a certificate for any absence due to illness. It should be noted that the 5 days which may be taken without a Medical Certificate are deducted from total sick leave credits. Any of these 5 days could be designated as Family Leave if illness / family problems occurred with your immediate family but they will still be counted in non certificated days allowance. A medical certificate may be required if you are absent on a stop work day. Public holidays and weekends during an absence on sick leave are not regarded as part of that leave. Sick Leave In Conjunction With Vacations: A teacher who has been absent on sick leave before and after a term vacation will be granted holiday pay if they were on duty for at least 4 weeks in the preceding term. Absence before or after vacations are treated as for normal sick leave and does not result in the loss of holiday pay. A medical certificate is essential in this case. A teacher who is absent on sick leave before and after the Christmas vacation and who was on duty for at least 4 weeks in Term 4, is allowed full pay for one week only of the vacation in addition to the statutory public holidays at Christmas and New Year.

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BALLARAT HIGH SCHOOL – EXTRAS FORM DATE:

__________________

SUBJECT:

__________________________

DAY:

__________________

(Please attach student roll)

PERIOD:

__________________

USUAL TEACHER: ____________________

ROOM:

__________________

1.

WORK SET:

2.

MATERIALS REQUIRED (eg. books from Library, keys, etc).

3.

ADDITIONAL COMMENTS (Special problems; where work is to be returned to, etc).

SUPERVISING TEACHER: 1.

Comment on general work progress:

2.

Other comments (Problems with materials/students/etc).

Signed: __________________________________________ (Supervising Teacher). Ballarat High School CRT Name:_____________ Date: ___/___/___

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Please complete the following for each class you have today and leave the completed form at the front office at the end of the day. This will help us follow up with students. If a major problem occurs please ensure there is detail information for Team leaders / Assistant principals to follow up. Period: Class / room General Class Information

Very Poor 2 1 Very Poor 2 1

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Further Comment

Very Poor 2 1

Respect

General Behaviour Very Good 5 4 3 General Approach Very Good 5 4 3 Level of Respect Very Good 5 4 3

Work

Behaviour

Normal teacher Student Specific Information / Problems Name Issue / Concern Please only use for a student where major issues or ongoing problem

Office Procedures / Money Transactions Office Procedures: Students are NOT to be sent to the General Office during class time. Any items required by staff must be obtained at recess or lunchtime. Staff are asked to refrain from entering the General Office. School related mail may be left at the office for postage. Stamps are not available from the general office for private purposes.

Custody Of Money: Regulations require that all money should be receipted and banked on the day it is collected. Money must be paid into the General Office as early as possible each day. Because of numerous cases of theft, teachers are not to leave money in Staffrooms etc. Money lost by a staff member is to be replaced by the staff member. If safe custody is required, arrangements may be made with the Business Manager to place money in the school safe. Collection of Money from Students: There are two methods of collecting money from students: 1. AMOUNTS $5.00 AND MORE Students may be directed to pay money to the General Office. Prior to arranging this it will be necessary to see the Office Manager in the General Office to arrange collection dates, times, amounts, etc. A list of the students to pay the money must be provided to the Office Manager 3 days before payments are due to commence so charges can be entered on to the system. The Office Manager will issue Cash Register receipts to students and mark off on the supplied list those students who have paid. It is the responsibility of the teacher to check that all students have paid before the activity takes place. If students take part in the activity without paying it is the teacher's responsibility to collect the money due. Under normal circumstances a student who has not paid for an activity should not be allowed to participate. If in doubt seek clarification from the Administration. 2.

AMOUNTS LESS THAN $5.00 Teachers are responsible to collect money from students if less than $5.00. A list of students must be used to record the amount paid by each student. After collecting money it must be handed to the Cashier who will issue a receipt. The total of cash must agree with the total number of students who attended the excursion.

Handing Money In To The Office: All money must be handed to the Cashier in the General Office (by 2.00 p.m. each day). The Cashier will issue a receipt indicating into which account the money will be paid. It would assist if cash was correctly counted prior to handing in and placed in plastic bags, which are available from the Cashier. 53

The teacher is to notify the Office of those students who did not attend the activity, so the charge can be removed from the family statements. This prevents problems when accounts are sent out. Purchasing and Ordering Procedures: Use of the official Order Book: All purchases must go through the school's Official Order Book, supplied by: -

Librarian: For book purchases and audio visual equipment only.

-

Business Manager/Assistant Principals: For all other items, ie. equipment, supplies or repairs, etc.

