This document summarizes proposed changes to Tasmania's Education Act. Key changes include establishing objects and principles, lowering the school starting age, allowing dual enrollment for students with disabilities, introducing standards for home education, and expanding the role and powers of the non-government schools registration board. The draft will undergo public consultation before being finalized and introduced to Parliament with the goal of commencing most provisions in 2017.
The Special Educational Needs system changed radically in September 2014.
Six months later, how have things altered for families? Has the vision of the Department for Education been realised?
This presentation takes a look at some of the changes and some of the problems that have occurred.
This presentation from Special Needs Jungle is based on the Children & Families' Act, The SEND Code of Practice and includes informed opinion on the reforms.
A whole staff briefing on some of the new SEND code of practice reforms/changes. June 2014.
Many thanks to Paramjeet Singh Bhogal- EP for his original PP which I adapted.
Send school leaders presentation july 2014 DfEAmjad Ali
A detailed presentation highlighting the important elements of the new SEN Code of Practice- which came into force June 2014.
Are you, your school, your local area ready for the changes which should start being enacted from September 2014?
Follow me on Twitter- @ASTSupportaali
The Special Educational Needs system changed radically in September 2014.
Six months later, how have things altered for families? Has the vision of the Department for Education been realised?
This presentation takes a look at some of the changes and some of the problems that have occurred.
This presentation from Special Needs Jungle is based on the Children & Families' Act, The SEND Code of Practice and includes informed opinion on the reforms.
A whole staff briefing on some of the new SEND code of practice reforms/changes. June 2014.
Many thanks to Paramjeet Singh Bhogal- EP for his original PP which I adapted.
Send school leaders presentation july 2014 DfEAmjad Ali
A detailed presentation highlighting the important elements of the new SEN Code of Practice- which came into force June 2014.
Are you, your school, your local area ready for the changes which should start being enacted from September 2014?
Follow me on Twitter- @ASTSupportaali
National Governors Association West Midlands regional conferenceOfsted
Lorna Fitzjohn HMI, Regional Director, West Midlands, delivered the keynote address at the conference in Birmingham on 19 March 2016.
She covers West Midlands aspects; and governance, mythbusting and the common inspection framework from a nationwide point of view.
Ofsted Inspector Rob Hackfath discussed school performance in the West Midlands and priorities for good governance at a governors' conference in Walsall on 14 May 2016.
INTRODUCTION
All mainstream practice needs to change in order to ensure fairer opportunity for all. Understanding inclusive practice is fundamental to the good practice development within any organisation. Furthermore, an inclusive environment is a right to which we are all entitled, and one that we all have a responsibility to make happen.
Eleanor Schooling, Ofsted's National Director, Social Care made this presentation at National Children and Adult Services Conference in Manchester ,4 November 2016.
Unseen children: under the spotlight - Ofsted South East leadership conferenc...Ofsted
Slides from the Ofsted South East leadership conference held on 7 March 2014. The speakers were:
• Sir Michael Wilshaw, Her Majesty’s Chief Inspector Ofsted
• Matthew Coffey, Regional Director, South East Ofsted
• Dr John Dunford OBE, National pupil premium champion
• Dr Kevan Collins, Chief Executive, Education Endowment Foundation.
Aspire to Achieve for Children in Care Conference: January 2016Ofsted
Andrew Cook HMI, Regional Director East of England was guest speaker at the second Aspire to Achieve for Children in Care conference, held in Colchester on 19 January 2016.
About 200 Essex schools were represented at the conference organised by the Essex Virtual School.
A presentation by Diana Choulerton National Lead Design and Technology at the Better Food Teaching conference, February 2015. http://foodteacherscentre.co.uk/
Inspecting sex and relationships education in schools.Ofsted
Inspecting sex and relationships education in schools. Presentation by Roary Pownall HMI and national lead for personal, social and health education and citizenship. Presentation given at the Westminster Education Forum on 8 February 2018.
National Governors Association West Midlands regional conferenceOfsted
Lorna Fitzjohn HMI, Regional Director, West Midlands, delivered the keynote address at the conference in Birmingham on 19 March 2016.
She covers West Midlands aspects; and governance, mythbusting and the common inspection framework from a nationwide point of view.
