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Maybe he should have talked to someone first !!

Maybe he should have talked to someone first !!. TO TOP THINGS RIGHT OFF, VINCENT NOW FOUND THAT HIS SIGHT WAS GOING. Better conversations Better support practices. Ivan Webb 2005 www.users.bigpond.com/ivan.webb/studentsupport/index.htm. A scenario. You are newly appointed to the school

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Maybe he should have talked to someone first !!

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  1. Maybe he should havetalked tosomeone first !! TO TOP THINGS RIGHT OFF, VINCENT NOW FOUND THAT HIS SIGHT WAS GOING

  2. Better conversations Better support practices Ivan Webb 2005 www.users.bigpond.com/ivan.webb/studentsupport/index.htm

  3. A scenario • You are newly appointed to the school • There has been a significant incident • This has brought Joshua to your attention • The incidentwill need to be resolved • Joshua may need support But what is appropriate? • What will you need to know? • What will others need to know? • And how will you all know it?

  4. About JoshuaWhat might you need to know? • Brief history • His circumstances • Previous support • Patterns of incidents • School initiatives • School’s goal * • Alerts (if any) • His abilities/needs • Special programs • Special timetable • Special arrangements • Agreements • Medication • Useful contacts • In school • Family (if special) • Documentation • Existing letters, plans… • Required forms… • …

  5. Your example • Choose one of your interesting students • Click on Manage Support • Find the student’s record (by surname) • Enter some • History • Concerns • The Goal • Support actions • explore other data…

  6. Joshua - the incident • (26/5) Joshua was involved in a serious conflict with his teacher in third lesson when asked to explain his late arrival • Joshua used offensive language and acted in a threatening fashion over an extended period of time. His actions caused the teacher to be concerned for her/his safety • The matter was dealt with by the AP and involved the protocols associated with being 'red carded' (inc letter to parents) as well as time out for three lunch hours

  7. Recording the incident The AP opened the database and • Clicked Manage Concerns (Incidents) • Found Joshua’s record (by surname) • Recorded using codes and ‘clever coding’

  8. Related conversations • Class Adviser: concerned about Joshua’s arrival time & energy • Year Coordinator: also concerned about attendance & lack of interest • AP: concerned about arrival times & behaviour Proposal Ask Social worker to do home visit with an initial focus on getting Joshua to school on time.

  9. New concern entered : The proposed support action was entered: Initiating the action

  10. Discovering the action • The proposed action was ‘discovered’ by the Social Worker next time in school: • Main Menu Reports • Click Support Provider –to do • Enter ‘SW’ • Click OK  preview

  11. Learning about Joshua The Social Worker checked Joshua’s record

  12. Action The Social Worker • Checked out the situation with school staff • Met with Mum (and Joshua) • Recorded useful notes (in Joshua’s RRecord) • Made some recommendations • Negotiated a new support goal for Joshua

  13. Conversation • Give an account of the support provided to Joshua • Possible implications for your school?

  14. aims to reduces need for inform Success & Well-being Information(tools) Improve what is happening inform which helps ensure using thestrategy Make it easier for the next person Support Cycle Student Support 1. Possible ways to improve your support practices?2. Next two or three steps ?

  15. Basic assumptions • Key outcomes  success and well-being • Requires action  requires knowledge • It is everyone’s job to • Know what is happening • Work with others to improve what is happening • Make it easier for the next person to do well • And it is the school’s job to make this easier!! • Knowledge is constructed in conversations • Shared tools can improve conversations

  16. Record and share data ? Yes No • Costs (and who pays)? • Benefits? • Risks? Contingencies? • Others: policies, regulations, OH&S, Child Protection, accountability, responsibility, authority … • NB. • Answers may depend on ‘what data, who, how, when…?’ • ‘There is a simple answer to every question and it is usually wrong!!!’

  17. Thanks to… • The Cluster for initiating the workshop • KMHS for hosting us • You for sharing your learning

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