Code of conduct: part 1 – establishing staff protocols
This activity guides school leaders and staff through a process of establishing and
documenting staff protocols to create a staff code of conduct for working with and
interacting with all members of the school community.
Key message
School policies and procedures influence the decisions and the actions of individuals and groups
within the school community, so they affect the physical, social, emotional and spiritual wellbeing of
all members of the school community. Effective school policies and procedures are informed by
system-based policies, are relevant to the context and needs of the school community, and involve
all stakeholders in their creation. They are true to the school purpose and reflect the school values in
order to achieve the school vision.
Through the collaborative process of establishing (and eventually observing) a code of conduct for
working with and interacting with all members of the community, staff contribute to developing and
sustaining a safe, supportive, respectful and connected learning community.
Connections to the National Safe Schools Framework
Element 3: Policies and procedures
Element 2: A supportive and connected school culture
Audience
School leaders plan and facilitate meetings in which all staff are involved.
Duration
Preparation: 2 hours
Staff meeting/s:


Establishing staff protocols – draft (1.5 hours)
Endorsing staff protocols (0.5 hours of a staff meeting)
Purpose
This activity is the next strategic step in the process of establishing a safe, supportive, respectful and
connected school community. Informed by the school’s purpose, vision and values, staff articulate
behaviours and processes that will help them to individually and collectively live the school values
and achieve the vision. Specifically, staff will create a code of conduct for how they will work with
and interact with colleagues, students and families.
© 2014 Commonwealth of Australia through the Department of Education, unless otherwise indicated. The header and dotted-line
images may be viewed only. All other materials may be used, reproduced, and communicated (but not communicated on a public
website) for non-commercial educational purposes until 15 March 2018, provided all copyright notices and acknowledgements are
retained.
1
Prerequisite
Staff need to have an understanding of the school purpose, vision and values, either having
reviewed and endorsed the relevant documents or having participated in and contributed to the
school envisioning process.
Activity steps
Preparation

Meeting materials:
o a copy of each of the core documents (school purpose, vision and values)
o a copy of the essential question for the meeting (see below)
o several A4 posters of the school values

Group materials:
o sticky notes
o poster paper
o sticky tape
o sentence strips (paper strips approximately 10 cm x 80 cm)
o highlighter pens and markers
Staff meeting 1

Invite staff to sit at tables in their working teams (eg year level teams, administration team).

Explain the purpose and process of the meeting.

Distribute group materials to each table group.
Introduction: grounding the process in the school context
 Review the school purpose, vision and values, displaying the core documents so they are visible
to all staff.

Introduce the essential question for the meeting: To fulfil our school purpose, to realise our
vision and to live our values, what must we do?

Explain that in the brainstorming/reflection period, staff members will work independently and
silently, recording their ideas on sticky notes.
o There is no limit to the number of ideas staff can contribute.
o They will write only one idea on each sticky note. They will phrase ideas in terms of what I/we
can do, as opposed to what I/we cannot do. (Ideally the ideas begin with a verb and express
observable behaviours. For example, ‘Respect the individual differences and needs of
students’ and ‘Develop and maintain positive, professional relationships with students and
their families’.)
o
If anyone runs out of sticky notes, they can ask for more.
Linking school vision and values to behaviours
 Pose questions such as: If this [school vision and values] is what we believe and value, then:
o What must I do in my role as [teacher, administrator, maintenance manager, etc]?
o What must I do to ensure that our team works effectively to achieve our roles and
responsibilities?
o In all interactions with colleagues, students and parents, how must I behave?
© 2014 Commonwealth of Australia through the Department of Education, unless otherwise indicated. The header and dotted-line
images may be viewed only. All other materials may be used, reproduced, and communicated (but not communicated on a public
website) for non-commercial educational purposes until 15 March 2018, provided all copyright notices and acknowledgements are
retained.
2

Independent reflections: invite staff to work independently to reflect on, then respond to, the
above questions, writing each of their ideas on a separate sticky note (5–10 minutes).

