School Rules
School Rules
Our school rules, displayed in all classrooms, are based on three key concepts:
Respect
- Respect yourself and others
- Respect property and our environment
Safety
- Everyone has the right to feel safe
- Create a safe environment
Learning
- Be prepared and do your best
- Allow all to learn
Stage Agreements
Melrose High School has implemented a system of Stage Agreements to assist a successful behaviour management structure. These agreements are graded into Stage 1, 2, and 3.
A Stage 1 Agreement is negotiated between a student and a classroom teacher if specific behaviour and attitude issues arise which require addressing. After a one-week period such an agreement is reviewed and may be rescinded or upgraded to a Stage 2 Agreement if the student has not addressed the issues successfully. Parents/carers are informed if there are issues in the classroom.
A Stage 2 Agreement involves the Executive Teacher of the faculty. Parents will be informed that there are ongoing concerns and it may me deemed advisable to have a meeting with the Executive Teacher, the classroom teacher, the parents/carers and the student so that everyone can discuss the concerns and feel that they are listened to. A Stage 2 Agreement is reviewed after two weeks.
Stage 3 Agreements are school wide commitments, addressing serious breaches of school rules and responsibilities on the part of the student. A Stage 3 Agreement is negotiated with the Deputy Principal or Executive Teacher Student Services and lasts for three weeks, during which period the student must demonstrate that s/he is able and willing to follow established school rules and routines at all times. This is the highest-level agreement, commonly also negotiated after an external suspension for such behaviours as fighting, verbal/physical abuse, assault, drug use or other serious offences.
Under special circumstances, individual student agreements may be negotiated with the Principal or Deputy Principal, usually in the form of a contract with clearly identified behavioural goals and consequences. Parents/carers are part of these negotiations and are kept informed about the student’s progress.
In the completion of all Stage Agreements students are assisted and supported by their teachers and parents/carers and are expected to view these agreements as an opportunity to reflect upon behaviour, practise positive behaviours and set a pattern of successful future-directed outcomes. All these measures are designed to ensure that all students learn to respect others’ rights while practising their responsibilities in a supportive environment. In addition, increasing numbers of staff are trained in behavioural intervention techniques to de-escalate conflict, use cognitive strategies to identify underlying issues of behaviour and to truly support students in developing new skills to cope with stress and conflict.
