Fostering Positive Behaviour

EDFD604
Assessment Two:
Evaluation of School Behaviour Management Policies and Practices
Option A:
Critical investigation into whole school behaviour management policies and practice

Table of Contents ………………………………………………………………………………………………….1

Introduction ………………………………………………………………………………………………………….2
The Behaviour Management Policy Evaluation ……………………………………………………..3
a. Behaviour Management Pathways Model
Policy supporting key stakeholders………………………………………………………………………..6
a. Staff Support Structures
b. Connecting with parents/carers
Development of Student Wellbeing and Positive Behaviour ………………………………….8
Policy and Frameworks………………………………………………………………………………………….10
Criticism…………………………………………………………………………………………………………………12
a. Social Media
b. Expanding Theorists approaches within School-Wide Policies
School Behaviour Management Policy Questionnaire ………………………………………….13
Conclusion ……………………………………………………………………………………………………………14
Recommendation …………………………………………………………………………………………………14
References ……………………………………………………………………………………………………………15
Introduction

Behavioural Management Policies are an intricate set of guidelines and instructions supported

by the individual school’s pedagogical approach and school philosophy. The behaviour

policies detail an array of methods that staff within the context of the school can effectively

employ to promote positive behaviour and social and emotional wellbeing of its students.

These policies describe the expectations for the appropriate behaviour of the students to the

parents, staff and wider community. Every school within Australia is expected to have clear

policies and guidelines that aim to foster a supportive framework, Bayside College is an

exemplar of such supportive practices.

The Behaviour Management Policy Evaluation

Behaviour Management Policies are integral components of a school as they provide

thorough provisions for expectations of student behaviour and consequences for student

misconduct. The school-wide policies generally aim to be inclusive, supportive and relevant

to the school and its community. Behaviour Management policies primarily centre around a

theoretical approach chosen by the school that principally articulates the ethos of the school

and its community. Bayside College’s chosen theorist is Bill Rogers (2011) whose approach

is often described as an ‘inter-actionist’ providing a ‘positive behaviour leadership.’ Roger’s

approach is focused upon how teachers model behaviour and how they conduct a positive

environment where students feel safe and welcomed. Roger (2011) acknowledges that

adolescent’s behaviour is greatly influenced by external factors, and through environmental

consequences. Therefore, Roger’s stance is an interactionist approach with a central focus on

rights of the child and the provision of a caring, positive and restorative framework. The

inclusive framework is thus mirrored by Bayside College as its policies and practices
positively effects all students through enticing an intrinsic sense of belonging and optimism

whilst fostering positive attitudes, for example, tolerance and respect for diversity.

Bayside College has clear expectations and standards, its policy is centred around the positive

actions of prevention and intervention proposed by Rogers. Roger’s (2011) defines

preventative discipline as an approach that provides clear rules and consequences for

misconduct where the teacher facilitates consistent and positive routines. Thus, furthering the

positive development of equity, relationships and inclusivity. Within Roger’s model he also

outlines how through preventative and corrective discipline, students learn that their

behaviour should not affect the rights of the students around them. Therefore, Roger’s

approach is clearly outlined throughout the Behaviour Management Policy as it has a clear

focus on increasing student autonomy and self-control. Furthermore, the policy reflects

Roger’s approach through the language of ‘choice,’ thus referring to an important factor of

positive discipline where students continue to foster responsibility for their actions. These

whole-school steps are integral in supporting an inclusive framework for students and

maintaining standards and supporting students emotional and social wellbeing.

Bayside College has an effective and concise policy that incorporates the promotion of a

positive environment where consequences are respectful to the rights of the adolescent and

are related and reasonable. This is a necessary factor in fostering trust and self-actualisation

as students can ascertain where they have shown misconduct and can connect their behaviour

to clear and appropriate consequences. Furthermore, the policy aims to improve student’s

ability to “own their own behaviours,” (Bayside College Behaviour Management Policy,

2011, pg. 4) thus enhancing the student’s autonomy, self-esteem and personal growth.