Pairs: staff members each share their ideas with a colleague at their table.
o While one of the pair shares their ideas and explains their links with the core documents, the
other listens. When the speaker has finished, the listener may ask clarifying questions (5 minutes).
o The pair reverses roles (5 minutes).
o They then look for similarities, combining these ideas, and acknowledge any ‘outlying’ ideas.

Table groups: working as a table group, pairs share their combined ideas with the group,
explaining their links with the core documents.
o The group sorts and arranges all of the ideas on poster paper, identifying the key ideas.
o They clarify and discuss any issues arising, for example, outlying ideas.
o As a group, they use the key ideas to compose statements that articulate behaviours
reflecting the core documents. They record these statements on sentence strips.

Whole staff: display values posters on a wall.
o Invite each group to organise their statements according to the school values. A member
from each group then attaches each statement under the appropriate values heading on one
of the posters.
o Invite staff to read and analyse all of the statements.
o Invite comments and questions about the statements.
o Combine similar statements and refine the language.
o Interim poll: read aloud each final statement and invite staff to indicate by a show of hands
whether they agree that the stated behaviour reflects the school purpose, vision and values.
Interim task

Display the statements, which are the draft staff protocols, in a central location in order to allow
staff to reflect on the protocols and, if necessary, post questions or comments.
Staff meeting 2


School leaders facilitate a whole-staff discussion of the draft staff protocols, after which they are
modified as required.
Invite all staff to endorse the protocols as the staff code of conduct.
Facilitator notes
Individual teams within the school can modify this process to create specific team protocols. These
could be attached as an addendum to the general protocols.
Resources
Queensland Health 2006, A toolbox for creating healthy places to learn, work and play: how to
develop and revise policy, www.health.qld.gov.au/healthyschools/toolbox.asp^
^ indicates resource may be subject to Copyright Agency fees under a Part VB copyright licence. Refer to Terms
of Use on the Safe Schools Hub website: www.safeschoolshub.edu.au/terms-of-use#links
© 2014 Commonwealth of Australia through the Department of Education, unless otherwise indicated. The header and dotted-line
images may be viewed only. All other materials may be used, reproduced, and communicated (but not communicated on a public
website) for non-commercial educational purposes until 15 March 2018, provided all copyright notices and acknowledgements are
retained.
3
Code of conduct: part 2 – establishing classroom protocols
This activity guides teachers through a process for working with their students to
establish and document class protocols to create a class code of conduct for learning,
working and socialising together.
Key message
School policies and procedures influence the decisions and the actions of individuals and groups
within the school community, so they affect the physical, social, emotional and spiritual wellbeing of
all members of the school community. Effective school policies and procedures are informed by
system-based policies, are relevant to the context and needs of the school community, and involve
all stakeholders in their creation. They are true to the school purpose and reflect the school values in
order to achieve the school vision.
Through the collaborative process of establishing a code of conduct for working, learning and socialising
together in the classroom, teachers can nurture learning environments where there is joint
responsibility with students for the connectedness, safety and wellbeing of all members of the class.
Connections to the National Safe Schools Framework
Element 3: Policies and procedures
Element 2: A supportive and connected school culture
Element 7: A focus on student wellbeing and student ownership
Audience
Classroom and homeroom teachers, who facilitate this activity for their students.
Duration
Preparation: 2–3 hours



Optional: Envisioning: articulating the purpose, vision and values of the class (two x 1 hour
lessons)
Establishing classroom protocols (two or three x 1 hour sessions)
Launching and endorsing protocols (one x 0.5–1 hour session)
© 2014 Commonwealth of Australia through the Department of Education, unless otherwise indicated. The header and dotted-line
images may be viewed only. All other materials may be used, reproduced, and communicated (but not communicated on a public
website) for non-commercial educational purposes until 15 March 2018, provided all copyright notices and acknowledgements are
retained.
1
Purpose
This activity is the next strategic step in the process of developing a safe, supportive, respectful and
connected school community. Informed by the purpose, vision and values of the class, teachers
guide students to articulate behaviours and processes that will help them to individually and
collectively live their class values and achieve their vision. Specifically, students will create a code of
conduct for how they will learn, work and socialise together.
Prerequisite
Teachers (and students) need to be familiar with the school purpose, vision and values, either having
reviewed and endorsed the relevant documents or having participated in and contributed to the
school envisioning process.
Additionally, teachers need to be familiar with relevant school policies, such as the student code of
conduct, which will inform a developmentally appropriate class code of conduct.
Activity steps
Preparation
After reading the outline of this activity:
 Consider the brainstorming/reflection process (Session 1 below) in light of the developmental
stages of the students in the class. Most students will be able to complete the brainstorming
independently. However, students in Years F–2, or older students with additional needs, may
need assistance. Another way to ensure all students have a voice in this process may be for the
teacher to facilitate small-group, structured brainstorming sessions, in which students take turns
to suggest ideas while the teacher scribes.

