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Leadership for Wellbeing
RTU Conference 28th April 2015
SHAUNA CATHCART
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Promoting EHWB in schoolWhat is involved?
What promotes EHWB in schools?
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A four-part model for promoting EHWB in schools
A structured & progressive explicit curriculum to
teach the skills of social and emotional learning
(SEL)
Reinforcing the SEL skills across the
curriculum
A Positive Ethos – Relationships, Language
& Environment
Staff EHWB and Role-modelling
Social and Emotional Learning (SEL)
A set of skills
Skills such as managing our feelings, being able to
deal with conflict, be assertive, set and achieve goals etc.
contribute to our emotional health and well-being.
Important Complementary Elements
Emotional health and well-being (EHWB)
A state
…of acceptance of ourselves and our circumstances, which pertains
even when we are faced with challenges in life.
The skills of SEL (as well as our environment) contribute
to our EHWB.
How do EHWB and SEL link to other Educational agendas?
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WE CAN MAKE A DIFFERENCE
What promotes EHWB in schools?
A whole-school approach to helping children achieve EHWB, including the ability to develop the social, emotional and behavioural skills that underpin
• effective learning• positive behaviour • good relationships • employability• success in its broadest sense.
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A four-part model for promoting EHWB in schools
A structured & progressive explicit curriculum to teach the skills of social
and emotional learning (SEL)
Reinforcing the SEL skills across the curriculum
A Positive Ethos – Relationships, Language &
Environment
Staff EHWB and Role-modelling
The iceberg model
Explicit Programme for pupil skills and curriculum reinforcement
Teacher skills (and ability to act as role models)
ETHOS
Element 1: A positive ethos
Key characteristics of a Positive Ethos
- Relationships- Language- Environment
Physical Social Emotional
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A structured & progressive explicit curriculum to teach the skills of social
and emotional learning (SEL)
Reinforcing the SEL skills across the curriculum
A Positive Ethos – Relationships, Language &
Environment Staff EHWB and Role-modelling
The importance of ethos
They will forget what you saidThey will forget what you did
But they will never forget the way that you made them feel
(Maya Angelou)
Ethos and learning it is difficult to: • Pay careful attention • Focus and concentrate • Generate creative ideas • Work well in a group • Be motivated • Overcome difficulties • Take a risk • Keep going, despite frustration • Bounce back after a setback • Remember learning
If we are feeling
• Cross • Frustrated • Scared • Anxious • Stressed • Embarrassed • Pre-occupied
or if we do not feel emotionally safe…
Of all the keys to effective learning that research throws up, it is the ‘state’ that we are in when we learn which comes through time and time again as the single most
important factor in the learning process.
Working memory is disrupted by ‘neural static’. It has a finite capacity and if concerned with processing strong emotions, it cannot be
freed up to deal with other cognitive information.
Ideal states for learning…
The Key Elements of building a positive school ethos
A Positive Ethos
Relationships
Language
Environment
Element 1: A Positive Ethos
Relationships
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People don’t care how much you know until they
know how much you care…John C. Maxwell
A Positive Ethos
Relationships, Language & Environment
The quality of teacher-student relationship has been shown to be one of the most significant factors influencing student-learning outcomes(Cornelius-White (2007),Hatie (2009),Rowe (2001)
The importance of relationships (feelings of belonging, connection and being valued)
The quality of teacher-student relationship has been shown to be one of
the most significant factors influencing student-learning
outcomes (Cornelius-White(2007;Hatie
2009;Rowe 2001)
Language
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A Positive Ethos Relationships,
Language & Environment
Element 1: A Positive Ethos
A warm smile is the universal language of kindness William A. Ward
Words can heal or hurt, and it only takes a few seconds to prove this neurological fact’ Newberg & Waldman (2102)
ETHOS Element 2: Language
What is the impact of ethos?- Language
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Three tools to ensure the language we use
contributes to a positive ethos
A Positive Ethos
Relationships
Language
Environment
THREE things we can do differently
John Smyth you are just so unbelievably rude.
