The whole school approach and pastoral care

Transcription

1 The whole school approach and pastoral care

2 Acknowledgement of Country We would like to acknowledge the traditional custodians of this land and pay our respects to the Elders past, present and future for they hold the memories, the traditions, the culture and hopes of Indigenous Australia.

3 Outline for this morning What is a whole school approach MindMatters how it relates to pastoral care and the conference The Whole School Approach The Whole Student Approach Staff the whole staff member approach?

4 Would it be alright if If you talked to someone else? If you talked about the occasional personal aspect but you can select what and how and if you do that Looked at applying some of this to your school? Did some quiet thinking on what it means? Enjoy yourself? If not Can you manage that and not have too much of an impact on others?

5 Obvious isn t it? The Whole School A simple concept as well as obvious its just everyone! Its a matter of concentrating and focusing on what we want to do! It s a matter of just telling people this is what we do! We ve already got it the two last years we worked on this! I know when we ve got it I can feel it

6 What is your concept of the whole school approach for your school? Turn to the left?

7 Whole school approach and pastoral care If you were able over time to get the commitment you need, to coordinate at a deep level school learning, systems & activities in a way that reinforced the connection and caring for young people what would the school be like?

8 MindMatters-background Over 250,000 people at professional development from 2000 to 2010 High transference by MindMatters Professional Development approach educational focus, empathic, interactive, two days Other research connection important, SEL and academic results not mutually exclusive MM Evaluation indicated positive changes in feelings of connection to school for students are possible Staff Matters, Youth Empowerment and Community matters approaches are also able to have a positive impact We can have classroom level changes in increased understanding and intention to seek help in a short time The whole school approach sustains this School leadership emerges as critical

9 Adapted from WHO, 1994

10 A random snap shot national survey found 71% of high schools used MindMatters 19% as a whole school organiser 29% did not use Source ACER National Survey of Health and Well being Promotion Policies and Practices 2005 MindMatters introduction

11 Prevention Research Protective Factors School Connectedness Social Emotional Learning Resilience

12 School Connectedness Students who are connected to school feel: Close to people at school A part of the school Happy to be at their school Teachers treat students fairly Safe at school

13 School Connectedness School connectedness protects against: smoking, alcohol use, drug use, violent behavior, becoming pregnant, experiencing emotional distress Protective factor for academic achievement

14 Change in SAT-9 (NPR) Safety at School and Annual Changes in Test Scores Reading Language Mathematics Percent reporting feeling safe or very safe at school Source: California Healthy Kids Survey & STAR data files.

15 Change in SAT-9 (NPR) Sadness/Hopelessness and Annual Changes in Test Scores Reading Language Mathematics Percent reporting sadness/hopelessness (12 month) Source: California Healthy Kids Survey & STAR data files.

16 Social Emotional Learning Model Create Supportive Learning Environments Safe Well Managed Caring Participatory Build Individual Competency Self awareness Social awareness Self-management Relationship skills Responsible decision making Greater Attachment to School Less Risky Behavior And Positive Development Better Academic Performance and Success in School and Life

17 The Relationship of Health Risks, Protective Factors and Academic Progress Test score gains were larger in schools when: Higher levels of: Physical activity, healthy eating, caring relationships, high expectations, participation in activities Low or infrequent: Substance use, Drug availability at school, Theft, vandalism, and weapon possession CA Healthy Kids Factsheet 3. Hanson,T. & Austin, G., 2003 Are Students Health Risks and Low resilience Assets an Impediment to the Academic Progress of Schools?

18 School Connectedness Linked with Academic Achievement High school students score higher on state achievement tests when they felt a high degree of connectedness to school. Connectedness measured by: Caring school relationships High expectations Opportunities for meaningful participation

19 Evaluation of Social Emotional Learning Programs Decreased rates of absenteeism and drop-out. Improved academic performance Reduced school misbehaviour Wilson, 2001 Osterman, 2000 Zins, 2003

20 A new landscape for schools and MindMatters - have we missed anything? MH higher profile, more information in the education community, Range of Health Promotion products often competing for time Pressures on the time within schools to undertake pastoral care, spend time with young people Pressure on Social and Emotional Learning skills, frameworks, other new objectives compete Data requirements/disclosure for schools are expanding Academic success and social skills dichotomy Professional Development access is limited for schools and school personnel Students with high needs are part of the every day experience for most teachers and schools Students left out of the equation Staff Mental Health is emerging as a considerable objective on two levels as an aim in itself & as an investment Leadership and their mental health also critical emerging factor

21 Our project responses for schools Provide a long term process with data gathering Build theoretical framework for a Whole School approach or work within other frameworks Include teaching and learning methodology and specifically link to Mental Health outcomes Build reference to academic and social skill connection Map and make links for schools with other major projects/aims Accreditation of a range of professional development Partnerships including our proposed with headspace Use the lens of a whole student approach Ramp up staff and leadership health and well being Encourage schools to use data they have in planning for future

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23 Find out what students are good at outside Focus on school relationship building Map where SEL fits across the school Allow time for camps, music, sport Exec l/ship involved in Pastoral Care Report on more than academics Share student strengths Pastoral care is written into one executive leader's role description Staff PD session on 'impact of adults as role models' or 'classroom communication - how research informs practice' Learn about & integrate cultural backgrounds of students Know where to refer students Involve students in decisions about transition 31

24 Strengths and possibilites Turn to the rightall groups - take one action area 1. What are strengths already in place within your school? 2.What are possibilities for strengthening this area? 32

25 The Relationship of Health Risks, Protective Factors and Academic Progress Schools with higher percentages of students who eat nutritiously and exercise, who are less engaged in risky behaviors such as substance abuse and violence, and who attend schools with high levels of caring relationships and high expectations exhibited greater gains in test scores than other schools. These relationships held for about 40 percent of the health risk and resilience measures that we examined, even after accounting for socioeconomic differences across schools. Hanson, T.L. and Austin, G., 2003.