Consider the analysis and synthesis process (Session 2). Depending on the developmental levels of
students, the teacher may decide to facilitate a whole-class session, rather than small-group work.

Consider how you will ground this process in the whole school context by:
o revisiting the school purpose, vision and values, and/or
o collaboratively articulating a classroom community purpose, vision and values (by
implementing a modified version of Element 1 Activity 4).

Consider mapping the key steps of this activity on a flow chart. This will assist students to connect
and track the stages in developing their protocols over the three sessions.
You will need the following materials:
 a copy of each of the core documents (school purpose, vision and values)
 several A4 posters of the school values
 sticky notes
 3 x large envelopes or manila folders
 poster paper
 sticky tape
 highlighter pens and markers.
© 2014 Commonwealth of Australia through the Department of Education, unless otherwise indicated. The header and dotted-line
images may be viewed only. All other materials may be used, reproduced, and communicated (but not communicated on a public
website) for non-commercial educational purposes until 15 March 2018, provided all copyright notices and acknowledgements are
retained.
2
Session 1
Introduction: grounding the process in the school context
 Review the school purpose, vision and values, displaying the core documents so they are visible
to all students.
 Explain the purpose and process of the task.
 Explain that in the brainstorming/reflection period, students will work independently, recording
their ideas on sticky notes.
o There is no limit to the number of ideas students can contribute.
o They will write only one idea on each sticky note. They will phrase ideas in terms of what
I/we can do, as opposed to what I/we cannot do. (Ideally the ideas begin with a verb and
express observable behaviours. For example, ‘speak respectfully to staff’ and ‘students come
to class prepared’.)
o If students run out of sticky notes, they can ask the teacher for more.
o The teacher will collect the sticky notes after students have brainstormed each question.
 Distribute sticky notes and markers to each student.
Linking school vision and values to behaviours
Pose questions such as: If this [school vision and values] is what we believe and value, then:
 How will we work and learn together?
 What will we need to do before class, in class and after class?
Undertake the following three steps for all generative questions in this session.



Step 1: Encourage students to individually reflect on this.
Step 2: Invite students to write one idea or behaviour per sticky note.
Step 3: When students have exhausted their ideas, collect the sticky notes and store them in a
folder/envelope labelled with the generative question.
Pose questions such as: If this [school vision and values] is what we believe and value, then:
 How will we socialise with each other?
 What will we need to do in the playground, in the corridors, travelling to and from school, and
online?
Briefly discuss with the class how we communicate ideas: language, pitch and tone, body language.
Pose questions such as: If this [school vision and values] is what we believe and value, then:
 How will we interact with others?
 What will we need to do in the classroom, in the playground, in the corridors, travelling to and
from school, and online?
© 2014 Commonwealth of Australia through the Department of Education, unless otherwise indicated. The header and dotted-line
images may be viewed only. All other materials may be used, reproduced, and communicated (but not communicated on a public
website) for non-commercial educational purposes until 15 March 2018, provided all copyright notices and acknowledgements are
retained.
3
Session 2
Introduction
 Display the core documents (school purpose, vision and values), inviting students to explain each
document.
 Review the process to date, before beginning the next lesson.
Analysing and synthesising the data
Creating affinity diagrams
Overview: guided by the teacher, students work in three groups to analyse and synthesise data by
creating affinity diagrams. They use these big ideas to develop protocols for working and learning
(both independently and collaboratively), socialising and interacting with others in the classroom.