Ofsted Inspector Rob Hackfath discussed school performance in the West Midlands and priorities for good governance at a governors' conference in Walsall on 14 May 2016.
INTRODUCTION
All mainstream practice needs to change in order to ensure fairer opportunity for all. Understanding inclusive practice is fundamental to the good practice development within any organisation. Furthermore, an inclusive environment is a right to which we are all entitled, and one that we all have a responsibility to make happen.
Eleanor Schooling, Ofsted's National Director, Social Care made this presentation at National Children and Adult Services Conference in Manchester ,4 November 2016.
Unseen children: under the spotlight - Ofsted South East leadership conferenc...Ofsted
Slides from the Ofsted South East leadership conference held on 7 March 2014. The speakers were:
• Sir Michael Wilshaw, Her Majesty’s Chief Inspector Ofsted
• Matthew Coffey, Regional Director, South East Ofsted
• Dr John Dunford OBE, National pupil premium champion
• Dr Kevan Collins, Chief Executive, Education Endowment Foundation.
Aspire to Achieve for Children in Care Conference: January 2016Ofsted
Andrew Cook HMI, Regional Director East of England was guest speaker at the second Aspire to Achieve for Children in Care conference, held in Colchester on 19 January 2016.
About 200 Essex schools were represented at the conference organised by the Essex Virtual School.
A presentation by Diana Choulerton National Lead Design and Technology at the Better Food Teaching conference, February 2015. http://foodteacherscentre.co.uk/
Inspecting sex and relationships education in schools.Ofsted
Inspecting sex and relationships education in schools. Presentation by Roary Pownall HMI and national lead for personal, social and health education and citizenship. Presentation given at the Westminster Education Forum on 8 February 2018.
How To Have The Business, Income & Life You Expected When You First Started ...Lawyers With Purpose
An incredible hour where we are going to reveal everything you need to know to:
Streamline your practice, increase revenue, avoid malpractice - all while working fewer hours and enjoying more time to spend with your family and serving your community.
Create targeted marketing and sales efforts so your practice grows reliably, predictably, and CONSISTENTLY!
Build lasting relationships with referral sources and strategic partners - ensuring your clients stay loyal AND work on your behalf referring their friends over and over again!
Make sure you have a pen and a pad of paper ready so you can take notes, because we will be sharing with you lots of effective techniques and you don’t want to miss any of them. We will teach you how to gain the greatest confidence that your work product will be accurate (saving time and resources) and how implementing systems creates confidence in your staff because they eliminate discretionary decisions based on mood or environmental influences.
All Designed With YOUR Practice And YOUR Success In Mind
Horizen Ventures Africa - $10MM early stage fundPhilip Kiracofe
Horizen Ventures Africa is an early stage fund focused on Technology and Mobile
We are currently raising $10MM and intend to close in early 2013
We will be opening the office in Cape Town on 12-12-12
link to http://horizenventures.com/africa
The HHS Ventures Fund provides growth-stage funding and support to HHS employees with proven ideas for how to dramatically improve their Office, Agency, or the Department’s ability to carry out its mission. The Ventures Fund gives Department employees the opportunity to take a proven but still early-stage idea to the next level of implementation.
Learn more about HHS Ventures Fund:
http://www.hhs.gov/idealab/what-we-do/hhs-ventures/
Learn more about the HHS IDEA Lab (@HHSIDEAlab):
http://www.hhs.gov/idealab/
--
U.S. Department of Health and Human Services (HHS)
http://www.hhs.gov
We accept comments in the spirit of our comment policy:
http://www.hhs.gov/web/socialmedia/po...
HHS Privacy Policy
http://www.hhs.gov/Privacy.html
Page 1 of 8 Rationale The Student Behaviour Manageemelyvalg9
Page 1 of 8
Rationale
The Student Behaviour Management policy and protocols support pastoral care and
student wellbeing initiatives within the College. They are premised on the belief that
student learning and wellbeing are best achieved within an environment that is:
SAFE SUPPORTIVE EMPOWERING
All members of the school community share the responsibility to teach, foster, promote
and encourage positive student behaviour. In order to achieve clarity about behaviour
expectations and consistency and fairness in behaviour management within the College,
the policy and protocols outline practices that support positive student behaviours and
sanctions that apply for breaches of behaviour expectations.