Don’t you dare do that again in my class
1. Relate correction or criticism to the behaviour, not the person
2. Use I-messages (‘magic messages’)
3. Use positive phrasing instead of negative
Element 3: Environment
What is the impact of ethos?- Environment
© RTU and Barnardos 18
A Positive Ethos
Relationships
Language
Environment
Physical Social Emotional
There is no such thing as a neutral
‘Everybody and everything around the school adds or subtracts from, the process of being a beneficial presence in the lives of human beings, personally and
professionally’ (Fundamentals of Invitational Education Purkey & Novak 2008)
Element 3: Environment
Environment
Physical
Social
Emotional
The Physical Environment • Welcoming notices • Displays celebrating
individuals, encouraging a sense of belonging
• Safe places in playground• Buddy stops • Making-up corners• Playground games and
equipment
Environment
Physical
Social
Emotional
The Social Environment • Quality of relationships• Explicit activities to help
pupils to get to know and trust each other (E.g. clubs, group activities)
• Celebration of pro-social behaviours and attitudes
• Whole-school events (assemblies) and fostering of class/ school as a community
Environment
Physical
Social
Emotional
The Emotional Environment
The three key areas:
Need to be safe
Need to belong
Need to feel valued
Environment
Physical
Social
Emotional
Element 2: Staff modelling
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The way (children) are treated and the examples they are set by their peers and by adults (are) almost certainly the strongest influences on how they will treat others, their environment, and develop respect for themselves. Sir Jim Rose, CBEA structured &
progressive explicit curriculum to teach the skills of social
and emotional learning (SEL)
Reinforcing the SEL skills across the curriculum
A Positive Ethos – Relationships, Language &
Environment
Staff EHWB and Role-modelling
Do we ‘walk the talk’?
What we teach students… Don’t let your anger control you! Know your triggers Recognise the signs that you are
getting angry Calm yourself down Don’t escalate the situation by
raising your voice, standing too close, using aggressive body language, interrupting, refusing to listen…
Do not worry that they do not seem to listen to a word you say, worry that they are watching everything you do!
If you are not modelling what you teach, you are teaching something else!
DVD Teacher losing It
Our own EHWB matters!
• Achievement of pupils linked to staff EHWB
• The importance of promoting pupil EHWB. Can we do it if our own EHWB is not good?
How is is your own EHWB right now?
Individual ExerciseHow stressed out are you?
Plot yourself on a scale of 1-10
1 =Calm & relaxed
10 =Stressed-out
What impacts on our stress levels in school ?
A major impact on the EHWB of staff in our schools
Staff EHWB directly impacts upon pupil EHWMB
Stress
Why it matters. The effect of Stress on performance
• Extreme stress inhibits performance as stress chemical paralyses areas of learning and cortical processing slows down.
• Mild to moderate amounts stimulate more brain activity and the production of more connections in areas of learning.
What impacts on our stress levels in school?
There are factors at three levels that impact on stress levels within schools. These are: • LEVEL 1: Leadership and
management styles • LEVEL 2: The extent to which the
community culture supports us in feeling safe , valued, and connected (that we belong).
• LEVEL 3: Our personal work-life balance and actions we take to promote our own EHWB
LEADERSHIP & MANAGEMENT
• Managing workload and resources• Dealing with work problems• Planning and organising• Empowerment• Participative approach• Development• Accessible/visible• Health & safety• Feedback• Managing conflict• Expressing & managing emotions• Acting with Integrity• Friendly style• Communication• Taking responsibility• Knowledge of job• Empathy• Seeking advice HSE Management competency framework
The Law Of Initiative Fatigue
‘The latest priority diminishes the time, resources and emotional energy that are devoted to the previous priorities’ Douglas B. Reeves (2011:pg 6)
‘When everything important, then nothing is important’ Douglas B. Reeves (2011:pg 36)
Level 2: Community Culture
How can we as a school community promote• Feelings of emotional
security and safety? • A sense of belonging? • A sense of being cared for
and valued by others?