Organise or invite students to form three groups. Allocate one of the generative questions and its
corresponding data to each group (eg, group 1 will process data regarding How will we work and
learn together?). Distribute poster paper, markers and highlighters.
Explain the affinity process to the class. Explain that each group will create an affinity diagram
with their data. (The step-by-step process is described below.)
Guide the class through the first step. After explaining in detail, the teacher roves around to
clarify and assist groups.
Display and sort the data
 Invite each group to randomly display the sticky notes for their question on a table.
 Ask each group to silently read the sticky notes.
 Consider modelling the next step, before inviting groups to commence the process.
o Ask each group to read the sticky notes again, this time looking for related ideas.
o When they find related ideas, they pick up the sticky notes and place them together on the
poster paper (beginning a column). They then look for similar/related ideas and add those
sticky notes to the column.
 Students look for other related ideas and establish new columns, until all of the data is sorted.
 As a group, discuss or clarify any issues arising from the sorting process (eg, some ideas may fit
into two columns, in which case you can duplicate the idea and place it into both).
Create headings for each column
 Consider modelling the next step, before inviting groups to complete this stage:
o Select one of the columns. Carefully read all of the sticky notes with ideas in that column and
create a heading for it that captures the essential link between all of the ideas. The heading
may consist of a word, a phrase or a short statement.
 Invite students to create headings for each of their columns. The teacher roves around asking
probing questions to support and clarify students’ thinking.
 Ask each group to review and clarify their headings where needed.
 Invite each group to view and give feedback on other groups’ work.
 Secure the sticky notes and headings with sticky tape, labelling each affinity diagram by its title:
How will we work and learn together? How will we socialise? How will we interact with others?
© 2014 Commonwealth of Australia through the Department of Education, unless otherwise indicated. The header and dotted-line
images may be viewed only. All other materials may be used, reproduced, and communicated (but not communicated on a public
website) for non-commercial educational purposes until 15 March 2018, provided all copyright notices and acknowledgements are
retained.
4
Session 3
Draft the class protocols
 Briefly review the process to date, which has been informed by the school purpose, vision and
values.

Selecting one of the three affinity diagrams, lead the class in a discussion about the big ideas that
have emerged from this process.

Read aloud, or ask a student to read aloud, the generative question on the poster, before inviting
students to compose one statement for each of the big ideas. For example: using the big ideas on
this affinity diagram, make a statement about 'how we work and learn together in this class.'

Record the first statement on a whiteboard, so that everyone can see it. Invite the class to
consider the statement in terms of the following the questions:
o Does this statement reflect the ideas and big ideas on the affinity diagram?
o Does it reflect our school vision and values?

If the majority of students agree, then the statement is 'ticked' (or endorsed). It becomes the first
protocol in the code of conduct.
This process is repeated until each of the big ideas on the affinity diagram is articulated and
endorsed in a statement.
Then invite students to read aloud the protocols for 'how we will work and learn together.'



Repeat these steps to establish protocols for the other two affinity diagrams about socialising and
interacting with others.

Explain that all of the protocols together form the new class code of conduct.
Interim task
Invite a representative from each of the three groups to form a publishing group to proofread and
publish the class protocols. The group will propose how these protocols could be launched and
nominate people, other than class members, who have vested interests in the code of conduct (eg,
parents, subject teachers, school leaders).
Launch and official endorsement of the code of conduct

Have students explain the protocols to parents, other teachers and school leaders.

Distribute copies of the code of conduct to all students, inviting them to sign off on the protocols,
before this is displayed in the classroom.
© 2014 Commonwealth of Australia through the Department of Education, unless otherwise indicated. The header and dotted-line
images may be viewed only. All other materials may be used, reproduced, and communicated (but not communicated on a public
website) for non-commercial educational purposes until 15 March 2018, provided all copyright notices and acknowledgements are
retained.
5
Facilitator notes

This activity could form a useful part of the year-to-year transition programme and/or inquiry,
students working with their new teacher and new classmates to establish a safe, supportive and
respectful learning environment.

A class code of conduct reflects not only the school's vision and values, but also key school
policies such as the student code of conduct. Depending on the year level, consider referring to
relevant whole school policies either as a springboard into this activity or at the conclusion in
order to evaluate/align the class code of conduct against school policies.