26 Academic achievement has become the concern of health professionals Poor academic achievement found to relate to alienation and subsequent anti-social and health compromising behaviours Jessor 1991 Academic achievement has a positive effect on self esteem Students who succeed enjoy school generally and report high self esteem Students who do not succeed must be built up by other means plausible that this is giving attention to aspects that support their well being motivate them and increase their performance

27 Academic and general well being the relationship with coping Erica Frydenburg (Uni of Melbourne) and Ramon Lewis (La Trobe Uni) 2008 Review of 11 studies that focus on establishing the relationship General support for the notion that if successful coping is to be increased it is helpful to teach ways in which the use of the non-productive strategies can be decreased ( inference that the positive strategies can be increased)

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31 The original MindMatters Resource Kit Curriculum materials

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33 Planning backwards for whole school mental health and wellbeing 38

34 Building an ethos of evaluation & data analysis Having a school background or ethos of data gathering at every level to improve practice, means that school data gathering for mental health and wellbeing occurs within a more general framework and level of acceptance than in a school that has less experience. (MindMatters, Whole School Matters, draft 2008 p46) G 11

35 Surveying re-survey 3 re-survey 2 survey 1

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37 MindMatters Whole Student Approach 4

38 What would it be like to map your own strengths Relationships and connections Expectations Social emotional & spiritual Participation and contribution Workplace connection and engagement!

39 With your first partner? Share one strength or skill or aspect of you that is not called on in your current role? Personal reflection is it an important part of you how could you build it in or do it in another way?

40 The Health and well Being At Work Model

41 Teachers who experience relationship difficulties have more trouble with classroom management than empathic teachers who are skilled relationship builders, independent of their levels of classroom expertise (Cornelius White, 2007)

42 a syndrome characterized by an enduring sense of emotional exhaustion, frequent displays of depersonalizing behaviour towards clients, students or co-workers and a reduced sense of personal accomplishment BURN OUT (Maslach, Jackson, & Leiter, 1996)

43 Burn out Significant proportion of beginning teachers will suffer burn out within the first 8 months of teaching (Riley 2008) Attrition is a symptomatic response to burnout New stressors in the workplace may relate to school culture (Goddard & O Brien, 2005)

44 50 Percentage that have left the profession Attrition 40 Rates After Year 1 After Year 2 After Year 3 After Year 4 After Year 5 (Hunter Commission, 2003 cited in Riley, 2009)

45 Is your induction ongoing? Participated in ONGOING INDUCTION provided by 11.1% - Education Dept 55.3% Have not participated in any ongoing induction 32.1% School Based (AEU Beginning Teacher Survey, 2007) 1.4% Other provider

46 Depersonalisation Depersonalisation strategies used to rate their teaching as competent are concerning Teachers who come to school feeling good about themselves are more likely to believe they are doing a good job in the classroom Questions about whether teachers feel good about themselves needs to tap empathy with others (Riley 2008)

47 Transitions how do you do it? Transition and the third space Home to work Work to home Office/Classroom to Staff Room

48 Dealing with your day The Daily Staff Matters Journal maintain a consistent series of health and wellbeing entries over time look at patterns of your thinking Use the questions as a basis for a minimum of fortnight (a month would be excellent) Stress management, reflective practice is a characteristic of coping

49 Using the website Daily Journal 1. What were the most important emotions from today? 2. What were your aims of today? 3. What did you expect would happen today? 4. What areas did you succeed in? 5. What would you do differently? 6. What did you learn about yourself? 7. What did you learn about others? 8. What information/learning/contacts could be useful after today? 9. What are the 3 most important actions that need to be undertaken as a result of today? 10.What surprised you about today? 11. What were the three best things about today? 12. What are 3 ways you took care of yourself today?

50 The review aspect of a journal Questions at the end of your journal time could be: 1. What emotion and thought patterns emerge? 2. What do you notice about your use of positive and negative language? 3. Was there a development over the time you kept the journal? What might this mean?

51 Leadership and health and well being Crucial Commitment what does it look like professional aspects Dispersed leadership Core groups, SM, YEP and CM- from the centre, leaderful Sustainable processes and renewal Continuity or handover

52 Leadership commitment the personal aspect our last reflection So how do I want my staff and my students and school community to be in terms of mental health and well being Sounds like, feels like, looks like, thinks like? So what do I have to be in this? What do I project in terms of mental health and well being?

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54 Pastoral care is part of the whole school approach Pastoral care has status Pastoral care is connected to the academic/educational agenda of the school Pastoral care is with all staff Pastoral care builds over a range of ways, times and applications to provide the safety net Pastoral care is communicated through staff relations

55 Good programs selecting them? Who and how Evidence base Fit with your student group Cost to your school the real cost Sustainability and ability to run Educational value Student feedback One person, one group Age group, background demographic Ongoing effort Materials cost Timetabling Skill base needed Sound education interactive, easily carried in curriculum Student involvement

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57 Soon to be in partnership with