Level 2: Community Culture: Case study
• ½ Day INSET on staff EHWB
• Training in conflict management
• A staff room to relax in…
• Staff meetings start with refreshments, a minute to prepare, a check-in and end with a compliment.
• Feelings check in
• Shared lunches
• Birthday treats
• Buddy system
• Staff car valeting
• Ironing service
• Indian head-massage!
• Team-building opportunities (SEL activities for staff!)
Level 3: Personal work life balance/What we can do for ourselves
What can we do?
• We need to recognise when we are becoming stressed. Don’t leave it too late!
• Identify the sources of our stress-. • Take stock and make changes to our lives –e.g. use the
‘wheel of life’ • Learn from research on happiness!• Get help
Are you getting the changes you want?
If you regularly rest your mind upon worries, self-criticism and anger then your brain will gradually take the shape-will develop neural structures and dynamics of –anxiety,- low sense of worth ,and prickly reactivity to others.On the other hand ,- if you regularly rest your mind upon,- for example,- noticing you’re all right,- right now,- seeing the good in yourself,- and letting go …….. then your bran will gradually take the shape of calm strength,- self-confidence,- and inner peace (pg 3) Rick Hanson- ‘Just ONE thing’
The Wheel of Life
Ask yourself
What do I want?
What am I not paying attention to in my life right now?
What is the easiest first step I can take in the direction I want?
Making changes: Using the ‘wheel of life’
• Build in ‘me time’ to your busy schedule
• Seek and build a ‘support team’
• Practice mindfulness • Reframe negative thinking• Keep a ‘gratitude journal’• Seek support
What does research on happiness tell us about minimising stress?
What does research on happiness tell us about minimising stress?
Reframe your negative thoughts (your internal commentary)
Are your thoughts stopping you in your tracks?
Get going again!
Reframe those negative thoughts!
I CAN’T do this
I am NOT good enough
I CAN’T cope
This job is TOO MUCH for me
Everyone else is BETTER THAN ME
I CAN do this
I am GOOD ENOUGH
I am doing the best I can
I am STRONG and I can deal with
this
This too will pass.
I am CALM and RELAXED
RESILIENCE IN CHALLENGING TIMES
• Challenges
• Resources
PREPARING SCHOOL PRINCIPALS TO BE EFFECTIVE LEADERSEducation and Training Inspectorate
Recommendations arising from the review
R3 The need to investigate the implications of introducing the principles of review and renewal of leadership.
Serving Principals are clear that once appointed, their need for support while in post and their need for career development continue unabated. One they are trained and appointed, while evidently satisfying the standards, they require continuous professional development, including the need for continued mentoring, coaching and counselling.
Seek Out Support
• Coaching
• Counselling
• Clustering
• Mentoring
ELEMENT 3: An explicit curriculum to teach the skills of social and emotional learning (SEL)
• The evidence demonstrates that the skills of SEL will not be simply ‘caught’. They need to be explicitly taught through a structured and progressive curriculum
• What are the key areas of social and emotional learning? One model:
– Self awareness and self-valuing – Managing our feelings– Motivation– Empathy – Social skills (within each area , there are a number of sub-skills)
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A structured & progressive explicit curriculum to teach the skills of social
and emotional learning (SEL)
Reinforcing the SEL skills across the curriculum
A Positive Ethos – Relationships, Language &
Environment
Staff EHWB and Role-modelling
Some of the SEL Programmes Available
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Element 4: Reinforcement
Isn’t it enough to just teach the skills?
If you are wearing a watch, take it off and place it on the other wrist…..
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A structured & progressive explicit curriculum to teach the skills of social
and emotional learning (SEL)
Reinforcing the SEL skills across the curriculum
A Positive Ethos – Relationships, Language &
Environment
Staff EHWB and Role-modelling
What Does an EHWB/SEL promoting school look?
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Thank You
