Page 3766 - Week 10 - Wednesday, 26 August 2009
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assist with training, mentoring and modelling as well as data collection analysis. This is a pilot project and, if successful, could be used to assist other schools.
This year, more ACT schools are conducting professional development for teachers in restorative practice. There is a strong emphasis on embedding restorative practice as a whole-of-school approach, and schools often blend restorative practices with other approaches. In particular Lyneham high, Gold Creek school, Turner primary and Latham primary have experienced considerable success in implementing restorative practices. More and more ACT schools are turning to restorative practice. As I said, it is reassuring to note that over four-fifths of ACT public schools have undertaken some level of training and engagement with restorative practices.
As we know, Kingsford Smith is a relatively new school, having opened on 2 February this year. Recently I had the pleasure of visiting Mr Richard Powell, the principal of Kingsford Smith school. Mr Powell explained to me how restorative justice practices are implemented in his school and he spoke of the numerous other programs that are a part of the school culture, adding to the positive and supportive environment that I experienced while I was there.
Kingsford Smith has a very committed staff and it is a great disappointment to me that there has been a recent spate of negative attention given to behavioural issues at the school. I feel that this has been fuelled by what can only be seen as the opportunistic motives of the shadow minister for education, Mr Doszpot. In his desire to attack the government, he has done nothing more than attack the students, parents and teachers of the school community.
It is my understanding that six students out of a school of population of over 900 have been involved in instances of disruptive behaviour directed at schoolmates at the school. That constitutes less than one per cent of the students enrolled at the school. While one such incident is too many, it must be kept in this perspective. We must not wound the school community in the crossfire of politics as the opposition has done. I prefer to focus on the positive solutions and the good work that is currently being done rather than on politics which can be to the detriment of everyone involved on such an important issue.
Obviously, new institutions of any form may experience teething problems, but our new schools are working tirelessly and professionally to address issues that are by no means unique to their schools. Drawing negative attention through exaggeration and negative public remarks is not constructive; nor does it serve the community well. It undermines the confidence of parents and teachers as well as staff morale, and of course the students pick up these negative vibes too.
New schools have the exciting opportunity to establish a culture across the whole school from the principal through to all staff, parents and children—one that is reflective of the expectations and the values of the community. The Kingsford Smith school, I believe, with its restorative justice practice, reflects the progressive and compassionate values it wishes to engender. Eight teachers at the school are experienced in some form of restorative practice, and all teachers at Kingsford Smith have participated in circle time training afternoons.
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