We revisited the Positive Education Strategy
Lessons we have learned- in groups, report back, add
In teams reflect on last few years of Pos Ed
Supports? Hinders?
What’s worked well? For whom? How do you know?
What’s not been effective or had any impact? What may be sitting behind that?
…………………………..10 years………………………………..
Many programmes came and went in schools
Off the shelf packages were purchased and dumped on teachers
Then increased attention to PLD and importance of teacher wellbeing
Building capacity and sharing decision making
Research into all areas of school life- english literature, sports coaching,pastoral care etc
Now more aware of the influence of the wider environment- policies, systems, processes, recruitment and review processes,assessment schedules and processes, communication with whānau
Now prefer to call is whole-school wellbeing
Mindfulness training and practice for self regulation etc predates positive psychology
Now greater call for cultural responsiveness, getting away from one size fits all
Mathew White
“ One of the biggest challenges in the implementation of positive education over the last decade is an over reliance on science and an under reliance on educational philosophy. Many people equate activity with impact. They haven’t engaged with the big questions around professional practice and the implications of pedagogy.”
Lea Waters SEARCH online course ?
Alignment between governance, leadership and management critical
Alignment of vision and measurable goals
Collective teacher efficacy- critical self reflection
Integration of student voice
Collective mission
GGS
Lesson 1: Measure Purposefully
Collect baseline and ongoing data
Be responsive to changes in the environment
Evaluation strategy- efficient collaton and analysis
Although complex effective data helps a school be more refined and targeted with it’s wellbeing strategy
Lesson 2: Do PosEd with the students not too them
Embrace the wisdom, voice and perspectives of the students
Include them in design and implementation
Student contributions to newsletters, assemblies, parent workshops etc
Lesson 3: Less is more
Pos Ed needs time and space...what needs to go so that it can have this space?
Don’t overdo any one part
Lesson 4:
The teacher matters a lot
Refined pedagogy, strong relationships and authenticity
Lesson 5: Often, parents matter even more
Communicate effectively to build this partnership around wellbeing
Lesson 6: The importance of language
Aspects can be misunderstood and dismissed as a happyology
Lesson 7:Interventions are never permanent
Some get embedded i.e. WWW Some have a limited time ie Gratitude wall in staffroom
Lesson 8: Wellbeing is taught and caught- Pos Ed is not a curriculum
Lesson 9: Pos Ed must be tailored to fit each school and each student
Strategies need to be flexible enough to be adapted as required. It’s not a one size fits all approach
Lesson 10: Beekeepers just don’t make honey
Surrounding crops get pollinated- positively or negatively depending on the teacher
Sue Roffey
A vision for the whole child
A strengths based approach
Solution focussed approach
Emphasis on relationships across the school
Toni Noble and Helen McGrath
Bounceback
School based factors
Student wellbeing a top school priority that underpins academic learning
High level leadership support,professional learning, whole school,role modelling, communication with families,integration where appropriate
Flexible and adaptable, measured
What are you thinking now?
What are the 3 messages that jumped out for you?
Discuss in teams….
What do you keep doing? Start doing? Stop doing?
Pos Ed team to monitor this……...
