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Identify 2 survey areas (prompts) you believe the school should prioritise improvement in. (1-10)

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Identify 2 survey areas (prompts) you believe the school should prioritise improvement in. (1-10)

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List an intentional strategy the school can implement which you believe will have a positive impact on the top priority focus area you have already identified.

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List an intentional strategy the school can implement which you believe will have a positive impact on the top priority focus area you have already identified.

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List a second intentional strategy the school can implement which you believe will have a positive impact on one of the second priority focus area you have already identified.

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List a second intentional strategy the school can implement which you believe will have a positive impact on one of the second priority focus area you have already identified.

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It does get frustrating in Staff Meetings when it feels like we are being chastised for following proceedures. An example was Tuesdays SM, when it seemed like there was a problem with the number of Behaviour Incidents being recorded on OneSchool. We are told to record behaviour incidents, so if higher action needs to be taken, there is evidence, we are to record non-submits of drafts/assignments and failure to sit exams, but it seemed like the "number" of incidents was a problem, as in , there were too many. They are a problem when no matter how many or how few , there are students with 3 and 4 pages of behaviour incidents and no action appears to be taken. That is one way we feel unsupported

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Faculty time for teachers in second areas

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Faculty time for teachers in second areas

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Not providing teachers with time to access the core business of their second teaching area can lead to a feeling of not being valued and not feeling supported. Being out of your familiar zone is challenging enough without feeling isolated and disconnected. Perhaps we could lose a staff meeting and replace with time for second area meetings.

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The constantly changing and inaccurate calendar.

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The constantly changing and inaccurate calendar.

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Can we please have tighter regulation processes around what information is entered and who enters the information. Late changes, double ups, inaccurate entries, lack of detail in the entries all leads to time wasting and frustration for teachers. The constantly moving feast impacts workload.

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Reporting was requested a while ago to be after the holidays for wellbeing but now appears to be doing more harm than good with most teachers marking in the holidays. Perhaps we need to discuss this again?

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Consideration on how we can develop teacher collaboration time

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Consideration on how we can develop teacher collaboration time

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Can we look at sending seniors home on a Wednesday afternoon again (unless they are in rep sport) and use this time strategically to achieve our priorities and get our people together? Maybe there are other options we could explore for this also?

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Teacher feedback on student behaviour should be valued. When a teacher takes time to record behaviour on One School they are doing so as part of their professional role. Teachers should not be discouraged from recording incidents or concerns. This is good practice and in line with the Code of Conduct because there is a record of incidents. No teacher should be discouraged from reporting behaviour on One School.

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Students who either get more than 2 incident reports per day OR reports 2 days in a row OR have 2 reports in a week should face stricter consequences.

Especially if they are out of catchment. Continuously problematic/disruptive students should have a separate rule where they should be asked to leave the school.

Some students have 3 reports per day. Consider the time and energy of 3 different staff members using up their time on a student who is in catchment for another school. I find it hard to understand why the school continues to allows them to be part of our great school.

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Consider reports due before holidays for 7-10s, so we are not marking on holidays.

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10, 5

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5 - completing duties within timeframe
8 - opportunities to learn and grow

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Given Peter's discussion today about behaviour and a general feeling amongst many that behaviour is an issue, how about some PL on behaviour/trauma/diverse learners. The session we had last year with Barbara Bolton Hall was an eye opener for some about how needy some of our young people are, and how we should be more educated and compassionate while still upholding boundaries.

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5!! Need more time to complete core business tasks such as marking, reporting, planning/writing TLAP, collaborating in teaching teams (faculty meetings) and doing OS reports. We just need more time.

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5!! Need more time to complete core business tasks such as marking, reporting, planning/writing TLAP, collaborating in teaching teams (faculty meetings) and doing OS reports. We just need more time.

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Focusing on this will in turn improve other wellbeing areas such as 10. (Work life balance) and 3.( feeling supported at work) and 2. (Enjoy working at Macg SHS) and 8. (Opportunities to grow)

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Work life balance and impact on well being

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Work life balance and impact on well being

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I wonder if the efforts we make in promoting the school (e.g school tours, coffee carts), which can be exhausting and not core business, are a distraction from what we can do within the school day. Could the time/effort spent doing these things be better spent on learning and behaviour support.

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non teaching staff could get pd time so we can continue to learn and grow in our skills without always doing them at home 

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non teaching staff could get pd time so we can continue to learn and grow in our skills without always doing them at home 

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Possibly have two staff on PGD on the basketball courts at a time, as they are very busy.

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Change the algorithm for people getting supers. Some people always get supers

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8. Time allocated off classes for mentors to support BTs

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8. Time allocated off classes for mentors to support BTs

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Supply teachers in for more exam supers so staff can use time during exams to mark and prep for next term

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Have more clarification on the different priority levels of various tasks assigned.

