Scheduled date of next review: Semester 1, 2004
School No. 8834
Address: PO Box 231
Sale VIC 3850
Telephone: 5144 1711
Fax: 5144 4557
College Principal: Mr Craig Felstead
School Council President: Mrs Bronwyn Venables
TABLE OF CONTENTS
SCHOOL PROFILE
SCHOOL GOALS
PRIORITIES
CODES OF PRACTICE
COMMUNITY BUILDING
STUDENT CODE OF CONDUCT
SCHOOL COUNCIL MOTION
SCHOOL PROFILE
Sale College, population 927 students, was formed at the beginning
of 1996 from the merger of two of Victoria's oldest country secondary
schools, Macalister Secondary College (est. 1885) and Sale High School
(est. 1907).
In merging, the two schools recognised that a broader range of curriculum
options and improved facilities would provide better opportunities
to enhance the learning outcomes of the new College's students.
Sale is a provincial city of 14,800 people set in the heart of Wellington
Shire. It is particularly well endowed with secondary and further
educational institutions. Sale College is the only state secondary
college in the city.
Sale College seeks to be recognised as a caring community of staff,
students, parents and guardians providing excellent programs and services
aimed at developing confident students capable of reaching their potential
as valued members of the community.
The Macalister Campus, located in the central business district of
Sale hosts all Year 10 and VCE students. The Guthridge Campus, situated
on a seven hectare site located three kilometres east of the town
centre, hosts students from Years 7-9.
The College provides a high quality curriculum in all of the eight
curriculum areas of English, Maths, Science, Technology, Studies of
Society and the Environment, Languages Other Than English (LOTE),
Art and Physical Education & Health, in accordance with the Victorian
Curriculum Assessment Authority and Curriculum Standards Framework
(CSF).
At Year 7 and 8 levels, the College has highly successful Select
Entry Accelerated Learning (SEAL) Programs and Literacy and Numeracy
Enhancement Programs and in 2002 will introduce a Year 7 Enrichment
Program. At the VCE level, students have access to a broad, comprehensive
curriculum which provides pathways to employment, further education
and tertiary entrance, and is in the process of introducing an alternative
Victorian Certificate of Applied Learning (VCAL) program. The College
operates Vocational Education & Training (VET) and VET in VCE
programs in conjunction with East Gippsland Institute of TAFE and
has developed partnerships with the Wellington Shire (Community Library),
Eastern Victorian Group Training (intensive careers & pre-vocational
training courses), Adult Community Education Sale (ACES) (intensive
careers & pre-vocational training courses), and other community
providers such as Kilmany Family Care and Sale Christian Outreach
Centre (self-esteem courses) and Monash University (Enhancement Studies).
It is also represented on the Gippsland East Local Learning and Employment
network.
The College's Resource Centre consists of two branch libraries whose
curriculum and administrative systems are networked to provide students
with access to learning technologies such as Internet and CD-Rom software,
as well as an exemplary resource bank. The branch on the Macalister
Campus also serves as a Community Library, providing after-hours,
weekend and vacation access to students.
Students are supported by an extensive range of welfare and curriculum
support programs including an integration program, a learning assistance
program, a tutorial program, support groups, adventure camping and
the services of a Chaplain and a Student Support Officer. In addition,
it provides programs for students at educational risk.
The College has a teams approach to welfare and management at years
7 and 8, and a strong pastoral program through the College.
Sale College provides safe, supportive and secure environments through
an effective network of programs and organisational structures. Student
management plans focus on positive reinforcement, clearly defined
expectations and consequences and encourage students to take responsibility
for their own actions.
The College has undergone a major building program on both campuses
as part of the merger process. The Guthridge Campus has now been fully
refurbished. Planning for the final stage of work at the Macalister
Campus has commenced.
The Charter Priorities of the 2002-2004 triennium are to improve
Literacy and Numeracy levels, VCE Achievement and Student Engagement.
Sale College is committed to educating the "whole" person.
We believe that self-confidence and self-esteem are integral to achieving
successful learning outcomes. While building on the traditions of
the past, we are equipping our students for a future of self-learning
and challenge.