The order should include estimated cost, description of goods and services, and budget code. Order forms: * White copy * Green copy * Pink copy

- to the supplier from which goods are ordered. – leave in book. - leave in order book.

All orders must be signed by either the Business Manager or Assistant Principal – School Improvement. Teachers Are Asked To Note The Following: -

If you are in possession of invoices for goods purchased, PLEASE hand to the Bursar immediately, as delays in doing this causes problems with accounting procedures, and delays in the payment of accounts.

Requests for cheques: 5 days notice must be given to the Business Manager. Cheque Requisition Forms are available to assist with this cheque process. Petty Cash Petty cash may be claimed in exceptional circumstances for re-imbursement of purchases of $20 or less. A tax invoice / receipt must be provided, with the petty cash voucher.

54

Transport Private Motor Vehicles: The use of private vehicles should be avoided whenever possible, although it is realised that on occasions when a small number of students is involved the use of public transport may not be practicable. Excursion staff cannot be directed by their Principal to transport other excursion staff, school students or equipment in connection with any school function. Students must not be permitted to transport other students in private vehicles in connection with the school program or any school function. When a private vehicle is to be used for transport of students, the parent of each student should be advised of the name of the driver of the vehicle in which it is proposed that the student will travel and the parent's consent obtained for the student to be carried in a vehicle driven by the person named. The principal should verify that any vehicle used for the transport of students is currently registered, and that the driver holds a valid driver licence. Any vehicle used in connection with the school program or any school function should have a comprehensive insurance policy. (See 4.10.6 "Use of Private Cars – Government Schools Reference Guide)

The School Mini Buses: All bookings for use must go through “BOOKIT” online. Where possible try to arrange for drivers one or two days in advance. All students trips must cover costs and each student involved must contribute to the arranged levy. Only those staff with suitable licences that have been specifically sighted by the Principal may drive the Mini Bus. -

Mini Bus levy is presently $1.50 per kilometre.

-

The levy must either be collected in cash from the passengers and paid to the General Office with a note clearly stating day, trip, and the faculty involved, or incorporated in the cost of the trip.

-

The following rules must apply to use of the Mini Bus * the bus must be swept at the end of each trip. * trip details must be entered at the start and completion of each trip into the logbook. The bus must be returned to the bus shed at least ¾ full of fuel after each trip. * tyres must be checked each time petrol is purchased. * loading and unloading of students must be at the bus turning circle. * all garage doors must be locked both after and during the time the bus is being used. * teachers and/or drivers on the bus are responsible for the behaviour of students, who must remain seated, must not throw things from the bus and must not put arms or heads outside the windows. * the maximum number of students which may be carried is 24. * any damage must be reported as soon as possible to an Assistant Principal. * the teacher in charge must ensure that all passengers are wearing seat belts where they are provided and that the belts are fastened after use. 55

Car Parking: Apart from the labelled spaces at the front of the School Building reserved for visitors, no parking is permitted in the School grounds. Staff can park cars along the Sturt Street service road at the front of the Sheehan Wing or in the internal car park. Access to parking in the off street area in front of the Sheehan Wing is via the entry at the western end at the service road turn off. Exit to the eastern end. Access to the internal car park is via the service road which enters the grounds at the western end near the football oval. Bicycles Entry and Exit: Those students who ride bicycles to school must enter the school either through the Gillies Street entrance, or via the service road from Sturt Street. Students must leave by the same route. Students from the south, city or north eastern areas must use the official pedestrian crossing in Gillies Street. Students may approach this crossing from the north or the south by using the cycle track which is clearly marked as part of the footpath. Only that part of the footpath which is designated as a cycle track may be used by cyclists. Students who are going northwards in Gillies Street should use the cycle track on the west side of Gillies Street.

56

U:\Office\staffing\2010\staff handbook 2010.doc

57

QUICK REFERENCE GUIDE ADMINISTRATION I need to …….

Where do I go?

Find out information regarding my employment records, pay, etc Report a maintenance problem or hazard

Helen Greenwood – Bursar

Record a cleaning issue or request extra cleaning for an upcoming event Sort out keys Sort out alarms Add an item to the school planner Find staff contact details Get a photocopy number Find my teacher number Place an item in the newsletter Pay my staff association Find out term dates DEECD A to Z HR reference guide  Duty of care  Legal Liability  Careers and recruitment  Employment conditions  Professional development  Safety, health, wellbeing  Workforce management DEECD whole school operations reference guide  School councils and governance  Curriculum support and resources  Environment  Accountability and improvement  Management  resources

Record in maintenance or hazard registers at the front office desk Record in the cleaning register at the front office. Rod Homburg – Assistant Principal Gary Palmer – Assistant Principal Gary Palmer – Assistant Principal Gary Palmer – Assistant Principal Support Technicians Check my pay slip Front office Front Office http://www.education.vic.gov.au/about/keydates/termdat es.htm

http://www.eduweb.vic.gov.au/hrweb/aztopic/default.htm

http://www.education.vic.gov.au/management/governanc e/referenceguide/default.htm

SCHOOL OPERATIONS I need to …….