All students, regardless of their age and capacity, can participate in this activity. The mode of
delivery and level of support required may vary according to their developmental stage, as well as
the language modelled by teachers and the guiding questions they ask.

Links with the Australian Curriculum: general capabilities

Activity process: Critical and creative thinking; Ethical understanding

Activity context/content: Personal and social capability; Intercultural understanding
Resources
Queensland Health 2006, A toolbox for creating healthy places to learn, work and play: how to
develop and revise policy, www.health.qld.gov.au/healthyschools/toolbox.asp^
^ indicates resource may be subject to Copyright Agency fees under a Part VB copyright licence. Refer to Terms
of Use on the Safe Schools Hub website: www.safeschoolshub.edu.au/terms-of-use#links
© 2014 Commonwealth of Australia through the Department of Education, unless otherwise indicated. The header and dotted-line
images may be viewed only. All other materials may be used, reproduced, and communicated (but not communicated on a public
website) for non-commercial educational purposes until 15 March 2018, provided all copyright notices and acknowledgements are
retained.
6
Code of conduct: part 3 – establishing parent volunteer protocols
This activity guides school leaders and parent volunteers through a process of
establishing and documenting parent volunteer protocols to create a parent volunteer
code of conduct for working with and interacting with students, staff and other parents,
when engaged in activities such as new family buddies and classroom/programme
helpers.
Key message
School policies and procedures influence the decisions and the actions of individuals and groups
within the school community, so they affect the physical, social, emotional and spiritual wellbeing of
all members of the school community. Effective school policies and procedures are informed by
system-based policies, are relevant to the context and needs of the school community, and involve
all stakeholders in their creation. They are true to the school purpose and reflect the school values in
order to achieve the school vision.
Through the collaborative process of establishing (and eventually observing) a code of conduct for
working with and interacting with all members of the community, parent volunteers contribute to
developing and sustaining a safe, supportive, respectful and connected learning community.
Connections to the National Safe Schools Framework
Element 3: Policies and procedures
Element 2: A supportive and connected school culture
Audience
School leaders plan and facilitate meetings with parent volunteers.
Duration
Preparation: 2 hours
Meeting/s:


Establishing parent volunteer protocols – draft (1.5 hours)
Endorsing parent volunteer protocols (1.0 hours)
© 2014 Commonwealth of Australia through the Department of Education, unless otherwise indicated. The header and dotted-line
images may be viewed only. All other materials may be used, reproduced, and communicated (but not communicated on a public
website) for non-commercial educational purposes until 15 March 2018, provided all copyright notices and acknowledgements are
retained.
1
Purpose
This activity is the next strategic step in the process of establishing a safe, supportive, respectful and
connected school community. Informed by the school’s purpose, vision and values, parent
volunteers articulate behaviours and processes that will help them to individually and collectively
live the school values and achieve the vision. Specifically, they will create a code of conduct for how
they will work with and interact with students, staff and other parents.
Prerequisite
Parent volunteers need to be familiar with the school purpose, vision and values, either having
reviewed and endorsed the relevant documents or having participated in and contributed to the
school envisioning process. Additionally, they need to have an understanding of the particular role
for which they have volunteered (eg, new family buddies, classroom/programme helpers).
Activity steps
Preparation
Materials:
 a copy of each of the core documents (school purpose, vision and values)
 a copy of the essential question for the meeting (see below)
 several A4 posters of the school values
 sticky notes
 poster paper
 sticky tape
 sentence strips (paper strips approximately 10 cm x 80 cm)
 highlighter pens and markers
Meeting 1



Invite parent volunteers to sit at tables in their working teams (eg, classroom/programme
helpers, fundraising group, new family buddies).
Explain the purpose and process of the meeting.
Distribute materials to each table group.
Introduction: grounding the process in the school context
 Review the school purpose, vision and values, displaying the core documents so they are visible
to all parents.
 Introduce the essential question for the meeting: To fulfil our school purpose, to realise our vision
and to live our values, what must we do?
© 2014 Commonwealth of Australia through the Department of Education, unless otherwise indicated. The header and dotted-line
images may be viewed only. All other materials may be used, reproduced, and communicated (but not communicated on a public
website) for non-commercial educational purposes until 15 March 2018, provided all copyright notices and acknowledgements are
retained.
2