SCHOOL GOALS
CURRICULUM GOALS: Student Achievement & Curriculum Provision
Goal Performance Measure Improvement Areas Baseline School Performance
School Targets
§ Ensure that all students are extended and supported in order
to optimise student learning outcomes both academically and in terms
of attendance, retention and connectedness.To provide a curriculum
that:§ Is comprehensive and balanced.§ Caters for individual
needs to that all students have the opportunity to experience success.§
Provides a range of quality teaching and learning programs.§
Is challenging, dynamic and encourages active participation.§
Equips students for life in a rapidly changing environment.§
Delivers a range of programs enabling interaction with the wider community.
Required Data§ Student CSF, AIM and DART test data in English
and Maths.§ Time in each learning area.§ Student achievement
data in VCAL results.§ VCE study scores.§ Student achievement
data in VET. § Literacy and numeracy in years 7-12.§ The
rate of unit completion VCE.§ The proportion of students in VCE
who achieve ENTER scores above 50.§ The proportion of VET students
progressing to the second year.§ The proportion of enrolled students
completing a VCAL.§ The proportion of eligible students completing
their VCE.Priorities§ Improved literacy and numeracy skills in
Years 7-10 students.§ Improvement in the performance of VCE students.
§ 2001 CSF data indicates need for a consistent improvement in
English and Maths at all levels.§ College's mean scores for VCE
English in 2001 were below state and like school benchmarks. Mean
scores for Further Maths were below state and above Like School Group
(LSG) benchmarks, but below in Maths Meth ods.§ College's mean
VCE scores in most studies were below state and like schools benchmarks.
§ To increase the College's mean scores (CSF and VCE) in English
and Maths at all levels.§ To increase the College's mean scores
for English and Maths at VCE level to beyond like school levels.§
To increase the College's mean scores for all studies at VCE level
to beyond like schools.§ To increase the number of students completing
a VET program.§ To implement the VCAL as an alternative pathway
for post compulsory students.
RESOURCES GOALS
Goal Performance Measure Improvement Areas Baseline School Performance
§ Provision of physical resources that reflect and deliver the
established goals and priorities of the College. Required Measures§
Comparative Receipts and Payments Statements.§ School Global
Budget.§ Workforce Plan component of School Global Budget. §
The provision of staff, through Workforce Management Planning, that
reflect and deliver the established goals and priorities of the College.§
A reduction in photocopying and hospitality costs. § College
finances well managed, match College goals and are adequately documented.§
Growth in EMA students.
ENVIRONMENT GOALS
Goal Performance Measure Improvement Areas Baseline School Performance
School Targets
The development of a school environment that supports high quality
teaching and learning through practices that:§ Develop positive
relationships and respect.§ Enhance self-esteem.§ Foster
morale, commitment, pride and optimism.§ Value and accommodate
individual differences.§ Provide support and security.§
Promote participation, cooperation and leadership.§ Develop self
discipline and responsibility. Required Measures§ Parent opinion
surveys - school environment.§ Student attendance data.Additional
School Measures§ Student "Feelings About Self & School"
survey.§ Council student survey.§ Suspension data. §
Trend improvement in attendance rates in years 7-12.§ Consolidation
of existing student support programs.§ Collection of attendance
and other student data and analysing this to provide a better understanding
of individual student progress.§ A reduction in the number of
unapproved absences. Parent response to unexplained absences.§
Parent information and education, and involvement in the school and
in their child's learning.Priority§ Improvement in the levels
of engagement with the College by both parents and students. §
Attendance rates in top 25% of state in all year levels 2001.§
Parent opinion of General Satisfaction above state mean, but slightly
below it in Customer Responsiveness and General Environment §
Student accidents are lower than state benchmarks. § To increase
parent opinion beyond state benchmarks.§ To measure student engagement
through the use of "Feelings About Self and School" (secondary)
clip-on and to improve the mean scores for this clip-on 2002-2004.
