Pastoral Structures Considerations
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This powerpoint highlights various Pastoral Structures that can be considered as we move towards Year 7 coming into our secondary setting in 2015.
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students (e.g., direct instruction, cooperative learning,
inquiry-based learning)
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The document discusses effective classroom management strategies. It identifies the "Big Five" strategies as rules, routines, praise, consequences for misbehavior, and engagement. Rules should be clearly established and taught to students. Routines help structure classroom activities and situations. Praise should be specific and used to reinforce positive behavior. Consequences for misbehavior must be consistently enforced. Engagement is important for preventing misbehavior and fostering learning. A tiered system of intervention is recommended to support the varying needs of students.
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Inclusive Education
Inclusion is a commitment to educate students with special education needs in the same schools and classrooms as their peers without disabilities by bringing necessary support services to them, rather than separating them, and providing special education in the least restrictive environment possible. It involves assessing students' needs, making classroom environments and lessons more accessible and meaningful through individualized plans and adaptations, and using strategies like cooperative learning and peer tutoring to support individual student requirements.
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This document discusses the challenges faced by schools in Southeast Asia. It notes that Southeast Asian schools have more limited resources compared to schools in developed nations in Europe and the US. This leads to difficulties in areas like infrastructure development, textbook printing, hiring more teachers, and teacher professional development. Cambodia, Vietnam, and the Philippines specifically face similar issues due to their shared region, culture, and developing nation status. These include a lack of workforce quality improvement, low education financing, large student-teacher ratios, and insufficient teacher training. The document reflects that these observations ring true for its own country as well.
Excellence
This document discusses signs of excellence in schools through several key factors:
- Schools that demonstrate excellence are student-centered and encourage lifelong learning. Students are actively engaged in collaborative work that extends beyond the classroom.
- Excellent schools have interrelated systems in place where facilities, resources, and management all work to improve student learning. The administration is visible, engaged with students and staff, and committed to continual growth.
- The community plays an important role, with strong parent support and school involvement in community outreach programs. True excellence requires considering multiple perspectives to define what matters most for each unique school environment.
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The document discusses several topics related to education including socio-emotional learning, classroom management, assessment, distance learning, lesson planning, phonics instruction, play, and reflection on teaching. It provides guidance on supporting student learning and well-being, engaging students, developing assessment tools, meeting the needs of at-risk students, effective lesson planning, the benefits of play, and reflecting on teaching practices.
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Pastoral Structures Considerations
- 2. Structures for Pastoral Care 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 Benefits Concerns/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 teacher is 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 to think 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 from a 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 Horizontal for 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 Benefits Concerns 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 Benefits Concerns/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 end of 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… Staffing PC groups – use of support teachers Pastoral Guardian – splitting role/how to do it? Houses – more needed? 2015 – two orientation programs/activities/camps needed