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Pastoral Structures Considerations
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- 2. Structures for PastoralCare Vertical Benefits Concerns/issues to think about • promotes mentoring system/leadership • identity as a group e.g. House • Yrs 7-12 – variation in developmental progress • appropriateness of discussions/interactions • inefficient use of time with many yr level issues to address -> HR time becomes administration focused
- 3. Vertical – 7-9 10-12 BenefitsConcerns/issues to think about • Closer developmental progress/interests/activities • Transition 9-10 could be seen as a “right of passage” • Change of teacher for student could be good • Change of teacher • Loss of “whole school” culture • Create divide amongst staff of “Middle Years”/Senior Years” teacher
- 4. Horizontal PC teacheris also a PD/APD teacher Meets daily for PC duties 1 lesson allocated to PD/APD -> teacher develops close relationship with student on various levels e.g. emotional, social, intellectual, monitors engagement with College values, expectations Still first point of contact for parents
- 5. Horizontal Benefits Concerns/Issues tothink about • Similar developmental issues/activities • Strong relationships developed, similar to LG’s • More productive use of time in PC dealing with matters relevant to year level • If teacher changes each year, loss of long term relationship • Teacher moves with students throughout years • Size of group for best relationships • Do groups align with Houses? If so, how? More houses needed?
- 6. Horizontal PC teachers froma range of curriculum areas form a core teaching team for year level Benefits Concerns/Issues to think about Students and teachers know each other well, stronger relationships from a range of perspectives Promotes team approach for teachers Limited teachers for Middle Years maintained Works best before introducing electives – 7-9 Size of groupings Do teachers remain on year level or move with students?
- 7. Horizontal/Vertical blend Horizontalfor Middle Years Vertical for Senior Years Benefits Concerns Clear identity created Same teacher can remain for strong relationships in both systems Lack of continuity/whole school approach elitism
- 8. Time of PC Morning BenefitsConcerns Great start to day to gather with “family” group, ease into day Teacher can identify students with concerns and implement strategies to help student Not seen as important by some -> allows lateness Roll marked, students leave school, teachers do not always refer to absentee list
- 9. Middle of day BenefitsConcerns/Issues to think about breaks day Acts as a time of respite for students e.g. identified students who use markers to help them get through the day Truancy minimised If adjacent to lunch -> long time for PC activities, lunches on/off campus etc Students who have problems or bad start to day may not get help immediately Rolls need to be marked first lesson and sent to office Notices to students – do we put responsibility on students/teachers of P1?
- 10. Start and endof day Benefits Concerns/issues to think about Good way to start and wrap up day Beneficial for clarifying issues before going home Routine matters easily addressed – uniforms, diary etc 2 short times in day not beneficial for activities/relationship building
- 11. Other issues… StaffingPC groups – use of support teachers Pastoral Guardian – splitting role/how to do it? Houses – more needed? 2015 – two orientation programs/activities/camps needed