staff+welfare+policy

​ ​ __ Hey is this finished?? I remember Steve saying that it is only a draft. Check the format used in the assessment policy and try to make it uniform with that, i.e. 1.0 2.0 2.1 etc. Not too concerned with the content at this late stage there seems to be some good points in the policy but the rationale in point form is not a good idea  __ **Rationale** This policy is based upon the 15 key drivers identified by Hull and Read that signify an excellent school. These have been identified as the following; 1. __ The quality of working relationships __ –staff relating to each other as friends, colleagues, and co-workers. Supporting each other, and helping to get the job done. 2. __ Workplace leadership __ – how the immediate supervisor, team leader, manager or coordinator presented himself or herself. Their focus of leadership and energy, not management and administration. 3. Informed discussion – participating in decisions that affect the day-to-day business of the workplace. 4. __ Clear values __ – the extent to which people could see and understand the overall purpose and individual behaviours expected in the place of work. 5. Personal safety– high levels of personal safety, both physical and psychological. Emotional stability and a feeling of being protected by the system. 6. __ The built environment __ – a high standard of accommodation and fit out, with regard to the particular industry type. 7. __ Recruitment __ – employing the right people to work in the location is important, and they need to share the same values and approach to work as the rest of the group. 8. __ Salary and work place conditions __ – a place in which the level of income and the basic physical working conditions (hours, access, travel and the like) are met to a reasonable standard. At least to a level that the people who work there see as reasonable. 9. __ Feedback __ – always knowing what people think of each other, their contribution to the success of the place, and their individual performance over time. 10. __ Autonomy and uniqueness __ – the capacity of the organization to tolerate and encourage the sense of difference that excellent workplaces develop. Their sense of being the best at what they do. 11. __ A sense of ownership and identity __ – being seen to be different and special through pride in the place of work, knowing the business and controlling the technology. 12. __ Learning __ – being able to learn on the job, acquire skills and knowledge from everywhere, and develop a greater understanding of the whole workplace. 13. __ Passion __ – the energy and commitment to the workplaces, high levels of volunteering, excitement and a sense of well-being. Actually wanting to come to work. 14. __ Having fun __ – a psychologically secure workplace in which people can relax with each other and enjoy social interaction. 15. Community involvement– being part of the local community, feeling as though the workplace is a valuable element of local affairs. (Hull & Read, 2003). When each of these drivers are functioning within the school, staff members are able to better function as educators and, thus, the quality of teaching received by the students rises. This is due to the teachers’ enhanced ability to focus on lessons and student learning and reduces the distractions stress imposes on their psyche.
 * __Staff Welfare Policy__**

