Hi, my name's Hayley Joyce.
I teach Year 6 at Dominic College in Tasmania.
I have another role in the school,
and that's the coordinator of pastoral care.
And that's for kindergarten to Year 6.
At Dominic College, we've put in place
a school-wide positive behaviour support approach
where we've got a team of people
that have been going to some professional learning
where we've had an expert talk to us
about how to implement this in our school.
We've then come back to the school and the staff
and run lots of staff meetings about the processes.
Our focus fits in with the National Safe Schools Framework,
fits in with element five.
The purpose of today's meeting was to plan for next year
and where we want to go
with school-wide positive behaviour support.
OK, so as a staff, as you know, we've been looking at
the eight key expectations
based on the positive behaviour support research
about how we really help students to learn
and engage with their learning.
So we broke those down at the staff meeting.
Staff had a look at each area,
ranging from having clear classroom expectations
to the encouraging of expected behaviours,
task difficulty and active supervision.
So we've had a look at those.
What we're aiming to do now
is to summarise those into four points under each area
to go into the staff handbook
so it's almost like an expectation for staff
as to, you know, how we run our classrooms,
to make sure the students are, um,
achieving to their best and being set up for success within the rooms.
As K-6, we've also adopted the KidsMatter framework.
That involved myself and our counsellor
going off to some training where we had an expert teach us
about the four components of KidsMatter.
We then came back and shared this knowledge with staff.
And then out of those components,
we've built on our social emotional learning curriculum
and adopted programs such as Bounce Back!
to explicitly teach social emotional skills.
In K-6, we'll continue to...
We've sort of rolled out the Bounce Back! program.
Next year, I'll continue to really focus on it
and make sure teachers are having the time in their programs
and really teaching that.
So, yeah, we're sort of encouraging a 45-minute period every week,
but at the moment I'm not really making teachers accountable as such
and making sure they're doing that.
Perhaps that's something that next year
I can really make sure that staff
are really spending their time on the program.
What might be the best way to do that,
to bring that accountability in,
or consistency of delivery and accountability?
I think it should be timetabled in
so every class is doing it on the same time.
And then you've got time to possibly, you know, have a few assemblies
or gather classes together to work together.
I guess in K-6 as well, keep encouraging teachers
to be using the language of our four expectations
of respect, responsibility, honest, learners -
continuing to use those with the kids
so that they can really understand,
and teaching what they mean.
It's really important with children to teach them
and really acknowledge positive behaviours,
and to really explicitly teach those positive behaviours.
The research has said that students and children
really need to have six positives to every negative they have in school.
So the 6:1 ratio is taught to us
through the school-wide positive behaviour support,
and then we've then talked to staff about that
so staff are conscious of trying to
give students those positives
but also then correct them with the negatives -
so to make sure they are really focusing on those positives
and teaching the expected behaviours.