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Complex Case Management - The role of the Senior Guidance Officer - Every…
Complex Case Management - The role of the Senior Guidance Officer - Every Student Succeeding State Schools Strategy 2019 - 2023 **
SCHOOL PERFORMANCE – Schools achieve success through an intentional approach to improving the progress of every student.
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Develop and plan. a) Identify strategies that your school staff and community will use to address these learning priorities. Ask your planning team:
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• What further learning, guidance, professional development and/or expertise will we need to deliver new approaches?
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LOCAL DECISION MAKING - Schools ensure community needs are central to decision making processes, autonomy and accountability. School governance groups learn with and from each other.
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SUCCESSFUL LEARNERS – Students engage in learning and achievement and successfully transition from early childhood into schooling and from schooling to further education, training and employment.
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Behaviour Data
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Guided Functional Behaviour Assessment Tool Link Title
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REGIONAL SUPPORT– Regional focus on supporting performance and outcomes in the early years and across the stages of schooling.
Senior Guidance Officer
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Build relationship with Principal – understanding roles and flexibility in service delivery to meet GO and school needs. i.e. Communication variations, service agreements and GO supervision model various modes.
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INTENTIONAL COLLABORATION - We learn and work together, leveraging our different strengths, skills and perspectives to address priorities challenges, measure impact, build expertise and accelerate statewide improvement in student outcomes.
Collaboratively planning an inquiry is a process that assists school leaders and staff to share ownership of future successes. Planning for an inquiry also develops key capabilities with respect to data literacy, monitoring, review and evaluation.
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TEACHING QUALITY– Techers employ high quality, evidence-based practices and are focused on success for every student.
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Classroom Profiling• Confidential, non-judgmental process that enables a teacher to reflect on the effective learning and teaching strategies they employ to build relationship and manage the behaviour of the students in their care.
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Positive Behaviour For Learning 
• Redesign of environments, not the redesign of students.
• Views the system, setting, or skill deficiency as the problem.
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• Provision of basic proactive programming (primary prevention) for all students by all staff in all settings
• Not a new package, nor a new theory of behaviour - a new way to think about behaviour.
• Attention is focused on making problem behaviour less effective, efficient and relevant and desired behaviour more functional.
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Prioritise
a) Identify the most significant learning challenge(s) or problems of practice. Changing this practice and describing how you will do this will form the basis of the school’s improvement plan. Ask your planning team:
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PRINCIPAL PERFORMANCE & LEADERSHIP – School leaders drive school improvement and student achievement.
Collaboration with executive team to build workforce capability to deliver actions against the AIP and to create a culture of teamwork and connection to ensure team approach to all children succeeding.
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