The policy and protocols are developed within the framework of policies and guidelines of
the Catholic Education Melbourne (CEM).
Principles
In expecting and supporting appropriate behavior, we enliven the OLMC Vision and
Mission, wherein we seek to:
• Be hospitable to all
• Respect the dignity of each person
• Act for justice in our community
• Nurture a spirit of kindness
• Know the power of forgiveness and offer this to others
• Live authentically guided by the teachings of Jesus and the college values of justice,
courage, compassion and joy.
OLMC’s approach to student behaviour management is based on restorative practices,
which seek to:
• Protect personal and school community safety
• Assist students and staff to recognise the impact of their actions on others
• Nurture and restore relationships
• Help students to learn from their mistakes, grow in self discipline and take
responsibility for their actions.
The College expects that each person will:
• Behave respectfully
• Allow each student to maximise their learning opportunities
• Take responsibility for their own actions
• Promote a safe environment
• Abide by College regulations.
Protocols
All procedures related to expectations and the consequences of infringements are
outlined in the Protocols, pages 4–8.
Student Behaviour Management
Policy and Protocols
August 2017 (revised)
Page 2 of 8
An accumulation of four infringements will result in a 1-hour Community Service.
Attendance at a number of sessions may require a meeting of the student and the
Year/House Coordinator. Parent meetings may also be required for any further
attendances.
Serious Behaviour Breaches and Major Disciplinary Sanctions
A ‘serious behavior breach’ at OLMC is understood generally as activities or behaviours
of a student which:
• are offensive, or dangerous, to the physical or emotional health of any student or
staff member (e.g. illicit possession and use of drugs, illicit use of prohibited
weapons); or
• consistently and deliberately fail to comply with the reasonable directions of the Head
of Student Wellbeing and the Principal; or
• consistently and deliberately interfere with the educational opportunities and ...
Page 1 of 8 Rationale The Student Behaviour Manage.docxkarlhennesey
Page 1 of 8
Rationale
The Student Behaviour Management policy and protocols support pastoral care and
student wellbeing initiatives within the College. They are premised on the belief that
student learning and wellbeing are best achieved within an environment that is:
SAFE SUPPORTIVE EMPOWERING
All members of the school community share the responsibility to teach, foster, promote
and encourage positive student behaviour. In order to achieve clarity about behaviour
expectations and consistency and fairness in behaviour management within the College,
the policy and protocols outline practices that support positive student behaviours and
sanctions that apply for breaches of behaviour expectations.
The policy and protocols are developed within the framework of policies and guidelines of
the Catholic Education Melbourne (CEM).
Principles
In expecting and supporting appropriate behavior, we enliven the OLMC Vision and
Mission, wherein we seek to:
• Be hospitable to all
• Respect the dignity of each person
• Act for justice in our community
• Nurture a spirit of kindness
• Know the power of forgiveness and offer this to others
• Live authentically guided by the teachings of Jesus and the college values of justice,
courage, compassion and joy.
OLMC’s approach to student behaviour management is based on restorative practices,
which seek to:
• Protect personal and school community safety
• Assist students and staff to recognise the impact of their actions on others
• Nurture and restore relationships
• Help students to learn from their mistakes, grow in self discipline and take
responsibility for their actions.
The College expects that each person will:
• Behave respectfully
• Allow each student to maximise their learning opportunities
• Take responsibility for their own actions
• Promote a safe environment
• Abide by College regulations.
Protocols
All procedures related to expectations and the consequences of infringements are
outlined in the Protocols, pages 4–8.
Student Behaviour Management
Policy and Protocols
August 2017 (revised)
Page 2 of 8
An accumulation of four infringements will result in a 1-hour Community Service.
Attendance at a number of sessions may require a meeting of the student and the
Year/House Coordinator. Parent meetings may also be required for any further
attendances.
