The South Dunedin Well-being Cluster Collaboration, community, growth - a world-first collaboration...
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The South Dunedin Well-being Cluster Collaboration, community, growth - a world-first collaboration on Pos Ed Dr Denise Quinlan The Cluster Principals:
The South Dunedin Well-being Cluster Collaboration, community,
growth - a world-first collaboration on Pos Ed Dr Denise Quinlan
The Cluster Principals: Ros McQuillan-Mains, Gary Tenbeth, Debbie
Smith, Whetu Cormick, Margaret Hillerby, Stephen Hopkins, Jan
Taylor and Bronwyn Maze (RTLB).
Slide 2
A shared commitment to student and staff well-being 2007-2009:
Circle Time 2009-2015: Positive Education
Slide 3
Key elements in the Cluster story Social and emotional literacy
through CT helped PP grow Shared Values - childrens well-being
long-term An Appreciative Approach - the right tools for the job
Connection and relationships - modelled at each level
Collaboration, support and autonomy - schools, teachers, students
Valuing teacher as well as student well-being Organic growth -
planning, observing, changing
Slide 4
The Cluster - fertile ground for positive psychology Using
Circle Time in class Students and teachers comfortable discussing
feelings and finding own solutions to conflict Playground
initiatives
Slide 5
Children are not problems to be solved but mysteries to be
understood Shared commitment to childrens emotional well-being and
resilience Respect and empathy for children Everyone has strengths
Willingness to share and reflect on their own practice Open to new
information and new people Kindness is essential Mistakes are OK We
can all be flexible in our thinking
Slide 6
Appreciative Inquiry - the right tool for the job Identify best
of CT learning and future focus Evaluate and apply learning from
Melbourne visit 2009 Identify where each school wanted to implement
Pos Ed Creating staffroom or syndicate charters - building positive
behaviour Identify how each school could support strengths most
strongly associated with well-being Staff and student-led strengths
assemblies Schools practices inconsistent with Pos Ed were
changed
Slide 7
Relationships and collaboration Collaboration supported
leadership development. Cross and within school relationships and
support at each level. Processes and systems had to support
relationships and collaboration.
Slide 8
Shared learning, unique school pathways Shared training for all
staff and Lead Teachers Close collaboration and feedback Respect
for unique contexts
Slide 9
Teachers were co-creators of Pos Ed Teachers learned about Pos
Ed - gatekeepers for students Teachers chose to implement it in
their schools and classrooms [with some exceptions] Staffroom
behaviours and charters to support well-being and positive
behaviour Lead teachers trained staff and led implementation
Slide 10
Key developments Visit to Melbourne schools 2009 Pos Ed
launched for all staff 2010 AI plan of individual school pathways
Focus on strengths of relationship & WB Strengths in others -
storytelling 2011: positive self, positive relationships, positive
community Awesome Us - recognising strengths in self and each other
- proven effects Discipline as relationship management
Slide 11
Evolving Clear on mission, flexible on practices Guiding
principles end 2010 Incorporated different learning and practices:
Strengths assemblies - teachers as people Linked strengths to
school values Strengths in storytelling Strengths spotting Art of
Possibility (B Zander)
Slide 12
Highlights Children having a voice to express feelings and
problem solve Teachers coming closer together and having PD on
their well-being Students learning to spot strengths in stories,
each other, and outside school
Slide 13
Students creating me at my best collages and posters of their
strengths and where they use them most.
Slide 14
Highlights Improved oral language through storytelling Students
describing how their strength looked at assemblies using video,
interview, charts Seeing children own their strengths and accept
each other more.
Slide 15
Slide 16
Effects of Positive Education in the Cluster Neighbours
commenting on the happier playground The tone of the school is
different because of Circle Time and Pos Ed. A positive, inclusive
culture within the school which is owned by everyone and is
everybody's responsibility. Senior students taking more leadership
in the school Older students modelling positive behaviour for the
younger - and also learning from the younger ones. At assembly we
talk, we close our eyes, we encourage and we praise - all to enable
children to recognise and to bring their strengths alive. Teacher
self-awareness and knowledge of personal strengths - for use and
development.