Pastoral Care Policy

INTRODUCTION

Pastoral Care policy is expressed in a comprehensive range of documentation at St. Joseph's College. The Catholic Education Commission of Victoria requests of each school that it formulate 'a pastoral care policy' and make a commitment to ongoing appraisal of its directions, emphases and recommended practices.

It seems appropriate to bring together and where necessary reformulate the material referred to as already existing at St. Joseph's College and to describe in a single document the chief aspects of pastoral care theory and practice. This material can be sourced chiefly from the following:

1. Official and commentary statements on Salesian pastoral theory and practice

2. The folder provided for new families upon acceptance into the College community. This folder includes statements on the aims, principles and practices of the College which have been formally developed over the past decade.

3. The several handbooks that have been provided at junior, middle and senior school level. These handbooks include items concerning curriculum, but also advice and comment on discipline, behaviour, approaches to study. (The VCE handbook 1994 has been replaced by a printed booklet on pathways to tertiary and employment, andalso includes items from previous handbooks. Other handbooks are, from 1995, included with the information folder).

4. The diary, which also includes advice, comment and which in fact represents an important organizational structure to support pastoral care practice at the College.

5. The several loose-leaf sheets which are given out from time to time emphasizing or reiterating aspects of discipline or rules.

6. The Orientation Day booklet

7. The material given to staff when they first enter the College teaching community. This includes a handbook and a monograph entitled The Salesian System of Education. incorporated into the information folder. There is one other item appended - The Legal Liability of Teachers.

8. Also relevant are items of communication from the College Board (St. Joseph's College Vision 1993, and the Development Plan 1994), the College Prospectus and Calendar.

THE SCOPE AND CHARACTER OF PASTORAL CARE

Pastoral care is the total climate of care that exists in the school.

· It is the concern the school has that each individual may feel he/she belongs to that community and has the fullest possibility for personal, academic, social and spiritual growth.

· It is expressed through the teacher's personal commitment to each student, a commitment to what the student is and can become.

· It is communicated to the student in various interpersonal contacts in the classroom and in other learning situations where an atmosphere of love and respect is maintained.

Pastoral care includes structures where teachers are responsible for the emotional and spiritual well-being of individual children and where strong relationships are established between teachers, students and their families.

· At St. Joseph's we encourage the creation of permanent and ad hoc groups for the purposes of religious formation, service within and beyond the school, and in areas of cultural and recreational interest.

· In the formation offered through structured pastoral moments we encourage a continuing relationship between homeroom teacher/pastoral teachers and a particular group of students; we encourage students to exercise genuine responsibility for each other and those younger than they are.

· We acknowledge that in practice, pastoral care is exercised more widely at the informal level, and that we provide the opportunity for this by being available and by being seen to be available. True pastoral care can only take place where the teacher is genuinely present to the student, where there is genuine sharing. True pastoral care can only take place where reason, religion, kindness and justice are the characteristics of the school climate, and in an atmosphere of true joy.

The CECV general policy on pastoral care (N. 1.14 1994) presents a Christian vision and lists dimensions and features of the following kind:

Vision: The life of Jesus Christ as focus, the dignity and integral growth of the person, the role of the whole faith community, healing-reconciliation-liberation, commitment to justice.

Dimensions and features: quality of relationships, formation in self-discipline, pastoral programs, comprehensive-inclusive approaches to teaching and learning, supportive family-school relationships, effective networks of care, co-ordinated and supportive organizational structures.

STATEMENTS OF COMMON BELIEF

All Salesian schools in the Australian province, whatever their unique and particular orientation, share the common vision incorporated in the above material. For St. Joseph's this common ideal has been formulated under the following headings:

1. Our school is Catholic

2. Our school aims to be a centre of learning for life in today's world.

3. Our school is a caring community.

(Cf. Monograph The Salesian System of Education (incorporated into Staff Section) for a further elaboration of these headings into principles and standards. But cf. also a brief elaboration earlier in this folder.

DESCRIPTION OF PARTICULAR FEATURES OF PASTORAL CARE INITIATIVES WITHIN THE SCHOOL

· The presence of a Salesian Rector and the Salesian community, and the wholehearted implementation of the Preventive System which emphasizes:

- the importance of 'assistance' and animation as opposed to simple 'yard duty'

- the role of homeroom teacher/coordinator as a person reflecting the above understandings even while pursuing disciplinary action.

