Staff+Welfare+Policy


 * STAFF WELFARE POLICY**

At //Society High,// we strive to create a positive and continuously educational environment for not only our learners, but for our facilitators as well. We believe that monitoring staff morale and welfare aids in creating a healthier learning environment for students, and also a happier workplace for staff.

At //Society High//, we have a Staff Well-being Faculty. The faculty is made up of staff across the board (coordinators, administrators, etc) as well as a trained psychologist who works in conjunction with the student welfare psychologist. The role of the faculty is to monitor and support the personal and professional development of all the staff. To record any personal or professional problems that they're experiencing, that changes at //Society High// can eradicate. There are annual meetings for the staff, conducted by the Well-being Faculty, where they are asked basic questions (such as, "What makes you feel valued?" "What makes you feel safe and secure?" "Are these needs being met in the current school climate?") about any grievances that they may have, in a completely confidential environment.

It's also an important role of the faculty to be a soundboard for facilitators and administrators issues, without there being professional consequences. At //Society High//, we understand that though all professional staff are encouraged to leave any personal issues out of the workplace, it's not always possible. So rather than stigmatise we aim to assist and aid.

All staff at //Society High// are expected to partcipate in an internal professional development course on stress management and the development of new skills to manage stress in the teaching environment. This PD is run by the Well-being Faculty and is an effective way of gauging the general morale of staff, as well as being pro-active and preemptive to possible problems. The skills learned on such PD's are invaluable to facilitators and deemed of the utmost importance to those at //Society High//.

Another facet of our policy is our Action Plan. This plan is put into a affect not only when issues arise, but when a staff member seeks advancement. Plans and goals are put into place to see individual desires are met. The Action Plan mainly aims to provide accountability and clarity for the relevant staff. The Action Plan is also confidential and is another way to insure each individual's needs are being met and their voice's heard.

At //Society High//, we understand that first-year teachers - and teachers new to the school - can often be under extra pressure. Becoming settled into a school and learning how to manage classwork and out-of-class responsibilities can be confronting for new teachers. This is why at //Society High// we have a Mentoring Program for new teachers to the school. Mentors are volunteers from the more experienced members of the teaching faculty, who take new teachers under their wing - so to speak. Their job is to be supportive guides and provide professional and personal advice. We find that new teachers benefit greatly from having a more experienced facilitator to bounce ideas off and provide invaluable suggestions about classroom management and managing workloads.

At //Society High// we understand that teaching can be a stressful job. But it can also be extremely rewarding. The benefits of teaching, we feel, can be much more greatly appreciated when Staff Welfare is thoroughly considered and plans are in place. This is why we encourage all staff to make full use of the plans and programs we have in place, so that //Society High// is not only the best place for learners, but for facilitators as well.

**RATIONALE** As researched in Woodward's 2006 study on staff well being, [1] a school is like a community, and in order for it to run as smoothly and effectively as possible, staff welfare needs to be a priority. Woodward discusses the stigmas associated with mental health in the teaching environment and how essential it is that these issues be addressed without consequences (in the form of advancements and such). They formulated the idea of doing this through an Action Plan, much like the one used at //Society High//. Rossmanith's (2008) survey and study reveals the importance first-year support for graduates. We to, at //Society High//, see this. Their study showed that the major concern for teachers in their first three years of teaching, is managing their workloads, and behaviour management. The mentoring program, where skills can be discussed and shared, where //experiences//, can be discussed and shared, seem to be the most successful way for combating these concerns. [2]

Stress in all workplaces is inevitable, but perhaps more so in the teaching environment where the future of young people can sometimes feel to be solely in the hands of the facilitator - though this is rarely actually the case. Focusing on the individual's well-being, learning new skills for stress management and time management, is the most preemptive action that can be taken in a high school. [3]

**FOOTNOTES** [1] Woodward, P (2006) Putting staff wellbeing higher on the agenda, //Independent Education, 36,// pg. 20-21

[2] Rossmanith, A (2008) Stand by me, //Australian Educator, 50,// pg. 14-17

[3] Ferguson, D (2009) Resilience: what you need to know about personal wellbeing, //Teacher, 198,// pg. 6-13