regional seminar newb guidelines for developing a code of behaviour incorporating newb and sdpi...
TRANSCRIPT
Regional Seminar
NEWB Guidelines for Developing A Code of Behaviour
Incorporating NEWB and SDPI materials
School Development Planning Initiative
Purpose of this sessionPurpose of this session
Highlight key features of the Guidelines as a context for Audit and Review of a school’s Code of Behaviour
Share good practice in relation to key issues identified by Guidelines and Audit instrument
Outline a planning process
Education (Welfare) Act 2000
Section 23 (2) : A code of behaviour shall specify
(a) the standards of behaviour that shall be observed by each student attending the school
(b) the measures that may be taken when a student fails or refuses to observe those standards
(c) the procedures to be followed before a student may be suspended or expelled from the school concerned
Why Now?Why Now?
Change: society, culture & school practice Inclusion agenda…national policy Partnership….parents & students Research re promotion of good behaviour Fair procedures Whole school ethos…adult leadership Effective Planning Process
ApproachApproach
Preventive Inclusive Whole child approach Whole school approach Assist and support existing school work Professional judgement and responsibility
Structure of NEWB GuidelinesStructure of NEWB GuidelinesChapter
1 Introduction
2 Auditing and reviewing existing code
3, 4 Foundations of an effective code
5–9 Developing a code that will enable a school to manage behaviour
effectively:
setting standards,
responding to inappropriate behaviour,
promoting positive behaviour.
10-12 Suspensions and expulsions
Basic principlesBasic principles
In groups:
What are the basic principles underpinning an effective code of behaviour?
Foundations of an Effective Code Foundations of an Effective Code Ch. 3: Ch. 3: Basic PrinciplesBasic Principles
Providing clarity Affirming that everyone’s behaviour matters Focusing on promoting good behaviour Balancing needs Recognising that relationships are crucial Focusing on personal responsibility Ensuring fairness and equity Promoting equality Recognising educational vulnerability Attending to the welfare of students Attending to the welfare of staff Promoting safety and freedom from threat
p. 22, NEWB Guidelines
Foundations of an effective codeFoundations of an effective code
Ch.
4. Learning, relationships and behaviour are linked
Ch.
5. A whole-school approach to behaviour
Ch. 6: Setting standards of behaviourCh. 6: Setting standards of behaviour
Developing a set of standards for behaviour in the school
Involving the school community in discussions about standards
Involving the students in developing school and classroom rules
Modelling the standards Teaching students about the standards and how to
live up to them Having ways of ensuring that students with special
needs understand what is expected of them
pp.36-39, NEWB Guidelines
Ch. 7: Promoting good behaviourCh. 7: Promoting good behaviour A whole school approach
Strategies for strengthening student and parental involvement
Having ways to communicate high expectations for students
Having ways to review the quality of relationships between students and staff
p. 44, NEWB Guidelines
Ch. 8: Responding to inappropriate behaviourCh. 8: Responding to inappropriate behaviour
Developing a policy on how sanctions will be used to help students change inappropriate behaviour
Having an agreed set of strategies for intervening positively to help students to change inappropriate behaviour
Having clearly defined roles and responsibilities for members of staff in relation to behaviour and communicating these roles widely
Agreeing a standardised way of recording matters to do with students’ behaviour
p.55, NEWB Guidelines
Ch. 9: Implementing the Code of BehaviourCh. 9: Implementing the Code of Behaviour
Template for a Code of Behaviour p.59
Teaching the Code
Records
Dealing with concerns and complaints
pp. 57–64, NEWB Guidelines
Ch. 10: Suspensions and ExpulsionsCh. 10: Suspensions and Expulsions
Ensuring the school policy and procedures on suspension and expulsion that are in line with the NEWB Guidelines and approved by the Board and the Patron
Ensuring the policy in widely communicated Developing and documenting good practice Having fair procedures for investigation and decision
making Having procedures informing parents and students
about their right to appeal Having a system for regular review by the Board of the
use of suspensions / expulsionspp. 66 – 87, NEWB Guidelines
Fair ProceduresFair Proceduresfor Serious Sanctionsfor Serious Sanctions
The way in which fair procedures are applied will take account of the The way in which fair procedures are applied will take account of the seriousnessseriousness of the alleged misbehaviour and what is of the alleged misbehaviour and what is reasonablereasonable in the context of the school in the context of the school
The right to be heard – parents and pupil fully informed and given an opportunity to respond before the decision is made
Absence of bias in the decision maker – e.g. parent rep on Board not present when deciding on sanction for their child
Impartiality in decision making – where possible staff member investigates and reports, Principal then free to take impartial decision
Auditing an existing code of behaviour: “As a first step in implementing these guidelines, Boards of Management are required to arrange for an audit of the existing code of behaviour. The audit will enable the school to identify how well its current code reflects good practice and meets relevant legal obligations.”