MANAGEMENT GOALS
Goal Performance Measure Improvement Areas Baseline School Performance
School Targets
Staff at Sale College:§ Have good morale.§ Are supported
by the leadership§ Interact professionally in a positive, productive
manner.§ Show strong professional growth.§ Participate in
the decision-making processes and structures of the College.§
Are clear about their roles.§ Seek and obtain professional feedback
about their performance. § Staff opinion surveys (full diagnostic).
§ Use of the full staff diagnostic survey and focus groups to
establish in detail, any concerns that staff might have about College
management process. § Staff opinion surveys at or slightly lower
than benchmarks, but had steadily improved in the previous triennium,
except in professional growth.§ Staff at Guthridge Campus generally
more positive than at Macalister.§ Staff sick leave similar to
benchmarks. § Trend improvements in all aspects of staff survey.§
Scores to be equal to, or greater than, state benchmarks for Professional
Growth, Supportive Leadership and School Morale.
PRIORITIES
1. STUDENT ACHIEVEMENT - LITERACY & NUMERACY
Current School Performance
The College is performing higher than State and LSG benchmarks for
teacher judgements in year 8 and 10 Reading, and the scores have been
stable over the charter period. In both Writing and Speaking &
Listening, the school has improved over the charter period from below
benchmarks to above them. Whereas there is a stable proportion of
students performing above established at the expected CSF level, there
has been a drop in the proportion of students at or below established
at their expected level. The College is performing lower than State
and LSG benchmarks for teacher judgements in year 8 and 10 in both
mathematics areas. However, between year 8 and 10, there is a substantial
falling away of the percentage of students achieving at the expected
levels in Algebra, but not in Chance & Data. Boys are somewhat
behind girls in year 8 Reading, but are less so in year 10, and boys
and girls perform at similar levels for the other areas of English,
and for Mathematics. However, it needs to be pointed out that with
the SEAL program, some 10-15% of students in year 10 were assessed
as year 11 students, and this would have lowered the figures somewhat.
Performance Measures
§ Student achievement data in Literacy & Numeracy - CSF.
§ Student achievement data in Literacy - Achievement Improvement
Monitor (AIM) and DART.
School Targets
1. To increase (reach or exceed State and Like School scores) the
College's mean scores in English and Maths at all levels.
2. There will be trend improvements in student mean scores in all
areas of English and Maths.
Initial Implementation Strategies (One Year Plan)
§ Regular meetings of Key Learning Areas (KLA) to consider appropriate
ways of interpreting student achievement against CSF levels. Action:
Teaching & Learning Team, KLAs.
§ The exploration and trial of appropriate common learning assessment
tasks in each KLA to facilitate teacher judgements about student levels
of performance and the development of appropriate diagnostic action
to improve such levels of performance. Action: Teaching & Learning
Team, KLAs.
§ The use of AIM and DART tests to facilitate teachers judgements
about student levels of performance and the development of appropriate
diagnostic action to improve such levels of performance. Action: Teaching
& Learning Team, English & Maths KLA, Restart.
§ Continued staff professional development on multiple intelligences,
learning styles and thinking curriculum as a means of improving performance
levels of students whose learning deficiencies are preventing them
from achieving at desired levels. Action: Teaching & Learning
Team, KLAs.
§ Commitment by all KLA teachers that they will support the development
of literacy and numeracy skills in their classrooms.
§ Whole-school PD plan to support all KLAs in the teaching of
literacy and numeracy.
§ Commitment by all teachers to the Year 7 Enhancement Program
(in 2002) and elsewhere (2003 and beyond) as a means of facilitating
the extension of students in all strands. Action: Teaching & Learning
Team, KLAs.
§ Trialling the development of Individual Learning Plans for
students working outside their indicative CSF level. Action: Teaching
& Learning Team, KLAs.
§ Continuation of the commitment by all staff to use learning
technologies as a learning tool in all KLAs, and especially in English
and Maths. Action: Teaching & Learning Team, KLAs.
§ A commitment by all teachers to focus on students' respective
multiple intelligences and learning styles when developing and using
their teaching strategies. Action: Teaching & Learning Team, KLAs.