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Use time instead to focus on preparing for the week ahead

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5 - give training if the staff member needs it & not just for their work but also with the tools they use

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I feel that preen the good will and professionalism of staff is used to pile jobs onto us with very tight timeframes, knowing that we will get things done. Eg asking for assessments to be rewritten, but no time given for this. It’s tough with 5 classes to fit things in

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More timely communication for MacProgram

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More timely communication for MacProgram

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term 1 is very heavy workload for unit 3 with tight timelines for QCAA. Not much time for marking and moderation and it leaves staff feeling burnt out within the first term

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Whole school communication e.g. would have been useful to know about LPA timelines before students, so we could have the relevant conversations and not go hunting for info

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Better communication

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Stop the emails and Teams messages after 6pm! Getting them at 10.00pm is ridiculous 

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Stop the emails and Teams messages after 6pm! Getting them at 10.00pm is ridiculous 

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4 days with students, 1 day for staff planning/admin/collaboration a week.

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A 4-day week with flexible learning / staffing one day a week :)

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Limit/ remove the double/tripling of data entry, behaviour reports and communication lines. There are multiple locations for storage and sharing of information. There are currently multiple locations to put the same reporting information.

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Unit 1-4 assessment is always week 10 or week 1 meaning marking and reporting overlaps with holidays. Harder to have moderation and balance

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Think about when interruptions happen i.e First Aid for Yr 12s. Place it at a time where it has minimum disruption to class and learning time.

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Think about when interruptions happen i.e First Aid for Yr 12s. Place it at a time where it has minimum disruption to class and learning time.

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We need time to complete our work for our classes. We have lots of extra demands on us. It's difficult to have good work like balance when we have to spend our weekends and early mornings/late nights trying to complete all the extra tasks to meet deadlines.

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Prioritising faculty meetings over whole staff meetings

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Prioritising faculty meetings over whole staff meetings

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Address behavioural issues through the enrolment process - this used to be the case

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Teachers should be personally emailed of new students starting in their class to ensure smooth transitions and no surprises

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Meeting structures and frequency of Faculty meetings. I believe that returning to the previous ratio of staff:faculty would allow us to collaborate and achieve more of the tasks that we are required to do. It will also have an added benefit to well-being. Although it can be great to meet as a whole staff, it is not as important as faculty times.

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Consider a 4 day week

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5. Decrease number of faculty and staff meetings. In total 4 meetings a term.

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Changes to meeting structure this year has resulted in less collaboration time. Staff meetings have staff less active than past years. Given the importance of collaboration time for teachers (and the evidence that supports this), how can we use our meeting structures to enable collaboration?

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Why do we continually place students who are behaviourally challenged in the same classes?
Creates a definite challenge in capacity to complete duties and be satisfied in balance

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Less staff meetings at end of term. Or make them faculty meetings for cross marking time

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Please ask the department to implement strategies suggested at the Pd previously

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More time given in staff/faculty meetings to capture snapshots of teacher work. Rather than celebrating one teacher per staff meeting (which is great), highlight the evidence of good practice or moments of teacher-student connection that SLT have noticed that all of us are engaging in.

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8. More PD sessions and resources to provide to teachers to improve 

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8. More PD sessions and resources to provide to teachers to improve 

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Longer lunch breaks

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Explicit teaching and flagging of school processes for beginning teachers. A lot of announcements come out really close to the deadlines and it causes additional stress when it is assumed BTs know the process and expectations e.g. reporting. 

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Explicit teaching and flagging of school processes for beginning teachers. A lot of announcements come out really close to the deadlines and it causes additional stress when it is assumed BTs know the process and expectations e.g. reporting. 

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3 - Let staff know how they are going by giving them feedback & if they need to change how they operate let them know

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Relevant use of staff meeting time. If we are going to put 100 people in a room for an hour, it needs to be worth it. Today is a great example. Nothing presented/discussed was important enough to warrant 100 people's time. This time should be given back to faculties/individuals instead of having a meeting for the sake of having a meeting.

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5. Complete work in allocated time. More time to write updated programs at school rather than using holidays

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5. Complete work in allocated time. More time to write updated programs at school rather than using holidays

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If the school can list and inform us more PD opportunities, it will save our time looking for those opportunities online randomly

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Put everyone on 4 lines

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More time for collaboration and joint planning/sharing in the last week of each term. An option might be to combine classes to make it possible ???

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I want to have more time to work on my computer knowledge. We don't get many opportunities to try new initiatives. I want to be able to develop more resources to use with my students but I need time to do this and learn about what new activities etc are available.

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Allocate dedicated time for reporting/marking - time allocated to meetings/huddles could be better spent on activities that are pertinent to the job.

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Consider the timing... reports are due this week...

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5 sometimes feel overwelmed with all the pd for a part time employment as much as i love learning 

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5 sometimes feel overwelmed with all the pd for a part time employment as much as i love learning 

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7. Emails that come in on weekends can be overwhelming and interrupt our work family balance

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More collaboration time between teachers and teacher aides so they can support students better

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Priority area 3: Support with behaviour management. The STEP process is clearly outlined but perhaps we need more parameters about what constitutes a student suspension and exclusion. 

