Where mentioned in this Handbook, the term staff refers to all individuals employed by Canterbury College, including those employed in the ELICOS Centre.
ADDRESS FROM HEAD OF COLLEGE
We are part of a leading independent College making a real difference with a proud tradition and exciting future. Our staff plays an important role in helping to advance the quality and mission of Canterbury College. We recognize that the commitment and dedication of our staff members are the foundations upon which excellence is built.
The Staff Handbook is designed to acquaint you with important information about our values, standards and human resources policies and procedures.
Thank you for being an integral part of Canterbury College.
Head of College
ADDRESS FROM HEAD OF COLLEGE
College Background and Vision
A1. MISSION STATEMENT
A3. SCHOOL MOTTO
A4. CORE VALUES AND BELIEFS
A5. CHURCH AFFILIATION
A6. ANGLICAN ETHOS STATEMENT
A7. HISTORY OF THE COLLEGE
A8. A VISION FOR CANTERBURY COLLEGE
A9. CANTERBURY COLLEGE CHARTER OF VALUES
A10. CANTERBURY COLLEGE CODE OF CONDUCT
A11. STAFF CODE OF CONDUCT AND DUTY OF CARE
A12. EDUCATIONAL PHILOSOPHY
A13. BOARD OF DIRECTORS
A14. ORGANISATIONAL CHART
A15. CARING FOR ALL
A16. DUTY STATEMENT MODEL
A18. VOCATIONAL EDUCATION AND TRAINING (VET)
Staff Day to Day
B1. CAMPUS MAP
B3. BELL TIMES
B5. STAFF ABSENCE
B7. TEACHING LOADS
B8. TEACHER PLANNER
B9. TEACHER NETWORK RESOURCES
B10. STAFF AMENITIES
B11. STAFF AREAS
B13. EMERGENCY PROCEDURES
B15. PARENT INTERVIEWS
B16. STANDARD AND CONFIDENTIAL NOTES IN TASS
B19. STUDENT ABSENCE / LATENESS / ROLLS
B20. STUDENT DIARIES
B22. FORM OF ADDRESS
B24. YARD DUTY
B25. STUDENTS DRIVING TO AND FROM SCHOOL
B29. BEHAVIOUR MANAGEMENT
B30. SEXUAL HARASSMENT
B31. STUDENT SICKNESS / INJURY
B33. CLASS DISMISSAL – END OF DAY
B34. ASSESSMENT IN THE COLLEGE
B35. LOST PROPERTY
B36. EXTRA-CURRICULAR PROGRAM
B37. GUIDELINES FOR SUSPENSION AND EXCLUSION
B38. KINDY TO YEAR 6 OUTSIDE SCHOOL HOURS CARE
B39. INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT)
B40. AUDIOVISUAL EQUIPMENT - K- Year 12
B41. OFFENSIVE LANGUAGE AND GESTURE
B42. PUBLIC DISPLAYS OF AFFECTION
B43. PHYSICAL VIOLENCE
B45. CHILD PROTECTION POLICY
B46. THEFT, POSSESSION AND/OR DISTRIBUTION AND SALE OF STOLEN ITEMS
B47. STATEMENT ON DAMAGE AND VANDALISM
B48. DRUG GUIDELINES
B49. RESPONSIBLE USE OF TECHNOLOGIES
B50. DRIVING CODE OF CONDUCT
B51. CRITICAL INCIDENT MANAGEMENT PLAN
B52. WORKPLACE HEALTH AND SAFETY
B53. WORKPLACE REHABILITATION
Section C Staff Professional
C4. QUEENSLAND COLLEGE OF TEACHERS
REPORT - JNR
REPORT Yr 7-12
C5. STAFF MOTOR VEHICLES / PERSONAL PROPERTY
C7. ID Cards
C10. DRESS CODE
C11. VISITORS PROCEDURES and POLICY
C12. STYLE GUIDE
C13. TELEPHONES AND FACSIMILES
C15. ASSOCIATED PARTY DEALINGS, FRAUD PREVENTION AND WHISTLEBLOWING
Section D Running of the College
D5. ARCHIVE POLICY
Section E Finance
E1. CASH/CHEQUE HANDLING POLICY AND PURCHASING POLICY
E2. SUNDRY BILLING
E3. CASH COLLECTION AND ACCOUNTING
Section F Miscellaneous and Travel
F3. INSURANCE – BUSINESS TRAVEL
F4. OUTSIDE SCHOOL HOURS CARE
F6. INTERNATIONAL STUDENTS
College Background and Vision
A1. MISSION STATEMENT
The mission of Canterbury College is to serve God by preparing people in an inclusive learning community to deal effectively and responsibly with the joys and challenges of their individual lives.
