School Wide Positive Behaviour Support establishes a school climate in which appropriate behaviour is the norm for all students. It provides school communities with an effective evidence based approach to creating a positive and engaging school environment. School wide expectations are developed in collaboration with students, explicitly taught and reinforced with all school community members.
Across all year levels, teams are putting in place age-appropriate acknowledgement and reward systems. Each of them aim to provide short, medium and long term incentives aimed to elevate the level of motivation. Expected behaviours are acknowledged and exceptional efforts rewarded.
The focus for the acknowledgement is based around the values of Respect, Achievement and Belonging. These behaviours are outlined in our expectations matrix. Click here to see the matrix of positive behaviors.
Alongside the school's push for a growth mindset and challenging learning approach, we are able to provide these frameworks to best support the students to transition toward the competitive nature of VCE.
We also have a class system that is based around a good book that travels with each class from subject to subject. This initiative has become extremely effective in creating a real team culture as the classes try to earn stamps from each class. The classes stamp totals are advertised on a leader board.
The Grade Point Average process at Sale College has the students assessed and reported on, in relation to effort, behaviour and work quality. This data then drives our process of Character Café. The school has identified the pillars of good character.
Students who are showing these characteristics are then rewarded with an invitation to Character Café where they are thanked for their effort and it is celebrated. This process is subtly advertised to encourage all students to strive toward this standard of behaviour.
If a pattern of repeated behaviour is to arise that fails to meet the Sale College expectations, the school will make contact to organise a period of time after school to meet with the student and possibly parents to unpack what can be done to better support the change necessary. This does not need to be looked at through a negative lens, but as an opportunity to remove other distractions and calmly break the negative cycle of events. Home support on this intervention is essential.