§ Appropriate references and support materials should continue
to be provided to all staff to support learning and teaching. Action:
KLAs.
§ Continued implementation of Bridges, Restart and Tutorial Program.
Action: Middle Years, Teaching & Learning Team.
§ Immediate and ongoing review of Maths program at all levels,
including content, resourcing and assessment and learning tasks. Action:
Maths KLA.
§ All KLAs to review their courses and their teaching and learning
strategies to incorporate literacy and numeracy focus.
§ Staff reviews to incorporate focus on literacy and numeracy
focus.
2. STUDENT ACHIEVEMENT - VCE
Current School Performance
§ VCE performance in English was, on average, two points lower
than LSG benchmarks, and Mathematics Methods (3.4 points) and Further
Mathematics (1.1 points) performance were also lower than LSG benchmarks.
§ Three years trend data for All Studies data shows a decline
when compared to Like Schools. Over the three years, the difference
between school and LSG rose from -1.1 to -2.5 points.
§ The data shows that most studies, where there were sufficient
students to make a comparison, performed behind LSG and state means
over the three year period.
§ Although there has been an increasing commitment by the school
to VET for VCE, there needs to be further thought given as to how
this might be developed in the future.
Intended Outcomes
§ Improved achievement by students in all VCE studies.
§ Improved achievement by students in English and Mathematics
at VCE level.
§ Increased numbers of students completing VCE.
§ Increased numbers of students undertaking VET.
§ Increased range of VET subjects offered at VCE level.
§ Increased percentage of students achieving grades of "A"
or "B".
§ Increased percentage of students achieving ENTER scores in
excess of 50.
Performance Measures
§ Student Achievement data in VCE results.
School Targets
§ To increase the College's mean scores for English and Mathematics
at VCE level beyond like school levels.
§ To increase the College's mean scores for all studies at VCE
level to beyond like school levels.
Initial Implementation Strategies (One Year Plan)
§ Continuing to implement Managed Individual Pathways (MIP)
plans for all students at the post-compulsory level. Action: Senior
Years Team.
§ Address issue of the discrepancy between college and state
scores in the written communication component of the GAT score. Action:
Senior Years Team.
§ Address learning culture through consideration of developing
study skills and exam techniques and through the use of practice exams
and year 11 exams. Action: Senior Years Team.
§ Review of identified aspects of the year 10 elective program.
Action: Curriculum Executive, Senior Years Team.
§ Review of homework policy, practice and expectations. Action:
Curriculum Executive.
§ Develop strategy (including survey, MIPS plans, counselling
and parent and student education program) to address issue of students
working part time. Action: Senior Years Team.
§ Develop action plan for introduction of the VCAL certificate.
Action: Senior Years Team.
§ Continue to monitor progress of, and provide support services
to, students at risk of not completing the VCE. Action: Senior Years
Team.
§ Develop strategy to address issues of split classes, including
consideration of type of split, two-weekly timetables, and differential
teacher allotments semesters 1 and 2.
3. STUDENT & PARENT ENGAGEMENT
Current School Performance
§ The College has well established academic and welfare policies
and programs, and a strong student support system complemented by
a Home Group system.
§ Student attendance was of concern with absences at or above
state benchmarks across the College. However, these were substantially
reduced in 2001.
§ Parents are generally satisfied with the school environment,
with opinions improving over the previous triennium. However, they
are still below state benchmarks for General Environment and Customer
Responsiveness.
§ Student accidents are lower than benchmarks.
Intended Outcomes
§ There will be reciprocal respect between teachers and students.
§ Students will feel a sense of belonging and engagement at school.
§ Increased attendance levels and reduced lateness.
§ All students will be positive about coming to school.
§ There will be a positive atmosphere in every classroom.
§ Achievement and effort are recognised and rewarded.
§ Improved social and emotional well-being.
§ Higher achievement in all key learning areas.
§ There will be an increase in the range of extension programs
for capable students and support programs for students achieving at
levels less than expected, coordinated across the campuses.