Serious Behaviour Breaches and Major Disciplinary Sanctions
A ‘serious behavior breach’ at OLMC is understood generally as activities or behaviours
of a student which:
• are offensive, or dangerous, to the physical or emotional health of any student or
staff member (e.g. illicit possession and use of drugs, illicit use of prohibited
weapons); or
• consistently and deliberately fail to comply with the reasonable directions of the Head
of Student Wellbeing and the Principal; or
• consistently and deliberately interfere with the educational opportunities and ...
Students guide in school. This contains rules and regulations of the school as well as the the rights and privileges of the students. Given also are the roles of the school in providing quality education. Included also are the roles of the parents in the education of their children.
The Education HR in the North West Conference, January 2018 - Managing allega...Browne Jacobson LLP
An overview of the elements to consider to ensure you get the basics right, as well as guidance for overcoming the challenges that come with staff allegations.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. Draft Education Bill 2016
Government schools Non-government schools Home education
Objects
Principles
School
Starting Age
Enrolment Attendance
Non-attendance
Behaviour
Support
Compulsory Ed
and Training
. .
3. Currently…
• Act does NOT contain Objects or
Principles.
• Objects summarise the purpose of the Act.
• Principles represent the values that
underpin the Act – things considered
an important foundation for the
education of children.
EDUCATION
ACT
Underpinning Values
Purpose
Proposed…
• New Act includes Objects and Principles.
• Focus on each child as an individual.
Includes…
• The right of each child to receive an
education.
• Expectation that each young person will
complete year 12 or equivalent.
• Critical role played by parents and wider
community in education.
Objects
Principles
School
Starting Age
Enrolment Attendance
Non-attendance
Behaviour
Support
Compulsory Ed
and Training
4. Compulsory education
commences (Prep)
• Five as at 1 January
Pre-compulsory education
(Kindergarten)
• Four as at 1 January
Currently… Proposed…
Compulsory education (Prep)
• Four years and six months at start of
year
Pre-compulsory education (Kindergarten)
• Three years and six months at start of
year
Children born in 2016 (on or before 30 June)
will be eligible for Kindergarten in 2020.
Kinder 4yrs
Prep 5yrs
Kinder 3yr 6m
Prep 4yr 6m
School starting age
Objects
Principles
School
Starting Age
Enrolment Attendance
Non-attendance
Behaviour
Support
Compulsory Ed
and Training
5. No legislative basis for dual
enrolment for students with
disability
o between a special school
and a mainstream school
o across government and
non-government sectors.
Currently… Proposed…
Dual enrolment
Capacity for dual enrolment for students
with disability
o between a special school and
a mainstream school
o across government and non-
government sectors.
Organisation that runs the special school
will set the guidelines for entry.
Objects
Principles
School
Starting Age
Enrolment Attendance
Non-attendance
Behaviour
Support
Compulsory Ed
and Training
6. No ability for home educated
children to partially enrol in a
school.
Currently… Proposed…
Capacity to apply for partial enrolment of
home-educated children in schools.
Final decision will rest with the school
following assessment of the application
against guidelines.
Objects
Principles
School
Starting Age
Enrolment Attendance
Non-attendance
Behaviour
Support
Compulsory Ed
and Training
Partial enrolment
7. Compulsory education means there
are attendance requirements
Attend every school day unless
legitimate reason
o Sickness (may require medical
certificate)
o Individual Education Plan
Non-attendance
o School-based strategies
o Prosecution
Attendance and
Non-attendance
Clarify attendance requirements
Allow for online/virtual attendance
Non-attendance
New compulsory conciliation conference
process where school-based strategies fail
o mediated not judicial response - with families
and student
o opportunity to resolve the reasons for non-
attendance
o power to direct certain things are done to
overcome the reason for non-attendance
o power to issue a Compulsory Schooling Order,
where necessary.
Prosecution as a last resort.
Currently… Proposed…
Objects
Principles
School
Starting Age
Enrolment Attendance
Non-attendance
Behaviour
Support
Compulsory Ed
and Training
8. Student behaviour managed at school level.
Where this fails, schools can use detention,
suspension or expulsion as a last resort.
Support for children whose behaviour may
pose a risk of harm to themselves or others
managed by schools with parents and
medical practitioners if parents agree to
share information.
Unacceptable behaviour can arise from
mental illness, trauma or abuse, or disability.
