Banora Point High Leadership Flyer

Creative Collaboration and Innovation - 2nd Edition

Positive Behaviour For Learning

Following our week 1 Executive Meeting, and Luke's discussion re PBL and other alternative frameworks, it was decided to make staff more aware of what PBL was actually about. This will be done on 2 levels:

1. Increasing executive awareness of PBL via

  • Leadership newsletter - (Greg i/c)
  • Executive meetings - (Luke i/c)
2. Increasing staff awareness of PBL via:
  • Faculty meetings - (HTs i/c)
  • Staff meetings - (Luke i/c)
  • Banora Bulletin - (Greg i/c)


Why use it? Where does it fit with BPHS planning and focus areas, DoE policy and framework?


The School Excellence Framework indicates that:


  • In leading improvements in behaviour management we have to use evidence-based strategies and innovative thinking to design our approach to ensuring that there is ongoing improvement in student behaviour.
  • The school consistently implements a whole-school approach to well-being that has clearly defined behavioural expectations and creates a positive teaching and learning environment.


The Art and Science of Teaching design questions 6-9:



  • Q6. What will I do to establish or maintain classroom rules and procedures?
  • Q7. What will I do to recognise and acknowledge adherence and lack of adherence to classroom rules and procedures?
  • Q8. What will I do to establish and maintain effective relationships with students?
  • Q9. What will I do to communicate high expectations for all students?



Where does it fit in the Well-being Framework for Schools?


  • "Every school will implement a comprehensive and inclusive strategy to create an environment with clearly defined behavioural expectations.
  • All members of the school community should consistently implement the agreed strategy to create a positive teaching and learning environment.
  • The school recognises the importance of developing and shaping the character of the individual and maximises opportunities for personal growth.
  • Students have responsibility to be active learners who exercise self-regulation appropriate to their age and level of understanding.
  • Parents and caregivers play an important role in working with the school to develop their child’s understandings, skills and character.
  • Teaching and learning is not disrupted by unacceptable behaviour in the classroom, on the playground and in activities for which the school is responsible."



Where does it fit in Banora Point High's Core Values?


"Striving for the highest personal achievement in all aspects of learning within a fair and safe environment"



What is PBL?


"Positive Behaviour for Learning is an evidence-based whole school process that

  • addresses the diverse academic and social needs of every student to support them to be successful
  • supports students in early childhood settings through to senior years of schooling
  • enables schools to establish a continuum of supports that are intensified to meet the needs of every student
  • is team driven, using a problem solving approach (data, systems and practices) that engages students, parents and all school staff
  • establishes positive social expectations for all in the school community
  • provides a framework for the school and its community to collectively support the well-being of every students"


When implemented well:


  • students respond positively as they have been taught what is expected of them
  • staff deliver consistent responses to student learning and behaviour
  • students feel safe and cared for at school. Their parents, family and community are more involved in their school
  • unproductive and challenging behaviour can be significantly reduced for most students. (Source:http://www.pbl.schools.nsw.edu.au/about-pbl)



The PBL Continuum


PBL is a 3 tier framework


  1. Universal prevention - is about creating positive learning environments for all.
  2. Targeted interventions - is a team driven process, that focuses on the 10-15% of students who have not responded fully to the tier 1 preventions and address students' social-emotional skills through evidence-based programs delivered to small groups of students or individual students.
  3. Intensive interventions - generally involves the 1-5% of students who need more intensive, individualised behaviour management plans.
Big image

Get real with projects - in term 4 BPHS staff will start the thinking around cross-KLA middle school projects for 2016

Why implement cross KLA projects?

"Today, a growing number of young people are learning by carrying out projects that require them to carry out research across subject boundaries, create a professional quality product that demands multiple drafts, and publicly present their work to their peers, their parents and the wider world." (10 ideas for 21st century education - The Innovation Unit)
Prof Geoff Masters, ACER, Local school improvement

Marzano Design Question 2 - What will I do to help students effectively interact with new knowledge?

Leadership:


It's time to think about how you can lead this within your KLA. Marzano Design Question 2 will become a key focus at BPHS in 2016, so planning needs to start now as to how we will support our teachers in building their capacity in this key area.


Suggestion:


Start to consider different ways in which students preview new knowledge. Trial some new methods (some examples are below). Have some first hand experiences that you can share with your team.


Action Step 1 - Critical Input Experiences


It is important that teachers carefully plan what the critical input experiences will be for introducing new knowledge. They may include:


  • A narrative related to the new information
  • An exposition
  • The use of audio-visual resources
  • A co-operative learning activity such as jig-saw method



Action Step 2 - Previewing


Previewing of knowledge content prior to a critical input experience is an important process. The critical input experiences generally involve a few well-structured activities that will be critical to the student learning the new knowledge.


Previewing may involve:


  • Starting a KWL graphic organiser - what the the students already know about the content?
  • Link the new content to what has already been learnt
  • Do preview questions that relate to the content
  • Get students to skim and scan through the content
  • Try using a 'Flipped Classroom' activity. Students preview the content of the lesson on a video prior to actually engaging with the content in class.
I Flip, You Flip, We All Flip: Setting Up a Flipped Classroom