Quality Teaching and Behaviour at Rose Bay Secondary College

1. Quality Teaching and Behaviour at Rose Bay Secondary College Parent Information Night

2. Welcome

3. Outcomes for Tonight • A clear understanding of the evolution of Rose Bay’s Behaviour Project. • A shared commitment to outstanding behavioural outcomes for all students. • A chance to have some input into the process to this point.

4. Evolution of Program • Project Team model V ‘traditional’ ISTB model. • Surveyed teachers , students and parents. • Quality Teaching Framework. • Strengths Based Approach “what are we doing well and how can we build on this?”

5. Rationale • Behaviour-less about compliance and more about genuine behavioural learning. • Life skills of behavioural accountability, self-regulation , conflict resolution. • 3 levels of responsibility – student , teacher , parents. • Strength-Based approach.

6. What is the Quality Teaching Framework? • An evidence-based teaching framework that encompasses; • Intellectual Quality • Quality Learning Environment • Significance

7. Aligning Quality Teaching to Behaviour Intellectual quality Behavioural indicators Students and staff have a shared set of behavioural expectations and know why these exist. Students are actively involved in the processing of behaviour. Students, staff and parents have a shared language around behaviour incl. impact, alternatives and objective (not shame based) separates behaviour from self. Listening as much as speaking. • Deep knowledge • Deep understanding • Problematic knowledge • Higher-order thinking • Metalanguage • Substantive communication Behaviour Project Team 2010

8. Aligning Quality Teaching to Behaviour Quality learning environment Behavioural indicators Structures in place e.g. line up, seating plan, stated academic and behavioural outcomes at start, settling activity. balance of expectation and support. Shared understanding- students have been active participants in the setting of structures that relate to behaviour. e.g. class has done self evaluation process. Expectation is consistently high. Self regulation is explicitly taught and acknowledged. e.g. “Self regulation looks like, sounds like, feels like in this class” Students behavioural strengths are actively promoted, rewarded and communicated • Explicit criteria • Engagement • High expectation • Social support • Students’ self regulation • Student direction Behaviour Project Team 2010

9. Aligning Quality Teaching to Behaviour Significance Behavioural indicators Previous behavioural learning and success are drawn on. Link is explicitly made between behaviour and life, social and academic outcomes. Behavioural processing is inclusive. Students feel connected to class and school. • Background knowledge • Cultural knowledge • Knowledge integration • Inclusivity • Connectedness • Narrative Behaviour Project Team 2010

10. The Role of Rose BayTeachers • Best practice within all domains. • Build on current strengths – and there are MANY! Video samples Intellectual Quality – Jeff Quality Learning Environment - Judith

11. What does the process look like for students? • An issue is identified. • Student or whole class self evaluation using the 3 QTF domains. • Support is provided including explicit teaching of appropriate behaviour.

12. What does the process look like for teachers? • Self assessment to identify areas of strength and development. • Collegial support incl. observation/video analysis • Domain checklist and guide

13. What does the process look like for parents? • Issue identified. • Specific school based strategies are discussed. • Home based support is discussed. • Review time set

14. How do these domains relate to home?

15. Intellectual Quality • Deep knowledge • Deep understanding • Problematic knowledge • Higher-order thinking • Metalanguage • Substantive communication • Consistent behavioural expectations that relate to a set of core values. • Clearly stated and taught behaviours. • Active processing of behaviour. • Behavioural problem solving.

16. Quality Environment • Explicit criteria • Engagement • High expectation • Social support • Children’s self regulation • Rules with relevance. • Consistently high expectation with support. • Identifying and valuing self – regulation. (Behavioural reference points in popular culture) • Safe, supportive environment that encourages communication and participation.

17. Significance • Background knowledge • Cultural knowledge • Knowledge integration • Inclusivity • Connectedness • Narrative • Revisiting of family /society values. • Understanding developmental stages and the challenges and positive aspects of each. • Feeling valued and included. Linking behaviour to life outcomes. • Use of stories to teach and learn.

18. Parents and School working together • No blame. • Respectful, solutions focussed approach. • Common ground – parents and teachers both acknowledging that they are all working in the best interests of children.

19. 10 Most Effective Parenting Strategies(Scientific American Mind Dec 2010) 1.Love and Affection (Quality Time, support) 2. Stress Management ( yourself and your child , relaxation techniques , re-framing) 3.Relationship skills (model healthy relationship with partner incl. conflict resolution) 4.Autonomy and Independence 5. Education and Learning (model and value learning) 6. Life Skills ( provide for your child ,steady income and plan for the future) 7.Behaviour Management (positive reinforcement, punishment as a last option) 8.Health (model a healthy lifestyle and habits) 9.Religion (support religious or spiritual development) 10.Safety (protect your child and are aware of their activities and friends)

20. Where to now? • Formation of a behaviour ‘team’ • Students • Parents • Teachers • Outside support Feedback Survey monkey