All members of our school community have a right to experience a safe and supportive school environment. We expect that all students, staff, parents and carers treat each other with respect and dignity. The following sections cover the rights and responsibilities for each of our school community stakeholders. 

Students

RightsResponsibilitiesStrategies

All students at Princes Hill Secondary College have the following rights:

  • To learn and develop their talents, abilities and ambitions.
  • To have an equitable access to the curriculum and programs offered.
  • To be safe at all times, free of bullying, discrimination or harassment.


All students at Princes Hill Secondary College have the following responsibilities: 

  • Respect the right of others to learn.
  • Complete all set work to the best of their ability.
  • Complete homework as per the school's home study policy.
  • Display positive behaviours that demonstrate respect for themselves, their peers, their teachers and all other members of the school community.
  • Fully engage in the programs of the school.
  • Follow school rules at all times whilst within the school, and while in attendance at any school activity after hours and/or offsite.
  • Collaborate with staff and year level coordinators in developing an Individual Education Plan where student achievement is an issue. 

  • Teachers provide the necessary support for the student to enable them to complete all work. 
  • The School communicates clear expectations in all facets of school life and staff will continue to model appropriate behaviour and promote positive behaviours in all facets of college life.
  • All staff to teach positive behaviours, conflict resolution, communication and social skills and restorative Practice processes will be used to foster a positive learning environment
  • The school commits itself to providing as much curriculum diversity as possible given the constraints of available resources. 
  • The school provides effective teaching and learning environments, engaging curriculum, students services and facilities, support and transition programs.
  • The school communicates student performance through twice yearly interviews, reports and other forms of communication where practicable.  
  • The school will ensure that the school buildings are safe.
  • Staff will ensure that aggressive, bullying or intimidating behaviour by students is communicated to the relevant year level coordinator promptly, as per the basic steps for classroom management guide (Appendix 1).
  • The school will adhere to the No Blame approach to following up all bullying issues within the school community.


Parents/Carers

Parents/ carers have a responsibility to take an active interest in their child’s educational progress, model and reinforce positive behaviours. We encourage parents/carers to find opportunities to participate in school activities. 

RightsResponsibilitiesStrategies
  • Parents/carers have a right to expect that their children will be educated in a safe and effective environment in which care, courtesy and respect for the rights of others are encouraged.


Parents/carers have a responsibility to:

  • Promote positive educational outcomes for their children by taking an active interest in their child’s educational progress and by modelling positive behaviours.
  • Encourage students to work and extend themselves in their studies.
  • Be mindful of the need for balance with study and other commitments.
  • Communicate concerns about student welfare when academic performance or school/life balance becomes a concern. 
  • Ensure their child regularly attends school 
  • Engage in regular and constructive communication with school staff regarding their child’s learning.
  • Have reasonable expectations of the school and its ability to deliver programs within the constraints of available resources, and understand the need to prioritise these resources for all students. 
  • Support the school in maintaining a safe and respectful learning environment for all students.

  • Work with teachers, Year Level Coordinators, the Principal Class, and the Student Welfare Coordinator to address issues of behaviour, underperformance and student welfare in a respectful and constructive manner.

  • Work in partnership with teachers and the school community to support school programs.
  • The school promotes college/parent partnership and school values and communicates with parents through newsletter, interviews, information evenings, website
  • The school will provide research evidence of attendance benefits.
  • Teachers communicate student performance through twice yearly interviews, reports and other forms of communication where practicable.  


Teachers

RightsResponsibilitiesStrategies

Teachers have a right to:

  • Expect that they will be able to teach in an orderly and cooperative environment.
  • Be informed, within Privacy requirements, about matters relating to students that will affect the teaching and learning program for that student.
  • Be safe at all times, free of bullying, discrimination or harassment.

Teachers have a responsibility to:

  • Fairly, reasonably and consistently, implement the Student Wellbeing and Engagement Policy.
  • Know students and how they learn.
  • Know the content and how to teach it.
  • Plan for and implement effective teaching and learning.
  • Create and maintain supportive and safe learning environments.
  • Assess, provide feedback and report on student learning.
  • Engage in Professional Learning that reflects the school priorities within the parameters of  Teaching & Learning and Student Support.
  • Teachers will know and embed the college values in their teaching and learning.
  • Teachers know and embed relevant study designs and assessment measures and provide a learning program that extends and develops the skills of all students. This includes differentiation of teaching to need the needs of all students.
  • The school will continue to build teacher capacity through Professional Development, Professional Learning Teams, peer observation and self-reflection as well as collect and analyse data to inform teaching.
  • Teachers will have read the Individual Education Plan (IEP) and Individual Support Plan (ISP) recommendations and will embed them into their teaching practice.
  • Facilitate communication through parent/student/teacher conferences.


Education Support Staff

RightsResponsibilitiesStrategies

Education Support Staff have a right to:

  • Perform the functions of their role in an orderly and cooperative environment.
  • Be informed, within Privacy requirements, about matters relating to students that will affect their work in supporting staff and students.
  • Be safe at all times, free of bullying, discrimination or harassment.

Student/Teacher Support:

  • Provide support to teachers and educational programs.
  • Coordinate Wellbeing support and make appropriate referrals
  • Provide medical intervention support to a student/s.

Administration/Operations:

  • Co-ordinate, organise and determine work priorities within a work area.
  • Ensure the efficient operation of a work area .
  • Obtain cooperation amongst staff within the work area and supervise the performance of tasks.
  • Communicate and liaise with school staff to foster cooperation.
  • Support financial and budgetary processes.

Technical:

  • Apply basic technical and/or scientific principles to enable the performance of a variety of inter-related technical tasks.
  • Application of specialised knowledge is confined to a specific functional area e.g. science laboratory, information technology support, library, instrumental music.
  • Provide specialised knowledge that is relied upon to deliver support services, under direction, e.g. information technology and technical support in science laboratories and libraries.
  • May supervise a small project team providing technical support to a school/s.
  • Conduct training and/or instruction with respect to technical systems or scientific processes.
  • Prepare experiments or use of equipment and conducts demonstrations, where required, under direct supervision.
  • Undertake relevant occupational health and safety requirements and, where necessary, risk assessments within the relative work area.
  • Know and follow the Student Wellbeing and Engagement Policy.
  • Build capacity through Professional Development, Professional Learning Teams and self-reflection.
  • Follow Individual Education Plan and Individual Support Plan recommendations.
  • Support learning programs that extend and develop the skills of all students. 


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