- the vital role of the sacraments (especially Eucharist and reconciliation), and the place given to spirituality of daily life.

· The homeroom and house structures, including such things as homeroom moments morning and evening, house events, communications. In 1994 this structure is being reviewed with a view to enhancing its pastoral aspects. The homeroom teacher will develop pastoral contact through daily brief gatherings of homeroom (10 minutes a.m. and 5 minutes p.m.); through the diary and through regular classes with that group. A pastoral period with planned programme according to House-level groups will occur weekly in 1995.

· The diary, with its implications for school-student-parent interface. For St. Joseph's the diary is more than simply an organizational tool for the student. It is a means of communication, an opportunity for advice, reward and, where necessary, warning. The diary is seen weekly by homeroom teacher and parents (it may in fact be seen more often than this), and monthly by the principal.

· Communications. The College presently puts out a monthly printed magazine called 'Heart and Soul'. This has in mind a wide readership extending to the parishes within the region, though directed more specifically to the St. Joseph's College educative community. Each week a smaller and briefer news sheet deals with week by week detail. Parents Auxiliary meetings are held regularly. Parent-teacher interview opportunities are provided each term.

· Assemblies and other moments of College ritual. Brief whole-school assemblies are held weekly outside (weather-permitting) but a more extended and celebratory whole-school assembly is held twice a term. This assembly is managed by a small group from one of the Houses. Other smaller level assemblies, mainly for administrative purposes, are held for a few minutes each week.

· Environment. The College is blessed with spacious and beautiful surroundings. Every effort is made to maintain these areas in excellent condition. Students are encouraged to be part of the effort to do this. A small group collects papers from around the yard each day at the end of lunchtime. This is not a disciplinary procedure but a regularly organized clean-up.

· Leadership structures for students. The College has an SRC structure which involves elected and appointed leaders at each level, including House captains (senior). From 1995 the Final year students (Year 12) will be involved in the weekly pastoral meeting at lower levels in the school, and will be prepared prior to the school year commencing for leadership tasks arising from those meetings. A Year 10 leadership programme is in place which involves its participants in a term of prepared talks and experiences in leadership followed by a major practical exercise of leadership in small groups directed towards the College and its functioning. For 1994 this has involved these leaders in the running of a holiday camp for Year 7s and a Year 7 sleep-over.

· Student participation - including community service. Year 10 students are involved in a weekly period of community service outside the school.

· Health and hygiene practices, care for those who are sick. The office staff includes a trained nurse and sickbay.

· Camps, cultural activities, sports. Year 7 have an introductory camp at the commencement of the year. Year 8s have an outdoor camp in the course of their year. Year 9s take part in Outward Bound. By Year 10 students are involved in a range of activities (such as Community Service, leadership) but no camp as such. Debating and other activities (music, drama, theatre sports) take place at irregular intervals. As part of the House structure, each House has an editorial group responsible for the production of a House newsletter. The College takes part presently in EIS sporting competition at Year 9-12. Some consideration is being given to restrict this involvement to 11-12 in 1995 and to develop inter-house competition with occasional outside competition for other levels (presently Years 7-8 are organised on this basis).

· Counselling and guidance, including career guidance and work experience. The presence of a Salesian Rector, a principal who is a priest and others with formal training in counselling and guidance of the young is a major aspect of pastoral care at St. Joseph's. Where needed, referrals are madde to specialised help (e.g. Catholic Family Welfare Bureau, Psych and Guidance counsellors, Krongold Centre, Monash...). In addition there is an appointed career guidance officer who also manages the Work Experience (Year 10) programme. In 1995 this will further involve school-industry links at Year 11.

· Pastoral Care for staff. On a weekly basis, the principal prepares a bulletin which has as its primary focus the pastoral-formative side of teaching and the spiritual life of the staff as individuals and a group. Each morning begins with a prayer prepared by a staff member. Collaborative teaching is encouraged. Staff are asked to pair up with a colleague to help review and develop their teaching practices. This peer-to-peer support is understood within the context of ministry to one another.