The school has a three-tiered approach to the policy, a General Student Management,

Classroom Plan and Whole School Plan where effective planning, professional conduct and a
positive ethos is integrated effectively. The policy focuses upon a non-confrontational

approach, where there is an emphasis on student rights and responsibilities. Rogers (2011)

states that an individual’s rights, rules and responsibility are all interconnected spheres where

a positive framework can occur facilitating personal growth and learning. Furthermore,

teachers within the policy are encouraged to model positive behaviours and provide clear

expectations of the students. These rules and procedures thus, enhance the ecology of the

classroom as the students are provided an environment conductive to learning. Therefore, it is

evident that this policy is both effective in maintaining positive relationships between student

and teacher whilst preserving the safety, dignity and rights of the adolescent. This policy can

be effectively analysed as providing an effective support system where student participation

is highly valued. Furthermore, the policy depicts key factors intrinsic to quality teaching,

thus, further promoting the ecology of the school and the effect and success of the learning

environment. Overall, Bayside College’s policy is effective, constructive and supportive

providing the school community with clear and effective measures and consequences within

the school environment.

a. Behaviour Management Pathways Model

The Behaviour Management Pathway (Bayside College, 2011, pg. 6) is a comprehensive

approach in managing challenging behaviour within the school. The Pathways approach

clearly details the steps taken upon a student’s concerning behaviour or indiscretion. The

pathway highlights how interconnected the school is with the families of its students, as the

secondary layer of approach is contact with the family. The school’s pathway policy depicts

the supportive framework and staff within the College, particularly the Year Level

Coordinator, the Heads of House and counsellors. The steps outlined within the Behaviour

Management Policy are concise and accelerate only if the issue continues, thus, if students
effectively respond to the interventionist strategies no further consequences are necessary. If,

however, the issue escalates further, the school responds with related and reasonable

consequences whilst ensuring that they are always implementing a supportive framework

through restorative justice measures. These guidelines aim to ensure student inclusivity whilst

maintain the students’ rights and sense of belonging. Furthermore, the policy guides its

students to develop self-control and personal accountability for their actions, thus the

Behaviour Management Pathways can be correlated with Roger’s positive inter-actionist

approach.

Policy supporting key stakeholders

Effective support is imperative for educators to excel within their craft, particularly through
the support of their colleagues, external professionals and professional development

programs. This is evident as an “investment in the development of teacher’s professional

growth is one of the most significant resources for improving education quality.” (Daniela,

2014, pg. 55) Effective support will also ensure that there is an enhancement of the ecology

of the school and classroom as teachers will continue to foster their professional development

and improve within their profession and ability to facilitate difficulties within the classroom.

Within Bayside College the Behaviour Management Policy states that staff are to undertake a

behaviour management course and professional development days. (Bayside College, 2011,

pg.9) These initiatives are imperative to ensure teachers are aware of continual developments

within their practice, thereby, enabling teacher’s to successfully manage difficulties,

particularly challenging behaviour within the school. Furthermore, the College’s insistence of

professional development days is imperative for teacher proficiency, and effective and quality

teaching as continual professional learning can greatly affect and alter the educational sphere

of the classroom and school. (Daniela, 2014, pg. 54)

Development of Student Wellbeing and Positive Behaviour

The philosophy of Bayside College is constructed around the positive ideal of inner

transformation, faith, wellbeing and academic and skill development. The College believes

that every student is unique, and they should foster self-motivation and strive towards self-

actualisation where teachers and the student-teacher relationship are significant factors in a

student’s life. The College’s philosophy echoes John Hattie’s assertion that teachers and the

dynamic between teachers and their students is one of the most powerful influences in

learning. (Hattie, 2012, pg. 18)

Bayside College also supports the vision of the Habits of Mind; a systematic approach that

aims to enhance curriculum, instruction and assessment where 16 key characterises are

delineated for success. (Costa & Kallick, 2008) The Habits of Mind enhances an individual’s

ability to think critically and creatively as it identifies the behaviours and perceptions

necessary for achievement. The Habits of mind underpins Bayside College’s curriculum and

correlates with its intrinsic wellbeing policies aiming to foster positive behaviours and

fulfilled individuals.

The school further nurtures the development of positive behaviours and wellbeing through

the instalment of House groups, where commencing Year 7 students regularly interact with

their peers from all year groups. This interaction between cohorts facilitates friendship,

leadership and vastly improves the ecology of the school and classroom as students can

garner a vast supportive network.

Furthermore, within the House system, PROSPER lessons regularly occur. Bayside

College’s PROSPER outlines seven specific areas that the school aims to assist in fostering:

Positivity, Resilience, Outcomes, Strengths, Purpose and Meaning, Engagement and

Relationships and Respect. The PROSPER lessons are primarily based upon improving
student’s behaviours and wellbeing through engaging within the PERMA model of positive

psychology. PERMA (Positive emotions, Engagement, Relationships, Meaning, and

Achievement) was developed as a structural model to assist student’s overall wellbeing,

happiness and meaning, whilst assisting students to develop strong metacognitive tools. The

instalment of PROSPER lessons and belief within the school dually fosters positive

development within its students whilst aiming to improve student’s perspective of the school

and themselves. Thus, the lessons also effect behavioural concerns, as students whom are

fulfilled and have a positive sense of self and belonging, seldom present challenging

behaviours.

