About this resource
Relief days go better with good information. This template records the class routines, students with additional needs and adjustments, health and medical plans, behaviour supports, the timetable and key contacts, with care for privacy.
Purpose
To help relief teachers maintain consistency and support all students.
Who it is for
Primary profession: Educators and school support staff. Also relevant for positive behaviour support practitioners.
Client or participant group: Classroom teachers and relief teachers.
Practice setting: Primary and secondary schools.
Suggested uses
- Planned and unplanned absences
- Supporting students with additional needs
- School-wide relief folders
- Graduate teacher support
Instructions for practitioners
- Keep information current.
- Share only what relief teachers need to know.
- Store securely.
- Include positive strategies, not only warnings.
Accessibility considerations
Editable HTML source available for adaptation.
Scope and limitations
A template. Follow school privacy policies.
Research basis
Clear expectations, explicit teaching of routines and frequent positive feedback are evidence-based classroom practices; adjustments for students with disability are required under the Disability Standards for Education.
- Australian Government. Disability Standards for Education 2005. https://www.education.gov.au/disability-standards-education-2005
- Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351–380. https://doi.org/10.1353/etc.0.0007
What is included
A 2-page printable A4 PDF, including a practitioner notes page with the research basis (version 1.0).
Originality
Original Practitioner Plus content: wording, activity structure, layout and icons were created for this resource. No third-party worksheets, illustrations or text were reproduced.