· Discipline statements, rules, sanctions. Framework for discipline:-

Diary....

Rules

Cf College handbook for statements on rules.

Correction and counselling: St. Joseph's is guided by the suggestions Don Bosco himself offered when speaking of alternatives to punishment, viz.,

a) The proper moment: choose an appropriate moment for correction. As far as possible correct in private, apart from the others. Only in very extreme cases expose the culprit publically to shame. Never correct while the culprit is still under the influence of his own temper nor while you are still under the influence of your own.

b) Kindness, calmness and charity always. Arouse sympathy in your heart and entertain hope in your mind. Correct and counsel with patience and firm kindness. Gentleness and speaking, acting and counselling will win everything. Real success can only be the result of patience. The honey of charity sweetens the bitterness of correction.

c) Correctional techniques. A reproachful or severe look often serves as moral constraint over the young. A fatherly word in the ear is worth much more than many sentences of reproachful language. Instill in the young the desire to reward or the thought of doing honour to their dear ones. Many times an indirect method of correction is useful. While in the presence of one at fault, speak to another about the folly of those who so lose their self respect and good sense as to deserve punishment

· Response to serious offences. The College has adopted (and has used on necessary occasions) the discipline and welfare process suggested in the CECV Pastoral Care Policy document.

INTRODUCTION

1. Official and commentary statements on Salesian pastoral theory and practice

4. The diary, which also includes advice, comment and which in fact represents an important organizational structure to support pastoral care practice at the College.

5. The several loose-leaf sheets which are given out from time to time emphasizing or reiterating aspects of discipline or rules.

6. The Orientation Day booklet

8. Also relevant are items of communication from the College Board (St. Joseph's College Vision 1993, and the Development Plan 1994), the College Prospectus and Calendar.

THE SCOPE AND CHARACTER OF PASTORAL CARE

Pastoral care is the total climate of care that exists in the school.

· It is the concern the school has that each individual may feel he/she belongs to that community and has the fullest possibility for personal, academic, social and spiritual growth.

· It is expressed through the teacher's personal commitment to each student, a commitment to what the student is and can become.

· It is communicated to the student in various interpersonal contacts in the classroom and in other learning situations where an atmosphere of love and respect is maintained.

The CECV general policy on pastoral care (N. 1.14 1994) presents a Christian vision and lists dimensions and features of the following kind:

Vision: The life of Jesus Christ as focus, the dignity and integral growth of the person, the role of the whole faith community, healing-reconciliation-liberation, commitment to justice.

STATEMENTS OF COMMON BELIEF

1. Our school is Catholic

2. Our school aims to be a centre of learning for life in today's world.

3. Our school is a caring community.

(Cf. Monograph The Salesian System of Education (incorporated into Staff Handbook) for a further elaboration of these headings into principles and standards.

DESCRIPTION OF PARTICULAR FEATURES OF PASTORAL CARE INITIATIVES WITHIN THE SCHOOL

· The presence of a Salesian Rector and the Salesian community, and the wholehearted implementation of the Preventive System which emphasizes:

- the importance of 'assistance' and animation as opposed to simple 'yard duty'

- the role of homeroom teacher/coordinator as a person reflecting the above understandings even while pursuing disciplinary action.

- the vital role of the sacraments (especially Eucharist and reconciliation), and the place given to spirituality of daily life.

· Student participation - including community service. Year 10 students are involved in a weekly period of community service outside the school.

· Health and hygiene practices, care for those who are sick. The office staff includes a trained nurse and sickbay.

· Counselling and guidance, including career guidance and work experience. The presence of a Salesian Rector, a principal who is a priest and others with formal training in counselling and guidance of the young is a major aspect of pastoral care at St. Joseph's. In addition there is an appointed career guidance officer who also manages the Work Experience (Year 10) programme. In 1995 this will further involve school-industry links at Year 11.

· Discipline statements, rules, sanctions. Framework for discipline:-

Diary....

Rules

Cf College handbook for statements on rules.

Correction and counselling: St. Joseph's is guided by the suggestions Don Bosco himself offered when speaking of alternatives to punishment, viz.,

· Response to serious offences. The College has adopted (and has used on necessary occasions) the discipline and welfare process suggested in the CECV Pastoral Care Policy document.