NSW public school teachers called upon the Department of Education for help to manage disruptive student behaviour, so a Student Behaviour Policy Roadshow is rolling into town next week to prepare teachers for proposed changes to their classrooms starting in the new year.
The Department of Education has created a new Student Behaviour Policy in response to widespread feedback from public school teachers across NSW that it did not provide schools with authority to adequately manage disruptive student behaviour, so NSW public education leaders will be in Broken Hill on Tuesday November 28 to work with teachers and principals ahead of the implementation of the new Student Behaviour Policy being implemented across 2200 NSW public schools from day one of term one in the new year.
School staff from Broken Hill, Menindee, Wilcannia, and Tibooburra will attend the Student Behaviour Policy Roadshow, led by NSW Department of Education Deputy Secretary Leanne Nixon who said that the roadshows – heading for 15 regional, rural, and remote locations – were an important way for the department’s leadership to connect face to face with school practitioners.
“The new Student Behaviour Policy supports and manages inclusive, safe, and respectful school environments for all students and staff,” Ms Nixon said.
“We are providing workshops across the state to collaborate with our colleagues in regional NSW and share how the policy fits with our evidence-based positive behaviour approaches.”
The professional learning roadshows for public school staff have been developed in partnership with the NSW Teachers’ Federation, NSW Primary Principals’ Association (NSWPPA), NSW Secondary Principals’ Council (NSWSPC), and the Special Education Principals’ and Leaders’ Association (SEPLA-NSW).
These partner organisations collaborated with the Department of Education to review the Student Behaviour Policy after widespread feedback from teachers that it did not provide schools with authority to adequately manage disruptive student behaviour.
Schools will continue to employ positive teaching strategies in classrooms to minimise disruption and encourage a productive learning environment.
The new policy supports the authority and decision-making of principals to consider the individual student and school context when disciplinary and support measures are required for students so they can reach their potential.
“Our principals and teachers are focused on making sure that every student feels valued and cared for, so they can get the most out of their learning and achieve their best,” Ms Nixon said.
“It’s important for students’ achievement and wellbeing that they learn in a classroom environment that minimises disruptions and maximises teacher instruction time.”
