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+}v)oͭ,G/e+j~l#T)!f.J4Z@,N} FbHBQ\2gRRr0LSb :xPYUF68 d?VW 0$ 3>M\PIENDB`?%  State of NSW, Department of Education and Training (Teachers and the Law Conference) 2005 O  =)Types of Allegations  *1Contexts Influencing Risk in Educational Settings22$ 2 The prevailing cultural values and perspectives within schools; The teaching context; and The behaviours unique to the interactions of specific educators and students>@M  +BEnvironmental or situational risk factors for classes of employeesCC$ C An over representation of casual teachers An overrepresentation of teachers within particular pedagogies/subject areas An over representation of teachers trained in other countries An over representation of Executive staff in schools& .Z  - Cont&   *Patterns of allegations from a particular schools that appear to be influenced by the culture and leadership within the school Schools in particular geographical areas characterised by high growth and particular demographics Certain activities such as school excursions and end-of-year celebrations++ + //Allegations by Employee Type over 3 year period00$ 0 .0Individual risk indicators identified within DET11$ 1 A proportion of teachers with mental or stress related health problems or serious personal crises A significant proportion of teachers who experience difficulties with their classroom management techniques A significant proportion of older teachers who were trained to use more teacher centred disciplinary practices A proportion of teachers who may fit within the above categories but demonstrate a pattern of difficult interactions with colleagues and students alikeZ  0&Target areas for prevention strategies''$ ' The prevailing culture and leadership styles within schools Teacher s skills in classroom management including effective discipline Individual health or personality characteristics of teachers Interagency and inter-disciplinary coordinationZ  1DThe school culture affects the way students are treated - strategiesEE$ E _Critical or serious incidents are recorded as a matter of course Appropriate discipline policies are clearly articulated and adhered to Individual behaviour management plans for students with more challenging behaviour are negotiated with the student and their family and are adhered to Students participate in decision making through student councils`Z` ` 2Leadership in Schools  The attitude of teachers towards child protection policies and practices is strongly influenced by the principal Prevention strategies must target principal Sound management and leadership training focused on the educational environment as well as relevant child protection trainingZ  3(Classroom management skills for teachers))$ ) KEquip beginning teachers with contemporary, relevant behaviour management skills to enable them to develop plans and strategies within classrooms Ongoing training and updates in behaviour management are also required for more experienced teachers On-going training of casual teachers Induction training of overseas trained teachersLPL L 5!6"<Individual Health or Personality Characteristics of teachers==$ = jRelies on good information from schools Health assessments Vocational assessments Close liaison with OH&S  k 40Inter-agency and inter-disciplinary Coordination11$ 1 Intervention with employees in the form of counselling or behaviour management course requires appropriate services to be available and accessible Coordination with human resource staff, occupational health and safety staff and health assessment services Establish a better evidence base to understand the impact of stressors on teachers Coordination of behaviour management and discipline strategies Coordination with other agenciesZ  "Any other questions or comments??##"  /9:;<=>?@AB C D E F G1b ` `Y/}շy}T܉>` }A`ev%` 3.@QfO` z/>JŔ{vfi` z|/` 30`ZƺU}w^` ǵ/^?5ҥɨƅq` ?;fg)}ݑ?w>?" dd@(?" dd@   P " F@ d` n?" dd@   @@``PR    @ ` ` p>>-K0 \\ == \(  WT   "  N$P d "Z @   H0  "~ @   3 r8G ? @?" @ 3\ P  "P*\   "%b yC C  # "kd\ yC C    "yC C     3 0e0e  ?BC DE0Frַ@5%8c8c     ?1d0u0@Ty2 NP'p<'pA)BCD|E||  3o=PF/Q\husSI7%Gv T"=X]"!# i:\y- Q3u],I#}cE'#_ ;[! 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