Where do I go?

Hand over or find lost property Find out awards and event opportunities Make an announcement to staff

Student Wellbeing http://www.education.vic.gov.au/about/events/default.htm Staff briefing (every week on term planner), email, staff and / or student bulletin at front office Term planner Record in folder at front office

What is going on I find a maintenance issue I have a ICT issue Get a class roll, Mark my class rolls A student needing help Phone in my absence

U:\Office\staffing\2010\staff handbook 2010.doc

On computer desktop “Daymap” All students have a team leader / core teacher Ring 53389037

58

RESOURCES I need to …….

Where do I go?

Book a resource eg Library, school vehicle, special rooms Plan and implement an excursion. Policy & procedures Local excursions’ outside of Ballarat, adventure activities. School Council & DEECD Requirements Ask about a laptop for teacher program Get login and password details Access a printer Find out the state of my budgets

On computer desktop “BOOKIT”

Online forums at http://www.ballaraths.vic.edu.au/ Michele Kennedy – Learning technologies leader Support technicians / log query on help desk online Support technicians / log query on help desk online Lesley Thorpe – Business Manager

CURRICULUM I need to …….

Where do I go?

Research P to 12 Curriculum Resources

http://www.education.vic.gov.au/studentlearning/te achingresources/preptoyear10.htm or http://www.education.vic.gov.au/teacher/default.ht m or http://www.vcaa.vic.edu.au/ Jessica Sargeant / Rod Homburg – Assistant Principals Jessica Sargeant / Rod Homburg – Assistant Principals Jack Marshall – Timetabler Tony Sutherland – Daily Organiser Gary Palmer – Assistant Principal See Learning Area Leaders

Learning framework Learning Advisors Sort out a time table issue

Seek curriculum permission / initiative

WELLBEING I need to …….

Where do I go?

Student Wellbeing Policy & Procedures

http://www.ballaraths.vic.edu.au/student_welfare/St udentWellbeingPolicy.pdf http://www.ballaraths.vic.edu.au/curriculum/LaterY ears/TheLaterYearsHandbook.pdf

Later Years Policy & Procedures Student Wellbeing Overview Student Welfare and Safety Drug Education Student Leadership Code of Conduct The use of mp3 players and similar electronic devices Bullying Attendance 7-10, VCE & VCAL

U:\Office\staffing\2010\staff handbook 2010.doc

Student Wellbeing Policy and Procedures can be found at: http://www.ballaraths.vic.edu.au/

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Seek support for an student issue  urgent help  learning difficulties  provide lunch  develop a student engagement plan  complete a mandatory report

Team Leaders / Core Teachers Michelle Riethoff – AP Middle Years Sue Jackson – AP Later Years Bridget Veld – Youth Counsellor Peter Whittaker – Student Welfare Ray Sims - Integration Andrew Cox – Chaplain Belinda Rodda – MIPS Deneale Skewes – MIPS Trish Brisbane – Nurse

FIRST AID I need to …….

Where do I go?

Send a child to sick bay as they need to be sent home or have an injury / illness Update my first aid qualifications

Send the student to sick bay with a message written in their organiser Leonie Sharpe – OH&S Rep

FEEDBACK & DEVELOPMENT I need to ……. Submit an application to attend PD Complete my appraisal Find out what PD is available Work with a mentor or buddy Print out my PD for the year for VIT Write in the daily organisers book my absences

Where do I go? Wendy Morrell – Feedback & Development Leader

Daily Org office main admin building

STUDENT RECORDS I need to …….

Where do I go?

Find out about a student

Core Teachers, Team Leaders and Assistant Principals

SCHOOL POLICIES I need to look at policies dealing with…..

Where do I go?

Staffing Bullying Attendance Excursions Resources Assessment and reporting ICT Acceptable Use Policy Engagement Policy

All Policies can be found at:

U:\Office\staffing\2010\staff handbook 2010.doc

http://www.ballaraths.vic.edu.au/

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