§ There will be clear and agreed goals for teaching and learning
throughout the school.
§ Needs based support programs will be planned and implemented
for students experiencing specific learning difficulties.
§ All teachers will use a variety of strategies to cater for
differing abilities and learning styles including Gardner's Multiple
Intelligences, Bloom's Taxonomy, De Bono's Six Thinking Hats and open-ended
tasks to challenge students' understandings and thinking skills.
§ Parent satisfaction with school environment will improve.
§ Higher level of parent attendance at school activities, including
reporting.
§ Higher level of parent involvement in decision-making at council
or sub-committee levels.
Performance Measures
§ Parent opinion surveys on school environment.
§ Student "Feelings About Self" survey.
§ Council student survey.
School Targets
§ To increase parent opinion beyond state benchmarks.
§ To measure student engagement through the use of "Feelings
About Self" (secondary) clip-on and to improve the mean scores
for this clip-on 2002-2004.
Initial Implementation Strategies (One Year Plan)
Pastoral Care
§ Development of 7-12 pastoral program - whole college approach
to "Achievement, Respect and Belonging". Action: Welfare
Committee.
§ Enhance and develop pastoral care initiatives. Action: Team
Leaders, Student Managers.
§ Undertake annual student "Feelings about Yourself"
clip on survey. Action: Home Group teachers.
§ Continue to develop opportunities for improved pastoral care
through MIPs process. Action: MIPs Coordinator/Senior Years Team.
§ Staff PD activities on student engagement and management. Action:
Teaching & Learning Team, Staff Services.
§ Pass on relevant information re student performance, welfare
needs between year levels. Action: Team Leaders, Student Managers,
Middle Years Coordinator.
Student Support
§ Provide personal development programs. Action: Student Support/Welfare
Committee.
§ Review Student Support assistant role to improve delivery of
professional support. Action: Welfare Committee, Student Support Coordinators.
§ Adoption of individualised programs for identified students
at risk. Action: Student Managers, Student Support Coordinators.
§ Continued delivery of targeted programs through college and
external agencies eg "Rock and Water". Action: Student Support
Coordinators/Team Leaders, Student Managers.
§ Develop college wide system for recording and maintenance of
discipline data. Action: Learning Technologies Committee, Student
Managers, Team Leaders.
Parent Involvement
§ Undertake parent opinion clip-on survey on Discipline and Behaviour.
Action: Admin.
§ Parent programs eg literacy, adolescent behaviour, drug education,
parenting skills, homework, etc. Action: Parents' Club, Teaching &
Learning Team, Welfare Committee.
§ Parent Forums eg Michael Carr-Gregg.
§ Development of strategic plan to improve community/parent/college
relations. Action: Promotions Committee, Admin.
§ Continued support and development of Parents Club. Action:
Admin, Parents' Club.
§ Continue "Adopt a Parent" program. Action: Team Leaders.
§ Generate opportunities for parent involvement through events
such as working bees, social events, etc. Action: Parents' Club.
Communications
§ Review and improvement of newsletter and other college publications
including delivery methods. Action: Promotions Committee, Admin.
§ Review and improve communications to families. Action: Team
Leaders, Student Managers, Home Group teachers.
§ Celebrate and promote achievements of students and staff in
college newsletter and media.
§ Develop strategic plan for school marketing. Action: Promotions
Committee, Admin.
Attendance
§ Review and improve collection and accuracy of rolls using CASES
21. Action: Admin, Home Group teachers, class teachers.
§ Case manage students with attendance problems. Action: Home
Group teachers, Student Managers, class teachers.
§ Improve follow up of unexplained absences - coordinated approach.
Action: Home Group teachers.
§ Improve communication with parents re attendance issue - letters,
newsletter, pamphlets. Action: Team Leaders, Student Managers.
§ Improve attendance through use of Student Support team. Action:
Student Services Team.
Curriculum
§ Continued development, implementation and monitoring of MIPs,
VET. Action: Senior Years Team.