No backing in the Education Act for schools
to seek/share information to assist supporting
children.
Currently… Proposed…
Schools may seek information to
assess if a child has a condition
that can cause behaviour that may
risk self or others.
Purpose: Development of a risk
management plan to protect the
child and others.
Plan: Develop and maintain
strategies to support a child’s
access to education and to
eliminate or minimise the risk of
harm.
Information can only be used for
this purpose.
Student behaviour support
Objects
Principles
School
Starting Age
Enrolment Attendance
Non-attendance
Behaviour
Support
Compulsory Ed
and Training
9. Education Act is silent in regard to
adult behaviour in school context.
Inappropriate adult behaviour
managed on case-by-case basis.
Police involvement if necessary.
Currently… Proposed…
Behaviour expectations for adults.
Government schools
o Secretary’s Instructions
o Behaviour management policy
for each school in line with
Instructions
o Adults to comply with policy.
Non-government schools
o Behaviour management policy
for each school
o Adults to comply with policy.
Failure may constitute an offence.
Objects
Principles
School
Starting Age
Enrolment Attendance
Non-attendance
Behaviour
Support
Compulsory Ed
and Training
Adult behaviour
10. Compulsory education at
school finishes
• Complete the year in
which turn 16 (usually end
of Year 10)
Objects
Principles
School
Starting Age
Enrolment Attendance
Non-attendance
Behaviour
Support
Compulsory Ed
and Training
Currently… Proposed…
Compulsory education and
training
Compulsory education at
school finishes
• Complete the year in
which turn 16 (usually end
of Year 10)
Compulsory education and training starts
11. Compulsory education or
training starts
Eligible options – school,
apprenticeship/traineeship,
vocational education and training,
university course, home education.
Age 17 or certificate III.
Exemption for 25 hours a week or
more of work.
Limited ability to check young
people are participating if not at
school.
Objects
Principles
School
Starting Age
Enrolment Attendance
Non-attendance
Behaviour
Support
Compulsory Ed
and Training
Currently… Proposed…
Compulsory education and
training
Compulsory education or training
starts
Approved learning program – school,
apprenticeship/traineeship, vocational
education and training, university
course.
Home education continues to be an
option.
Complete Year 12, certificate III or age
18, whichever occurs first.
Exemption for 35 hours a week or
more of work.
Data sharing to enable follow up where
young person has dropped out.
Applies to students in Year 7 in 2016
who will be in Year 11 in 2020.
12. C u r r e n t l y . . .
P r o p o s e d . . .
Managed at
school level.
Detention,
suspension,
expulsion.
Schools can
seek information.
Develop a risk
management plan.
Behaviour expectations
for adults.
Year 10 Age 16.
Education or Training
Age 17 or Cert III.
Exempt if 25hrs work.
Year 10 Age 16.
Education or Training
Year 12, Cert III or Age 18.
Exempt if 35hrs work.
Include online
attendance option.
Conciliation conference.
Compulsory Schooling Order.
Kinder 4yrs
Prep 5yrs
Attend every
school day.
Prosecution.
Kinder 3yr 6m
Prep 4yr 6m
Dual
enrolment.
Partial
enrolment.
Objects
Principles
School
Starting Age
Attendance
Non-attendance
Behaviour
Support
Compulsory Ed
and Training
Enrolment
14. Government school operations
• Act sets out framework for the operation of government schools.
• Opportunity to ensure the framework is appropriate.
• Range of proposed changes…
• Considering all aspects of current Act including:
o student behaviour – behaviour management versus discipline
o home areas – clarify process
o school associations – parental engagement
o year 13 – consistent application.
Government
School Operations
Non-government
School Operations
Home
Education
15. Student behaviour
Act details behaviour which is
unacceptable and may lead to
disciplinary action, eg suspension or
expulsion.
Schools use range of strategies to
address unacceptable student
behaviour. Can include restorative
justice.
No legislative requirement for
alternative educational arrangements
where student is suspended but most
Government
School Operations
Non-government
School Operations
Home
Education
Currently… Proposed…
Government school
operations
Student behaviour
Secretary’s Instructions.
Disciplinary action to sit within a broader
behaviour management approach.