Canterbury College is an independent Christian school affiliated with the Anglican Church with an organisational structure which enables an education to be provided for all children in a family. It also offers a wide range of extra-curricular and co-curricular activities.
In keeping with our focus on providing for the needs of all children, future curriculum policy will take into account the necessity for a wide range of curricular offerings which serve individual needs, interests and talents.
A3. SCHOOL MOTTO
FORTIOR QUO PARATIOR
This translates from the Latin as “The better prepared the stronger”. This commitment is appropriate to all that we do as a College community.
A4. CORE VALUES AND BELIEFS
At Canterbury College our common values and beliefs stem from our expectation that we are and shall continue to be a caring community. It is, therefore, essential that we value effective learning which demands high quality teaching, commitment to the work ethic and high expectations for all.
In a caring community, loyalty to one another among parents, staff and students will be fostered, as will the acceptance of community membership and participation in decision making. In a Christian-based caring community, servant leadership, social responsibility and commitment to social justice for all must be central values. A wider statement of our school values can be found in the document Anglican Ethos Statement (A6) and in the document Canterbury College Charter of Values in section (A9) of the Handbook.
A5. CHURCH AFFILIATION
Canterbury College is an Anglican College. Our name connects us to Canterbury Cathedral, the mother church of Anglican churches throughout the world. The College House names are those of significant former Archbishops of Canterbury. Whilst Canterbury College is an Anglican College through its affiliation with the Anglican Church it is not owned by the Diocese of Brisbane. Canterbury College is a separately incorporated legal entity governed by its own Board of Directors.
In 1995, Canterbury College became a member school of the Queensland Anglican Schools System. We are also a full member of the Anglican Schools Commission and the Head meets regularly with the Archbishop and the Heads of other Anglican Schools. Our form of worship is based on the Anglican tradition. Although staff are not required to be Anglicans, they are all expected to support the Christian Ethos of the College, attend Chapel services and participate in the Spiritual life of the College. Canterbury College is committed to the Ethos Statement for Anglican Schools produced by the Anglican Schools Commission in November 1996. Staff should read and consider this document carefully.
A6. ANGLICAN ETHOS STATEMENT
ANGLICAN SCHOOLS OFFICE
Anglican Schools Commission, Diocese of Brisbane Queensland Anglican Schools System Ltd
ACN 066 983 686
An Ethos Statement for Anglican Schools in the Province of Queensland
Level 2, Sinclair Knight Merz Building, 369 Ann Street, Brisbane.
GPO Box 421, Brisbane, Queensland 4001.
Telephone: (07) 3839 0882 Facsimile: (07) 3839 0879 Email
IN THE PROVINCE OF QUEENSLAND
What should characterise an ideal Anglican school? Many of its qualities of course will be shared with good schools everywhere, whether run by the state or by denominational churches. An ideal school would evidence a commitment to learning, to justice, to individual achievement and to wholeness. Anglican schools will naturally value these qualities. This document seeks to define the normative features of an ideal Anglican school. In defining this distinctive ethos, the starting point has been the nature of the mother church itself on the simple assumption that Anglican schools will be like the Anglican Church.
ANGLICAN SCHOOLS ARE FIRSTLY CHRISTIAN SCHOOLS
In their day to day life Anglican schools should live out their faith in a creating and redeeming God. They should vivify the Gospel message of forgiveness, reconciliation, mission and loving service to God and our neighbour. The experience of sharing in the life of this community is itself an important part of Christian education quite apart from the formal content learned in the classroom.
ANGLICAN SCHOOLS SHOULD BE CHARACTERISED BY TOLERANCE AND A RESPECT FOR DIFFERENCE
The Anglican Church in its long history has come to value tolerance as a positive good and a distinguishing feature of a civilised community. Anglican schools should vivify such tolerance and acceptance and the care ethic implicit in this respect for others.