This wellbeing program and school-wide emphasis on positive wellbeing relates to the

school’s theology, where both philosophy’s aim to engage students in a cohesive and

supportive demeanour. Positive psychology’s focal point is an overall well-being and

character/strength-based pedagogy which can aligns itself strongly with Christin education

and morals. (White & Murray, 2015) Thus, it is evident that Bayside College incorporates an

intrinsic belief in Catholic values in educating and fulfilling students in combination with

positive psychology to support their students social and emotional wellbeing. This supportive

and extensive framework aims to ensure that students connect with teachers, with their peers

and find a sense of connection the school as a whole. This intrinsic sense of belonging and

inclusivity will enhance students sense of self, thereby, relating to Bayside College’s

behavioural management model. The model states that students and teacher’s collective

objective should be to “develop self-esteem and to enhance working relationships.” (Bayside

College, 2011, pg. 4) As aforementioned, Hattie (2012) posits that the teacher-student

dynamic is imperative for effective teaching. Thus, the enhancement of working relationships

will develop trust, compassion and a positive ecology within the classroom. This positive

climate, Rogers (2011) states is largely dependent upon the ways in which the teachers
convey their expectations and encouragement of the students, as the enhancement of self-

esteem will thereby, enhance the student’s self-belief, efficacy and capacity for growth and

learning.

Policy and Frameworks

Bayside College’s policies and procedures can be correlated with three imperative framework

guidelines within State and National policies. The frameworks are:

 Queensland Catholic Education Commission

 Australian Student Wellbeing Framework

 National Safe Schools Framework

The Bayside College’s inclusive policy framework is consistent with Queensland Catholic

Education Commission’s (QCEC) standards as it states that an inclusive practice is a safe,

supportive and collaborative environment. (Queensland Catholic Education Commission,

2014) The QCEC states that Catholic schools should promote human dignity and inclusive

practices in alignment with Catholic social teaching, legislative requirements and educational

philosophy. (Queensland Catholic Education Commission, 2014) This is evidently reflected

within the core values and philosophy of Bayside College, particularly within its

administration of the Oblate tradition and approach to a holistic education. Furthermore, one

of Bayside College’s key ‘Beliefs and Assumptions’ is that “faith education should permeate

all curricula, service initiatives, cultural pursuits, sporting activities and relationships.”

(Bayside College,2011 pg.3) The QCEC policies are therefore, fundamentally apart of the

College’s strategies and beliefs, thus connecting the College to the principles of the QCEC.

Schools need to use all available resources and pedagogies to ensure that the school is safe,

supportive and inclusive, where the ecology of the school is conducive to learning and
development. The ‘National Safe Schools Framework’ provides a broad outline of how this

can be effectively achieved within the context of the school. (Ministerial Council for

Education, 2011) The nine key elements identified by the National Safe Schools Framework

are reflected within the policy and intrinsic philosophy and principles presented by Bayside

College. The Behaviour Management Policy expresses clear guidelines of the rights and

responsibilities of the Child, positive measures in managing any behavioural or challenging

issues that could be presented. The Policy also correlates with the National Framework

particularly through its emphasis upon effective professional learning and conduct in

combination with supportive partnerships with the families of the school and the wider

community.

Bayside College’s policies, procedures and pedagogical approaches can also be aligned with

the Australian Student Wellbeing Framework, (Education Council) as Bayside College as

aforementioned has an intrinsic focus on wellbeing. This emphasis on a student’s positive

wellbeing firstly occurs within the classroom, as the teacher-student relationship is fostered

around respect and inclusivity. This is reinforced by the student’s participation within the

House groups and the wellbeing focused lessons and activities. Bayside College’s policy is

inspired predominantly by Rogers’s theory, therefore, his emphasis upon the rights of the

student and their self-esteem and personal accountability can be connected to the guidelines

proposed by the Australian Student Wellbeing Framework. Bayside College also strictly

adheres to the guidelines of the 2005 National Framework for Creating Safe Environments

for Children as it concisely states how imperative it is to ensure a safe culture for students.

This framework is connected to the United Nations Convention on the Rights of the Child

where it outlines the specific rights and protection accorded to children. Thus, it is evident

that Bayside College’s philosophy, practices and policies are effectively informed by state-

wide and National Frameworks.

Criticism

Bayside College has extensive supportive and inclusive practices that promote wellbeing and

excellence within its students. It’s policies, procedures and guidelines however, can be

improved upon through various strategies, including: updating policies to accommodate

social media/bullying, and utilising a broader array of theorists to inform its pedagogical

stance and practical guidelines.