Explain that in the brainstorming/reflection period, parents will work independently and silently,
recording their ideas on sticky notes. Explain that:
o There is no limit to the number of ideas parents can contribute.
o They will write only one idea on each sticky note. They will phrase ideas in terms of what I/we
can do, as opposed to what I/we cannot do. (Ideally the ideas begin with a verb and express
observable behaviours. For example, ‘maintain student confidentiality when helping in the
classroom’ and ‘make an appointment with relevant staff if I am concerned about my child’s
wellbeing or learning’)
o If anyone runs out of sticky notes, they can ask for more.
Linking school vision and values to behaviours
 Pose questions such as: If this [school vision and values] is what we believe and value, then:
o What must I do in my role as [classroom helper]?
o What must I do to ensure that I/our team works effectively to achieve my/our roles and
responsibilities?
o In all interactions with staff, students and fellow parents, how must I behave?

Independent reflections: invite parents to work independently to reflect on, then respond to the
above questions, writing each of their ideas on a separate sticky note (5–10 minutes).

Pairs: parents each share their ideas with a colleague at their table:
o While one of the pair shares their ideas and explains their links with the core documents, the
other listens. When the speaker has finished, the listener may ask clarifying questions (5
minutes).
o The pair reverses roles (5 minutes).
o They then look for similarities, combining these ideas, and acknowledge any 'outlying' ideas.

Table groups: working as a table group, pairs share their combined ideas with the group,
explaining their links with the core documents.
o The group sorts and arranges all of the ideas on the poster paper, identifying the key ideas.
o They clarify and discuss any issues arising, for example, outlying ideas.
o As a group, they use the key ideas to compose statements that articulate behaviours
reflecting the core documents. They record these statements on sentence strips.

Whole group: display values posters on a wall.
o Invite each group to organise their statements according to the school values. A member
from each group attaches each statement under the appropriate values heading on one of
the posters.
o Invite parents to read and analyse all of the statements.
o Invite comments and questions about the statements.
o Combine similar statements and refine the language.
o Interim poll: read aloud each final statement and invite parents to indicate by a show of
hands whether they agree that the stated behaviour reflects the school purpose, vision and
values.
Interim task
 Display the statements, which are the draft parent volunteer protocols, in a central location in
order to allow the community to reflect on the protocols and, if necessary, post questions or
comments.

Consider attaching the draft protocols to the school newsletter, inviting all parents to read them
and give feedback.
© 2014 Commonwealth of Australia through the Department of Education, unless otherwise indicated. The header and dotted-line
images may be viewed only. All other materials may be used, reproduced, and communicated (but not communicated on a public
website) for non-commercial educational purposes until 15 March 2018, provided all copyright notices and acknowledgements are
retained.
3
Meeting 2


School leaders facilitate a discussion with parent volunteers of the draft protocols, after which
they are modified as required.
Invite parents to endorse the protocols as the parent volunteer code of conduct.
Publication
Publish the parent volunteer code of conduct in the school newsletter and on the school website.
Facilitator notes
Depending on the school context:

Parent representatives can jointly facilitate this process with school leaders.
 The process can be modified to accommodate the culturally and linguistically diverse needs of
the community.
Volunteer groups can modify this process to negotiate more specific protocols related to their roles
and responsibilities. These could be attached as an addendum to the general protocols.
Resources
Queensland Health 2006, A toolbox for creating healthy places to learn, work and play: how to
develop and revise policy, www.health.qld.gov.au/healthyschools/toolbox.asp^
^ indicates resource may be subject to Copyright Agency fees under a Part VB copyright licence. Refer to Terms
of Use on the Safe Schools Hub website: www.safeschoolshub.edu.au/terms-of-use#links
© 2014 Commonwealth of Australia through the Department of Education, unless otherwise indicated. The header and dotted-line
images may be viewed only. All other materials may be used, reproduced, and communicated (but not communicated on a public
website) for non-commercial educational purposes until 15 March 2018, provided all copyright notices and acknowledgements are
retained.
4