Reviewing an existing code of behaviour: “When the audit identifies aspects of the code that need to be reviewed, the Board of Management, together with the Principal, should prioritise areas for review.”
2. Auditing and reviewing the code of behaviour2. Auditing and reviewing the code of behaviour
Auditing your CodeAuditing your Code
An audit is an examination of every area of the content and operation of the code of behaviour to check for completeness and compliance with legal requirements and good practice as set out in the Guidelines.
Follow up REVIEW of specific aspects Follow up REVIEW of specific aspects of the code identified in the Auditof the code identified in the Audit
Describe current practice
Evaluate its effectiveness
List options for improvement
Devise action plans for improvement and implementation
Workshop Workshop
Examine the ‘Audit Checklist’:
Setting Standards of Behaviour (second page) or
Implementing the School Code of Behaviour (third page)
Identify the responses which most schools might be likely to give to each question
- ‘Yes’ - ‘Maybe’ - ‘No’
In the case of any one area, share school experiences:
What is working well in your own school?
What might be the focus of your follow up review?
What next steps might a school take in revising the Code and its implementation?
Sample of Questions from the AuditSample of Questions from the AuditSetting Standards of BehaviourSetting Standards of Behaviour
Does the school have clear standards of behaviour for everyone?
Does the school have a range of ways of communicating these standards to students, staff and parents?
Were students involved in developing the school rules?
Sample QuestionsSample QuestionsSetting Standards of BehaviourSetting Standards of Behaviour
Are students involved in developing classroom rules?
Does the school have ways of ensuring that students with special needs understand what is expected of them?
Sample of Questions from the AuditSample of Questions from the AuditImplementing the School Code of Implementing the School Code of
BehaviourBehaviour
Does the school have a range of ways of communicating the Code of Behaviour to staff, students and parents?
Does the school have a written Code? Apart from giving parents the written code,
does the school do anything else to help parents to understand and support the code?
Are there lesson plans and programmes to help students to learn the skills and knowledge they need in order to behave well?
Sample of Questions from the AuditSample of Questions from the Audit Implementing the School Code of Implementing the School Code of
BehaviourBehaviour
Does the school monitor patterns of behaviour in the school?
Is there a standard system in the school for keeping records about behaviour?
Are there recognised ways for staff, students and parents to raise concerns about behaviour or to make complaints?
Has the school advised parents about how they should notify a child’s absence from school?
ReviewReviewSample IssuesSample Issues
Does the school have a range of ways of communicating these standards to students, staff and parents?
Are students involved in developing the school rules?
Are there recognised ways for staff, students and parents to raise concerns about behaviour and raise complaints?
Review - DiscussionReview - Discussion
How would you proceed to review?
Use a sample issue from the checklist:
‘Are students involved in developing the school rules?’
CoB Task GroupCoB Task GroupEstablish Current PracticeEstablish Current Practice
Consult staff:Are there ways in which staff members consult /
discuss rules with students?
Has the school any practice of consulting students about issues?
Have students given any feedback about rules?
Are these practices effective? How do you know?Consider the rationale for consultation (next slide)
CoB Task GroupCoB Task GroupRationale for actionRationale for action
What might consultation of students about school rules achieve?
What concerns might arise about doing so?
Are there safeguards that would ensure that it is was a positive exercise?
CoB Task GroupCoB Task GroupProposals for ActionProposals for Action
How might the students be consulted?
Should a variety of ways be employed?
How will representativeness be ensured?
Who will manage consultation?
What questions would focus the exercise?
CoB Task GroupCoB Task GroupAction Plan – Approved by BoMAction Plan – Approved by BoM
What How Who When Aims – success criteria Monitoring of implementation Evaluation of results Evaluation of consultation
(See SDPI website for sample templates)
Suggested Next Steps Suggested Next Steps
1. Board of Management decision to initiate Audit
2. Establish an ‘Audit Team’ – Principal, staff members, Parents’ Association, Student Council….? Involve and engage partners throughout audit process
3. Staff briefing on key issues in Guidelines, use Audit Checklist to focus on selected areas, generate ideas for follow up.
4. Similar appropriate briefing for Parents’ Association, Student Council
5. Audit Team prepares report on Staff, Parent, Pupil consultations
6. Audit Team conducts thorough audit to examine whether the current code complies with legislation and good practice as specified in Guidelines
7. Identify the changes needed
8. Where necessary conduct specific review of areas identified
9. Develop draft Action Plan in relation to proposed changes
10. Seek Board approval for Action Plan and proposed changes to Code
11. Communicate changes to school community and implement revised Code
12. Evaluate effectiveness of revised Code