Genazzano F.C.J. College

Story recorded in 2001

Our involvement in the Gatehouse Project commenced in October 1996 when plans were being made to organise our staffing and programs for 1997. Our initial involvement provided the opportunity for staff to undertake some valuable professional development as a designated group of teachers from the English, Health and Physical Education and Religious Education Key Learning Areas. This team worked together to prepare Curriculum material for our Year 8 students. Out of this work came discussion and investigation of creating an inclusive classroom climate, structuring of work groups in classroom activities, development of curriculum material and a pooling of ideas, resources and mutual support. As a pocket of activity happening within the school the work with the Gatehouse team continued. Simultaneously, the school was undertaking an audit of the curriculum, pastoral and co-curricular programs. Throughout this year data on a range of factors and indicators was gathered to help inform our planning into the future. Obtaining further data from the Gatehouse Project on our students in relation to their attitudes to learning and teaching, their attitude to school and relationships within school was of great benefit to us.

Organisational restructure

Following the audit, an organisational restructure of the school took place. The school was restructured into Learning Areas, Prep — 4 Early Years, Years 5 —8 Middle Years, Years 9 and 10 Later Years, Years 11 and 12 VCE Years. Teachers from each Key Learning Area were organised into teams of teachers on the basis of the Year level they were predominantly responsible for teaching, and each staff member was based within a particular learning area. The focus of these teams was to work on preparing curriculum material and operational procedures that were developmentally appropriate for students at the various stages of learning. Additionally it was recognised that all members of the team were responsible for the learning and the welfare needs of each student within the team. The material that staff had developed within the Gatehouse team contributed to this understanding. Allied with the restructure was a Professional Development in Residence program to support teachers. The work that was undertaken with the Gatehouse Project and the data provided on our students was a valuable adjunct to the activity taking place in the school. The timing of the Project coincided with the time that we were looking to review our practice.

Developments

A great deal has happened in the period of time from 1997 — 2001. It may be useful to focus on three features of the time to illustrate. Since our involvement in the Gatehouse Project, a number of staff have undertaken study in student welfare supported by the Catholic Education Office. The Gatehouse Project raised staff awareness of adolescent issues and the awareness of the role that teachers have to play in dealing with those issues. The increased level of staff professional development in this area could be directly linked to the Gatehouse work.

Students of concern

On an operational level, a practical example of this work has translated into the development of a process for identification of students of concern at Years 9 and 10 and, since its introduction, Years 5 to 8 have also adopted the process. The aim of the approach has been to identify students of concern and then to work on a plan of action which can be adopted by all staff teaching that particular student. While previously the level co-ordinator would have just worked with the homeroom teacher this new approach ensures that greater consistency is achieved in dealing with the student’s needs.

The procedure works as follows: a subject teacher identifies a student of concern, (this could be for a variety of reasons such as absence, transition issues, completion of homework). A simple form is completed indicating the nature of the problem and the strategies that will be adopted. The strategies available were formulated by teaching staff in the team. They include possible strategies for academic progress, discipline, completion of homework, health, completion of assessed coursework, transition into the school, time management and organisation, relationships with peers, frequent absence, bullying, frequent lateness. From the available options, a strategic plan is individually developed for the student, communicated to all teachers of that particular student and implemented for two weeks. After two weeks the procedure is evaluated with teachers and students working together to gauge its effectiveness. The homeroom teacher and parents are informed of any concerns about students and the intended action.

Policies and programs

In addition to this there has been a review of policies in the school. A Healthy Relating Policy and procedures have been developed. These include responsibilities for staff and students for school climate. They encompass aspects of a welcome learning environment, and, from a student point of view, their responsibility towards building good relationships. Included also is guidance for staff on types of behaviour that diminishes emotional well being. Flow charts for addressing particular issues have been designed and are currently being implemented. We are also currently evaluating our Individual School Drug Education Strategy action plan for Turning the Tide, and a part of this has been the development of a drug policy which we hope to implement later this year.

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