§ Develop and trial alternative programs eg VCAL. Action: Senior
Years Team, KLAs.
§ Continuation of teams approach to teaching and learning. Action:
KLAs, Teaching and Learning Team.
§ Development of Learning Technologies to better engage students.
Action: Teaching & Learning Team, Learning Technologies Committee,
KLAs.
§ Identify, liaise and support teacher visits to schools to develop
best practices in Teaching and Learning. Action: KLAs, Teaching &
Learning Team.
§ Develop and implement Enhancement Program. Action: Teaching
& Learning Team, KLAs.
§ Extension activities for students eg Maths Competition, Debating,
etc. Action: KLAs, Teaching & Learning Team.
§ Staff appraisal scheme to be developed to incorporate teaching
and learning and classroom management strategies.
CODES OF PRACTICE
PRINCIPAL CLASS CODE OF PRACTICE
The Council of Sale College acknowledges the Department of Education
& Training (DE&T) policy guidelines and statement on Role
and Accountabilities : School Principal and School Campus Principal.
It expects its principal class officers to be fully conversant with
and accountable to these roles and DE&T contractual agreements
and in summary, believes the principal must
§ Work with College Council and the College Community to develop
vision and to determine and evaluate directions and policies that
meet community needs and aspirations.
§ Work with staff to ensure ownership and involvement in the
implementation of College policies and particularly the goals and
priorities expressed in the Charter.
§ Encourage and foster an environment which promotes high quality
teaching and learning, which enhances student learning outcomes, and
which fosters an environment which values high levels of student achievement.
§ Work with staff to develop effective and ongoing strategies
for professional development appraisal and review and the use of high
quality teaching and learning practices. Work with staff to develop
workplace agreements that facilitate the delivery of quality programs.
§ Ensure and facilitate community involvement in College decision
making processes and ensure that these are consultative and team oriented.
§ Establish and manage efficient and effective administrative
structures and procedures and coordinate planning to achieve this.
§ Manage financial procedures, resource acquisition and replenishment
programs and facilities acquisition and replenishment programs efficiently
and effectively to ensure staff can deliver an effective learning
program.
§ Establish processes and procedures for projecting a positive
image of the school in its community.
§ Provide leadership, advice, information and support to council,
parents, staff and students.
§ Ensure a safe, comfortable and functional environment for students
and staff, and a social environment that is caring and supportive,
recognises individual worth, and encourages respect for people and
property.
§ Provide public monitoring and quality reporting procedures.
§ Work with community to establish a curriculum that is in accordance
with Charter goals and priorities.
§ Establish and manage procedures for the deployment and development
of the College's human resources, including decisions on staffing
levels and mix, surplus staff and the allocation of responsibilities
to staff, and the employment of non - teaching staff and short-term
contract teachers.
§ Work as a team of Principal Class officers in the implementation
of this Code of Practice, discrete responsibilities for each member
of the team having been determined.
STAFF CODE OF PRACTICE
Staff at Sale College employed by the DE&T work within guidelines
outlined by DE&T policies, directives and Service Orders, as well
as the "Professional Code of Practice" developed by the
Standards Council of the Teaching Profession (1996), and school position
descriptions. College Council employed staff work within the conditions
of their employment agreements and the position descriptions drawn
up by the College Council.
This Staff Code of Practice for Sale College applies to the professional
behaviour and expectations of the school staff in the performance
of their duties and in their contribution toward the achievement of
the highest possible standard of learning for all students.
All staff, both teaching and non teaching, will demonstrate commitment
to Sale College by:
· Supporting the implementation of college policies and achievement
of college Charter goals and priorities.
· Providing a positive role model for students in respect to
behaviour, self discipline, dress, punctuality, duty of care, commitment
to achieve to the best of their ability and other appropriate professional
standards.
· Demonstrating the ability to manage and adapt to change.
· Working in teams to achieve college goals.
· Actively pursuing professional competence through development
of personal professional development plans in line with college Charter
goals and priorities, participation in College decision making opportunities,
Annual review processes and reflective practices.