ANGLICAN SCHOOLS SHOULD BE CHARACTERISED BY A HIGH RESPECT FOR INTELLECTUAL ENDEAVOUR
The teaching / learning ethic will show itself in hard work, intellectual rigour and an openness to ideas and debate.
ANGLICAN SCHOOLS CELEBRATE THE CONTRIBUTION OF THE MOTHER CHURCH TO THE WIDER POLITICAL, SOCIAL, ECONOMIC AND ARTISTIC LIFE OF OUR CULTURE
The Anglican Church of Australia has grown out of the Church of England. As such, it has a long tradition of working within the heart of western culture in the broadest and most comprehensive sense. Our schools will be at the centre and not at the fringe of our culture.
ANGLICAN SCHOOLS SHOULD BE CHARACTERISED BY A COMMITMENT TO TRADITION AND DIGNITY WITHIN SCHOOL WORSHIP
The Anglican tradition of renewing ancient forms and sacraments to meet modern needs will be evident in the way the school community worships.
ANGLICAN SCHOOLS SHOULD BE CHARACTERISED BY A COMMITMENT TO TRADITION AND DIGNITY WITHIN SCHOOL LIFE
Anglican schools will use the richness of symbol, story and ceremony to promote their values and order their lives.
ANGLICAN SCHOOLS SHOULD BE CHARACTERISED BY A SENSE OF SOCIAL RESPONSIBILITY
The service ethic and a commitment to social justice will be seen in the willingness of Anglican school communities to offer themselves to serve God and His people in the wider community as critical participants.
4. ANGLICAN SCHOOLS ARE FIRSTLY CHRISTIAN SCHOOLS
4.1 Before seeking to define the distinctive nature of Anglican schools, it is important to emphasise that Anglican schools are before anything else, Christian schools. Our ethos begins with a commitment to Christian values and beliefs from which our Anglican values derive.
4.2 At the heart of the Gospel is the message of God’s transforming offer of forgiveness. Through Christ’s birth, death and resurrection, we can all share in that forgiveness and live a new life “to His praise and glory.” Christians of every denomination and background are heirs of the same promise which is fulfilled when we can affirm, as St Paul teaches us, that Jesus is Lord.
4.3 Christian schools acknowledge the Kingship of Christ and the presence of the Holy Spirit in a church composed of forgiven men and women. This sense of a transcending Kingship and authority beyond the walls of the school should give all Christian schools a sense of service and commitment – what the Brisbane Diocesan Vision Statement refers to as our servant status. Our foundation is not just to meet a local need, but to glorify the Lord we serve.
4.4 As a community of forgiven men and women, Christian schools must approach our responsibilities with a humility that other schools will not experience. Heads, councils, parents and staff will need to live out this humility in the way they deal with conflict, the way they react to problems of staff and student welfare, and the way they use resources.
4.5 Ideally, Christian schools will show in their day-to-day community life the distinguishing love of Jesus Christ as our Saviour. They will be characterised by acceptance, forgiveness, social justice, humility, cheerfulness and service. It is obvious that in any discussion of the normative features of Anglican schools, the presumption is made that the school will possess these qualities before they move to define their ethos as an Anglican school more clearly.
5. SOME DEFINING FEATURES OF AN ANGLICAN SCHOOL:
5.1 One might expect that Anglican schools will draw their distinctive characteristics from the Anglican Church and that there will be a direct correspondence between features of the mother church and the character of schools. Can one look to the Church then to define the distinguishing features of an Anglican school? This would seem to be the most reasonable procedure to take and it does provide schools with some clear and positive guidelines.
5.2 Tolerance and respect for difference
5.2.1 From the earliest days of British settlement, the Church of England has played an important part in the economic, political and cultural life of Australia. The Anglican Church in Australia has always represented the widest cross section of thinking in the religious community and even though the church itself has varied on some matters from diocese to diocese, there has always been a general breadth of opinion and practice. The Church has always accommodated Anglo-Catholics, Evangelicals and Broad Church elements; today it finds a place for Pentecostal and fundamentalist elements as well. Even when the most contentious issues have arisen, some accommodation has been possible to allow the Church to continue and fellowship to be maintained between all the disparate elements of the Church. This comprehensive nature is a direct legacy of the Church’s original place as a national church in England and its strong sense that it represents the views and interests of a wide range of people.
