3.14 Positive behaviour for learning
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Description
This activity is a continuing activity and will provide an opportunity for primary and secondary schools to build the schools' capacity to deal with students that present with challenging behaviours. This activity will continue to provide specific professional learning initiatives for teachers in training school 'coaches' and in setting up processes and procedures that address three levels of behaviour management, preventative, corrective and additional support. ICT for teachers will be uitilised to some extent in that schools will be required to collect data, analyse and interpret data as part of an evidence based approach.
Contacts
| Anne-Maree Creenaune email: anne-maree.creenaune@ceowoll.catholic.edu.au Ph 02 4253 0944 Sector: CEC |
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Outcomes
Through participation in an AGQTP project, teachers will in their interactions with students, have an increased capacity to provide inclusive learning environments within which all students can participate as active and engaged learners.
Through participation in an AGQTP project, teachers will in their interactions with students, have an increased capacity to create safe, supportive and respectful learning environments through which students can become enterprising, self-directed and resilient.
Access
Design
The professional learning strategy for this activity includes:
- School-based projects to engage teachers in workplace learning that is based on a cycle of continuous improvement model. This will include the collection and analysis of data electronically.
- Clusters of schools connecting through collegial networks.
- Workplace mentoring and coaching aligned to meeting the NSW Institute of Teachers professional teaching standards.
- Local, regional and state workshops and conferences that enable participants to have their work publicly celebrated and critiqued.
- Onsite and offsite participation in knowledge-building and skill-sharing activities
- Participation in formal courses or awards.
Implementation
The activity will be managed by a designated officer who will take responsibility for the activity meeting the professional needs of teachers.
Delivery
Mentoring, Workshop/course.
Timeline
By May 2009:
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Consolidation of Phase ONE with 2008 Diocesan (Round 1) Pilot Schools - Identification of Diocesan (Round 2) Pilot Schools
- Training completed for Phase ONE of Diocesan (Round 2) Pilot Schools
- Progress report submitted in May
By December 2009:
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Consolidation of Phase ONE of Diocesan (Round 2) Pilot Schools - Training completed for Phase TWO of Diocesan (Round 1) Pilot Schools
- Diocesan Coaches trained for Phase THREE
- Annual report submitted in December
Sectors