· Responding to all members of the school community with empathy,
respect and awareness of the needs for confidentiality.
· Contributing to whole school activities and taking an active
role in the school community.
· Positively promoting the College to the school community.
· Ensuring a safe, secure and harassment free environment,
and being guided by the principles of merit and equity.
· Being accountable to the College's administration, colleagues
and community.
· Supporting colleagues and establishing positive, effective
and professional relationships with other staff, students and members
of the school community.
Teachers at the school are part of a team responsible for providing
high quality programs that ensure success for all children within
a safe, happy, productive and orderly environment.
In addition to specific role statements teachers will:
· Contribute to College curriculum development.
· Create a learning environment that stimulates the desire
to learn, promotes excellence and sets expectations that are realistic
and achievable.
· Understand how students learn and develop and respond to
individual differences in student learning styles and needs by providing
a range of teaching and learning strategies and assessment techniques
which address these.
· Integrate learning technologies into teaching and learning
in accordance with the College e-Learning technology plan.
· Encourage and empower students to take increasing responsibility
for their own learning and develop strategies to build confidence
and self esteem.
· Encourage parental involvement in all aspects of school life
in order to improve student performance, attitude and behaviour.
· Ensure that the classroom and school environment is safe,
caring and purposeful.
· Maintain up to date records of student achievement and report
regularly to parents about student progress.
· Treat students with respect, understand that it is important
to get to know students well in order to teach them effectively and
respond to the need for pastoral care.
· Apply the student welfare and management principles and processes
of the school consistently and equitably, and develop sound student
management practices.
COMMUNITY BUILDING
The College has established close and formal working relationships
with community, local government, industry and training providers.
It is represented on the Gippsland East Local Learning and Employment
Network. It operates its VET programs in conjunction with East Gippsland
Institute of TAFE. It has developed partnerships with Wellington Shire
(Community Library), Eastern Victorian Group Training (intensive pre-vocational
and New Apprenticeships Scheme), Monash University (Enhancement Studies),
and other community providers such as Kilmany Family Care (self-esteem
courses) and ACES (self-esteem, pre-vocational education and VCE Agriculture
& Horticulture).
The College is formally allied to two networks: the Wellington District
of Schools (for provision of student support service and some joint
curriculum programs); and the Wellington VET Cluster (VET programs).
Its Middle Years Action Plan sees it formally working with its feeder
schools to deliver a range of transition and excellence programs.
The College regards its relationships with its parents as critical
to the education process. It has recently re-invigorated its Parents
Club as a forum for the discussion of ideas and raising resources.
Parents play a very active role in supporting the College's Bands
Program, its inter-school sports program and its tutoring program.
It reports to parents four times per year on students' progress.
It issues a weekly newsletter, and it uses the Student Diary as a
vehicle for two-way communication between a students teachers and
their parents. In addition, parents are encouraged to contact their
child's Home Group teacher as a first point of contact.
Sale College thrives with energy and activity. It comprises a diverse
range of people and values, and it is committed to being an integral
part of its local community. To this end, a number of its programs
- particularly at years 7 and 9 - have a strong community focus. Students
operate in their community and make active use of community personnel
in the delivery of their programs. It also encourages active and ongoing
use of its facilities - particularly its gymnasium, its Watson Centre
for the Performing Arts and its Conference Room.
STUDENT CODE OF CONDUCT
The Code of Conduct for students at Sale College is centred on the
provision of a secure, supportive and positive environment that:
· Challenges all students to develop to the best of their
ability.
· Encourages the growth of self discipline and responsibility
in learning and behaviour.
· Develops participation, co-operation and leadership.
· Promotes respect, the just treatment and self esteem of all
students.
· Enhances positive relationships between, and protects the
rights of all members of the school and wider community.
The Sale College community acknowledges that quality teaching and
learning is more likely to occur when a positive and supportive environment
exists, and when students develop an understanding that they are responsible
for the decisions they make and the actions they take.
