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HOD- Social Justice

 

Katrina Burdett

kburd2@eq.edu.au

49766116

&
 

Vanessa Rondazzo

vrand2@eq.edu.au​

49766114 

Staffroom - Year Coordinators Office D Block

The HOD Social Justice works within the school community to promote a supportive school environment for all students, but especially those students at risk.

The HOD Social Justice:

  • Assists the Year Co-ordinators by identifying patterns and trends with at risk students and develops a strong parent/school partnership.  This is accomplished by coordinating the large range of support personnel such as Guidance Officer, School Chaplain, School Nurse, School Police, Youth Coordinators and external agencies. 

  • Works closely with the Senior Executive and is responsible for coordinating student care and wellbeing activities and leading a range of specialise support personnel.

  • Leads the School Wide Positive Behaviour Support (SWPBS) which is a framework that uses data for decision making to modify and design policies and procedures and create a support school environment for all. To capture all the positive outcomes of students, we have implemented Positive Behaviour Cards.  These create an opportunity for staff to acknowledge positive behaviour by signing student’s cards.  Students are able to gain a range of rewards for completed cards.  Other positives include email, telephones, signed planners or writing books and postcards.

  • Manages the Positive Behaviour Classroom (PBC). This room is where we teach students to take responsibility for their actions by learning to think on their own, to respect the rights of others, to make effective plans that are solution focused, for a positive return to class and to build self-confidence. 

  • Facilitates the Early Career Teacher (ECT) program. Supporting beginning teachers at the earliest point in their career, to reflect upon their teaching and question their practice, is critical. Mentors play a key role in supporting beginning teachers to become active agents in analysing and improving their own practice and in doing so develop their identity as teachers.