School behaviour management policy.
Suspension only when behaviour
management approaches have failed.
Exceptional circumstances where there is
an immediate risk.
Alternative educational arrangements
must be made where student is
suspended.
16. Home Areas
Minister may determine
home areas.
Entitlement to enrol in home
area school and able to
enrol in other school where
there is capacity.
Government
School Operations
Non-government
School Operations
Home
Education
Currently… Proposed…
Home Areas
Secretary to determine home areas –
operational management of system.
Required to determine at least every
five years.
Ability to enrol in out-of-area school
remains.
Secretary to publish instructions to
provide clarity.
Minister may determine a school of a
specified type.
17. Parental engagement
(school associations)
All government schools must have a
school association.
Range of roles include helping to
formulate
o school policies and code of conduct
o beliefs, values and priorities for
school
Can undertake trading activities
Government
School Operations
Non-government
School Operations
Home
Education
Currently… Proposed…
Parental engagement
(school associations)
Requirement for all government schools
to have an association has been retained.
Details re governance, functions/powers
and operations to be in Regulation.
Immunity from liability when acting in
good faith.
Associations to be unincorporated.
18. Non-government schools
• Act sets out framework for registration of non-government
schools.
• Opportunity to ensure the framework is appropriate.
• Range of proposed changes…
Government
School Operations
Non-government
School Operations
Home
Education
Non-government school operations
19. Regulation
Schools Registration Board regulates non-
government schools in Tasmania.
Board comprises representatives of peak
interest groups in the non-government sector.
Process and standards are the same for
registration of a new school and reregistration
of an existing school.
Schools are individually registered.
Board can only re-register or recommend
cancellation. Cannot register with conditions.
Some administrative support through a part-
time registrar.
Government
School Operations
Non-government
School Operations
Home
Education
Currently… Proposed…
Registration
Schools Registration Board is retained as
Non-government Schools Registration
Board.
Board membership remains representative
with an additional skills requirement.
Separate processes for registration of new
schools and re-registration of existing
schools.
Governing body of schools that operate as
part of a system able to seek registration as
a system.
Board has more options – register with
conditions.
More administrative support through an
expanded registrar’s role.
21. Home education managed by
Minister with support of Tasmanian
Home Education Advisory Council
(THEAC).
No standards in legislation against
which a home education plan is
assessed.
Monitoring visits as determined by
THEAC.
Monitoring officers not required to have
education qualifications.
Government
School Operations
Non-government
School Operations
Home
Education
Currently… Proposed…
Home education remains a legal option.
Tasmanian Home Education Advisory
Council is retained.
Standards in regulation against which
home education will be assessed.
Monitoring visits at least annually.
Independent registrar to manage process,
advised by THEAC.
Registration officers to have educational
qualifications.
Able to apply to partially enrol in school.Home education
22. Act details
unacceptable behaviour.
Alternative educational
arrangements not legislated for
suspensions.
Minister may determine home
areas.
School associations.
Government
School Operations
Non-government
School Operations
Home
Education
C u r r e n t l y . . .
P r o p o s e d . . .
Broader behaviour management
approach.
Alternative education
arrangements required
Secretary determines
home areas.
School associations continue.
No standards in legislation
against which a home
education plan is assessed.
No set time for monitoring
visits
No capacity to partially
enrol a home educated
child in a school.
Standards in regulation for
assessment of home ed. plan.
Monitoring visits at
least annually.
Can apply to partially enrol a
home-educated child in a
school.
Board - representatives of peak
interest groups.
Registration is the same for
new school and existing school.
Schools are individually registered.
Board requires additional
skills requirement.
Separate registration processes for
new schools and existing schools.
Governing body of a school system
able to seek registration.
24. • Consultation on draft Bill – 14 March – 13 May 2016.
o Information sessions
o Regulatory Impact statement
• Cabinet consideration and finalisation of the Bill.
• Introduction of Bill to Parliament – 2016 Spring session.
• Anticipated most provisions would commence during
2017, later for any changes to starting/leaving ages.
Next Steps
25. Creative Commons BY 4.0 (excluding logos and trademarks)
2016 State of Tasmania (Department of Education)