RIGHTS AND RESPONSIBILITIES OF ALL MEMBERS OF THE SCHOOL COMMUNITY
(students, teachers, parents and other community members)
Sale College's Student Code of Conduct is based upon the following
rights and responsibilities:
· To function in a safe, orderly and clean environment. With
this comes the responsibility to consider the safety and well being
of others, and to respect the school environment.
· To be treated fairly and with respect. With this comes the
responsibility to show respect and fairness to others.
· To work and play without interference, and have private property
and privacy respected. With this comes the responsibility to not interfere
with others, their property or privacy.
· To have opinions, feelings and beliefs treated with understanding
and respect. With this comes the responsibility to be tolerant of
others.
· To develop talents, interests and ambitions to their fullest.
With this comes the responsibility to support the learning of others.
STANDARDS AND RULES
At Sale College our expectations of students and the standards of
conduct we expect have been co-operatively developed and are clearly
set out in our College Policy Handbook, our Student Handbooks and
Student Diaries.
These rules, expectations and standards relate to:
· Respect for others, their right to learn, their property
and the use of common courtesies and manners.
· Sensible, safe and responsible behaviour and movement in
classrooms, school grounds, whilst on excursions, and to and from
school.
· Attendance, wearing of school uniform and conduct whilst
out of school.
· equality of opportunity and freedom from all forms of harassment
and discrimination;
· positive interaction between staff and students.
Sale College acknowledges and has developed guidelines that incorporate
DE&T Student Discipline Procedures 1994, and Ministerial Order
No. 1. Discipline of Pupils.
OUR APPROACH TO STUDENT MANAGEMENT
Whilst our belief is that there are common rights and responsibilities,
and a shared basis for the development of expectations and rules for
all students, we acknowledge that our dual campus approach allows
for variations in approach to student management according to age
and year level.
Sale College provides significant welfare support for students and
a management approach based on a system of Year Level Coordinators
at both campuses. The Junior Campus combines this with the support
of a College Chaplain and a programmed pastoral approach that sees
each group of students linked to a teacher for administrative and
welfare/pastoral needs.
The Senior Campus offers additional support for students through
a Student Support Officer, and Careers and Vocational Education personnel.
The features of our approach to student management on the Junior
Campus include:
· The development of classroom management plans by teachers
based on classroom rules, expectations, consequences and positive
reinforcement strategies.
· Communication of these plans to students and their parents.
· The consistent use of student diaries.
· A positive approach to discipline that sees problem solving
between student, teacher and family.
· A consistently applied set of expectations of students.
· Regular Year Level assemblies.
· A pastoral program that supports student management.
· Support for teachers in the development of their approach
to classroom management and their professional development.
The essence of the approach to student management on the Senior Campus
is one that:
· Promotes the concept of a mature environment and a senior
campus ethos.
· Develops policy and practice that reflects the increasing
maturity of the students.
· Involves the students in decision making about student management
and appropriate rules and consequences and covers areas related to
attendance, street access, smoking, uniform, harassment and exit from
class.
· Applies consequences and positive reinforcement strategies
that reflect the increasing maturity of the students.
On both campuses, consequences for breaches of classroom or school
rules are known in advance and consistently applied. A range of strategies
are employed that are logical, sequential and focus on students accepting
responsibility for their behaviours and learning in a positive sense
from this.
Students who work hard and comply with expectations will be rewarded
and their efforts acknowledged positively through a planned program
of positive reinforcement in the classroom and at the whole school
level.
EVALUATION AND REVIEW
This Student Code of Conduct will be formally reviewed every three
years in line with the life of the College Charter.
There will however be ongoing review of our practices through the
work of the College Student Welfare and Management Committee to meet
changing circumstances and requirements and opinion sought from our
school community.
SCHOOL COUNCIL MOTION
At the Sale College Council meeting of June 26th, 2002, the following
motion was passed:
"That Sale College Council:
1. Endorses the school charter to be effective from July 24th 2002.
2. Empowers the Principal to make minor amendments to the wording
of the School Charter that may be necessary during negotiations with
the Department of Education and Training."
Moved: Jane Gurling
Seconded: Peter Tonkin
CARRIED