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Priority area 3: Support with behaviour management. The STEP process is clearly outlined but perhaps we need more parameters about what constitutes a student suspension and exclusion. 

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Last minute tasks need to be avoided and these requirements need to be better planned in advance. For example, if a new assessment task needs to be developed, then better planning needs to be in place so that completely new tasks don’t have to be written in just a few weeks before it is due to be handed out.

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Work load is quite high. Too much to do in a short span of time

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1. Barriers to enjoy my work are: student irreverent behaviour (main barrier), and processes like the out-of-class student on Teams, which are highly unpractical during a lesson.
5. Some duties that should be straightforward and simple are complex due to our multilayered communication process. There are too many sources and too much information, there's also scenario of too little information, in these cases, not many teachers know what to do.

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Strategy: for those people who score low in this area, identify why they do not enjoy the work specifically, is it students? Workload? Support? These are all connected. There needs to be a safe space for teachers to explain their issues, then a targeted approach to improve their specific situation.

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Work-life balance.
Do we have to have "meeting" every Tuesday? Why not forego these in times of high marking?

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What can we do less of? Alternatively, what can we do more of to enhance our work-life balance by evaluating our exisiting systems and structures and tweaking these to enhance efficiencies.

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Some additional trs hours for curriculum coordinators to plan and improve curriculum and assessment would be helpful.

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5 and 8

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Put the sports days across Wednesday sport sessions - more attendance and less disruption 

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Put the sports days across Wednesday sport sessions - more attendance and less disruption 

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More time to discuss learning sequence before the next term, especially for teachers who are out of area to gain insight from teachers who are experienced with the assessment. 

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More time to discuss learning sequence before the next term, especially for teachers who are out of area to gain insight from teachers who are experienced with the assessment. 

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Communication can appear excessive with no clear structure as to what tool, when and why. Clarity in this space would improve wellbeing.

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Increased faculty meetings, rather than staff meetings, that can be used for faculty specific tasks (e.g. unit plan creation, moderation, calibration)

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Restructure the timetable to allow for more collaboration and flexibility. Look at subject load for students, bell times etc. look at what other schools in a similar context are doing to inform our decision

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6,7

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More time during meetings for getting things done. Often feel that messages delivered have already been sent in the memo etc.

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Increase opportunities for staff collaboration.

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5 assessment draft marking/feedback should be done during lessons as a learning experience to evaluate and refine their work rather than teacher marking at home e.g. teacher guided self/peer review

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5 assessment draft marking/feedback should be done during lessons as a learning experience to evaluate and refine their work rather than teacher marking at home e.g. teacher guided self/peer review

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Number 3. To be involved in more decisions and not to feel as if some staff are invisible

Number 10. All staff to be not contact over the weekend. Weekends should be for family not working. There can be an expectation if there is an emergency.

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3 & 5

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More equity in class size and composition eg number of students with ongoing behaviour issues

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Do collaborative sessions with other schools for senior subjects

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Not supported in the education of young people in the way they learn best. We are going backwards in educational best practice with 1950-70’s style policies from ELT

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More teacher voice in direction and decisions of school. Currently too many decisions made, then presented to staff for artificial rather  than genuine consultation

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Number 8. There are hardly any PD opportunities on offer for teaching staff. Please seek out more, publish more etc

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Number 8. There are hardly any PD opportunities on offer for teaching staff. Please seek out more, publish more etc

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Align resources (roles) to need. Uniform issues and behaviour have gone up 2023. Staff satisfaction is dropping. Are the decision we have made around resource allocation impacting positively?

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Simplify assessment tasks to speed up marking and feedback.

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Please drop Monday morning staff briefing

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Capacity to complete all duties connected to my role

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Capacity to complete all duties connected to my role

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Consider letting go of huddle to instead allow for a smooth transition at the beginning of the week. Allowing staff to have time to set up for the week. Information can be shared via teams.

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5. Completion of duties within timeframes
9. Recognition and praise

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Communication is still an issue particularly in behaviour referrals. It would make me feel valued if I knew what actions were taken if I have had an issue with a student on whom I have made a Oneschool report.

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Support for staff when problems are flagged.  Move past the initial concern and follow up.

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Support for staff when problems are flagged.  Move past the initial concern and follow up.

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Review our current day structure and the day structures of other schools to enable greater teacher collaboration time.

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We could renew deliberate acts of kindness which are small acts to help people feel valued

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Consistency in expectations across the school for all staff
Realistic timeframes for completion of work (unit planning)
Clarity in job roles and descriptions.

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More time allocated during work / meeting times to work on key teaching projects, so that numerous hours don’t have to be spent at home completing this work. We already have occasional marking to do during some of our holiday breaks as it is.

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Look at school priorities to reduce work load

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More equity across teacher work loads