5.2.2 One could look to Anglican schools then to be a mirror of this tolerance and accommodation of different viewpoints – qualities which are implicit in our multicultural society. Families from non-Anglican and even non-Christian backgrounds recognise this and take confidence in the school’s comprehensive but ethical basis.
5.2.3 The same tolerance would find focus in the search for worship forms that were comprehensive and inclusive. Some schools appear to have relaxed quietly the traditional demand that only confirmed Anglicans are welcome to join in the Eucharist; certainly this is true of staff worship. Religious education would take the same broad focus, teaching Anglican principles, but recognising that the student population was drawn from a variety of backgrounds.
5.3 A high respect for intellectual endeavour
5.3.1 The Church of England has always had a strong intellectual foundation. As an established Church, the Anglican Church has always been at the heart of the intellectual, scientific and artistic culture of the United Kingdom. This commitment to the life of the mind was one of the distinguishing strengths of the Anglican scholars at the time of the Reformation. They were able to best their Roman Catholic critics in debate because of their scholarship. Later Anglican divines such as Lancelot Andrewes and Richard Hooker promoted the three cords of Scripture, Reason and Tradition as the defining features of Anglican thinking and our schools share in this unbroken tradition. Learning, critical thinking, and the hard work implicit in scholarship should be normative features of our schools. This is particularly important when parents from non-Anglican backgrounds attempt to dictate our attitude to issues such as Creation Science and Biblical literalism. There is a viewpoint on these matters promoted by some Christian groups, but it is not the Anglican viewpoint, and we can confidently assert our own Anglican viewpoint in response.
5.4 The faith at the heart of our culture; the culture at the heart of our faith
5.4.1 Most statements about the objectives of education speak at some time about cultivating the whole person. This is often evidenced in a commitment to broad curriculum objectives and a recognition of excellence in all areas of learning and study, sport and cultural activities. Moreover, many schools seek an integration of these components so that there is a wholeness about the school’s direction. Anglican schools are uniquely placed to respond to this commitment. The greatest minds of English culture [Newton, Dr Johnson, Austen and TS Eliot, for example] were comfortable and committed Anglicans. Their faith was nurtured not as some discrete component of their lives, but as an implicit dimension of their intellect, their social conscience and their art. Writing from this position in defence of the unique Anglican perspective, Thomas Arnold described culture as “The best that has been thought and said in the world” and that, he believed, was the proper study of all educated people.
5.4.2 There is a congruence between the way schools seek wholeness and integration with the best of the Anglican tradition of culture and faith. Archbishop Rayner develops this point in this way:
“The Anglican form of Christianity concerns the whole of life and the whole of the individual human being It cares about the body, the mind and the spirit and about social relationships but all of this occurs in a pattern which sees this life [while important] not as the final end of things.”
Sydney scholar, The Reverend Dr Bruce Kaye traces this commitment to the distinctive Anglican emphasis on the incarnation:
“The great virtue of this Incarnation focus is that it underlines the personal and universal dimension of the Christian faith. It reminds us constantly that our pilgrimage is a personal one, and that our allegiance is not to a system, nor to a philosophy but to the Son of God Incarnate. So the Anglican school ought constantly to be asking itself the question: “What is the shape of Christ in the professional world of education? “ How is the image of Christ to be borne and demonstrated in the institution of the school?”
5.4.3 Anglican schools then will seek an integration of faith and curriculum and pedagogy that begins with the affirmation of wholeness. This conviction returns no easy solutions to questions about “What will we teach?” or “How shall we teach it?” But there are consequences we can trace. We may be certain, for example, that Anglican schools will not choose texts in English studies that are conforming and safe rather than intellectually stimulating and thoughtful. Anglican schools will be able to bring the most comprehensive and mature approach to music, art and science questions because the scaffolding that supports our work is the cultural strengths on what has been best thought and written on any topic. In this way, Anglican schools will be better placed than most denominationally run schools to respond to the big issues of culture and society because of our background is the most inclusive and comprehensive.
5.5 Tradition and dignity within school life
5.5.1 Archbishop Laud in the seventeenth century sought to make the Anglican Church the embodiment of the psalmist’s call to “Worship the Lord in the beauty of holiness.” In the majestic beauty of the Tudor English of the Book o Common Prayer and the emphasis on dignity and restraint in worship, the Anglican Church in its protean forms has always placed great emphasis on maintaining the traditions of the past in worship, architecture and practice.