=**Policy**= “This school accepts that in the current climate of innovation and change. It is the right of all staff members to be able to work in a secure, professional environment where structures and programs are in place to meet their needs and promote their development as individuals within the context of the school community”. (Albion Park Staff Welfare Policy) // “Quality working relationships represent the central pivot on which excellent workplaces are founded, underpinned by leadership, values and having a say.” //  (Hull & Read, 2003). Stress management will be implemented via a variety of means; these include professional development, stress leave and informal meetings as outlined below. Positive relationships should be developed between staff and the community through organized communication networks. Initially mandatory networks will be facilitated between local government and a major community industry. A monthly friendship and social group will be resourced /A support group that will meet once a month will be maintained to help staff work through any issues that they may wish to address or seek peer assistance. In this, staff will be actively encouraged to contribute as to what future form these meetings should take. (Rinke, 2009), (Geijsel, Sleegers, Stoel, & Kruger, 2009) , ( Conditions of Work 2009, 2009). Within these groups networks shall be set up so as to support interdisciplinary curriculum development (Conditions of Work 2009, 2009), (Macleod College Occupational Health And Safety Policy 2004, 2004) , (Staff Bullying and Occupational Violence Policy, 2009). To facilitate this, each staff member shall have at least one formally nominated partner, with whom they will be allocated work development time. This is to be called ‘coffee time’. In addition to curriculum developments, this time will be used to regularly discuss workplace issues. A senior member of staff will also be accessible to staff members to provide professional counsel and advice ('No Workplace Bullying' Policy, 2007). All issues arising form these ‘coffee time’ discussions are to be documented through the school ICT services so as to expediently and prudentially facilitate desirable workplace reform as required. Such documentation will remain confidential but may also be used as evidence before a staff welfare committee if informal networking is deemed inadequate to deal with the concerns of individual staff members. In this event or that issues raised during ‘coffee time’ warrant additional review, a staff welfare committee of seven staff (to be elected each term) will be elected and act as a judiciary in the event that one is needed ( (Macleod College Occupational Health And Safety Policy 2004, 2004), ('No Workplace Bullying' Policy, 2007) , (Staff Bullying and Occupational Violence Policy, 2009) ). They will also ensure that all staff are informed of their rights and responsibilities in the area of employment conditions are provided with any new information as it arises. The rulings of this committee are to be binding upon all parties appearing before it (Pijanowski & Brady, 2009). In the event that the staff committee finds that there is an issue to be resolved, actions that may be considered to rectify the situation include (Geijsel, Sleegers, Stoel, & Kruger, 2009) ; ·  reduce undue staff workloads, ·  review of resource allocations and staffing relationships, ·  submission to the school board for consideration of disciplinary action. High School Apocrypha actively seeks to create a safe and productive environment for all staff. Hence, issues that will be immediately referred to the staff committee include bullying and occupational violence. Bullying is defined as any verbal or physical act that causes emotional stress to the victim, while occupational violence is defined by any physical or threatening attack in the workplace  (Staff Bullying and Occupational Violence Policy, 2009). Both result in emotional stress and decreased staff productivity which lowers the overall standards of education. In order to avoid these, staff will be educated and trained to understand what workplace bullying and Occupational violence entails and are thus expected to actively help reduce bullying effects and to refrain from any form of occupational hazard  ('No Workplace Bullying' Policy, 2007). OHS and Welfare personnel will be adequately resourced and trained to help reduce the prevalence of occupational violence and bullying, and anti-bullying information is to be prominently displayed for raise staff awareness of reporting and grievance guidelines. Parents and students will also be made aware of this policy and how it affects the school community.

In addition to this, staff will be involved in decision making at all levels. This will be an open process for students to study political processes in action throughout their studies (refer to curriculum development). To keep all staff members informed in the process that will have input in, training will be provided for all staff so as to ensure that they are aware of the discipline policy and are supported in its use. This will be achieved through means of mandatory professional development and lectures. Effective use of meeting times, formats and procedures will be regularly reviewed by the staff welfare committee and its findings made public (Conditions of Work 2009, 2009). ** POLICY EVALUATION ** The Staff Welfare Policy will be reviewed annually. (Brighton Primary School Staff Welfare Policy), (Macleod College Occupational Health And Safety Policy 2004, 2004) (Staff Bullying and Occupational Violence Policy, 2009)

// Albion //// Park //// Staff Welfare Policy //. (n.d.). Retrieved October 22nd, 2009, from [] // Brighton //// Primary School //// Staff Welfare Policy //. (n.d.). Retrieved October 22, 2009, from [] Conditions of Work 2009. (2009). Macleod SC. Geijsel, F. P., Sleegers, P. J., Stoel, R. D., & Kruger, M. L. (2009). The Effect of Teacher Psychological and School Organizational and Leadership Factors on Teachers' Professional Learning in Dutch Schools. //Elementary School Journal// //, 109// (4), 406-427. Hull, D. D., Read, V. (2003). Simply the best Workplaces in Australia. //88//. Retrieved, 20/10/09, from [] Macleod College Occupational Health And Safety Policy 2004. (2004). Macleod SC.
 * Bibliography**

'No Workplace Bullying' Policy. (2007). Macleod SC. Pijanowski, J. C., & Brady, K. P. (2009). The Influence of Salary in Attracting and Retaining School Leaders. //Education and Urban Society//, 25-41. Rinke, C. R. (2009). Exploring the Generation Gap in Urban Schools: Generational Perspectives in Professional Learning Communities. //Education and Urban Society// //, 42// (3), 3-24. Staff Bullying and Occupational Violence Policy. (2009). Macleod SC. “Staff Matters” web site, retrieved, 21/10/09, from [|www.curriculum.edu.au/mindmatters/staffmatters]