Friendly schools plus 16pp sample booklet a4 covers v1 small for e copy[1]

Friendly Schools PLUS 3

Sample Booklet

sample booklet

Contact STEPS Professional Development to find out how you can access the Friendly Schools PLUS resources and professional learning opportunities. w: www.stepspd.com / t: 08 9373 2200 / e: [email protected]

Overview of the ResourceThe Child Health Promotion Research Centre (CHPRC) and STEPS Professional Development are proud to offer Friendly Schools PLUS the new, evidence-based resource for primary and secondary schools designed to build social skills and significantly reduce bullying in school communities.

Friendly Schools PLUS draws on 12 years of extensive and rigorous research into best practice, and now includes evidence from four more major research studies, including ways to address cyber bullying, conducted by the CHPRC. The resource comprises over 75% new material than the original Friendly Schools Resource, presented in a blended online and print environment.

The program provides schools with the strategies and resources to achieve the vision and all nine elements of the newly-revised National Safe Schools Framework. The Friendly Schools PLUS program links directly to the General Capabilities outlined in the Australian Curriculum under personal and social capability. It is also based on 11 major research projects conducted since 1999 involving more than 27,000 Australian school-age students from pre-primary to Year 10 (see figure below). This research has focused critically on understanding student bullying behaviour and seeking locally relevant and practical outcomes while informing national and international policy and practices. It is recognised nationally and internationally as a successful whole-school evidence-based bullying prevention program.

11 Major

Studies

Successfulbullying practiceresource

FriendlySchools

study

FriendlySchoolsFriendly Families

Supportive Schools

study

Solid KidsSolid Schools

study

Solid KidsSolid Schoolsdissemination

StrongSchools

Safe Kids

KIT+Approachable

Teacherstudy

Children’sAggressionPrevention

study

CovertBullying

Prevalencestudy

CyberFriendlySchools

study

4 © CHPRC ECU 2012

Sample Booklet


A Whole-School ProcessFriendly Schools PLUS offers one of the most effective means to reduce bullying among young people. The resource is based on a whole-school approach to enhance students’ social and emotional understandings and competencies, in developmentally appropriate ways throughout their schooling. A range of tools and materials are provided to help schools to effectively implement the seven steps of the Friendly Schools Whole-School Process.

1Survey students, parents, teachers

6Implement teaching

and learning activities

7Review changes in

practices, processes and student outcomes

2Assess whole-school

practices

4Build collective

capability

3Plan priorities

using data5Use whole-school toolkits to respond

to priorities

Whole-SchoolProcess


Sample Booklet

sample booklet


RESOURCES TO SUPPORT A WHOLE-SCHOOL PROCESS

‘Survey the Scene’ – Surveys• Three reliable self-administered, online, surveys for students, staff and parents help determine

students’ understandings, attitudes, competencies and behaviour.

• Provide aggregated electronic school level reports to help guide informed decision making.

‘Map the Gap’ – Screening Tool• Identify what your school is doing well and areas for action to enhance social skills across the whole-

school.

• Provides a school profile based on staff data-identifying whole-school strengths and challenge areas.

‘Plan to Act’ – Planning Tool• Determine if whole-school strategies currently used in your school meet the identified needs of the

students, staff and parents.

• Set priorities – What’s working well, what can be improved, what’s missing?

• Record short and long term priorities, actions, timelines and monitoring methods.

Powerful Professional Development• Build your own capacity to sustain successful implementation across the whole school by training

Friendly Schools PLUS Facilitators and/or Lead Teachers

• Provide practical and powerful professional learning for all school staff.

Get Informed – Evidence for Practice Text• Access the tools needed to help your school to implement, maximise and sustain effective social skill

building and bullying prevention strategies.

‘Walk the Talk’ – Teacher Resource BooksProvide all teachers with age appropriate Teacher Resource Books full of practical learning activities and ideas to use in the classroom to improve students’ social and emotional skills.

Organised into the five key areas of the social and emotional learning model.

• Key Area 1: Self-Awareness

• Key Area 2: Self-Management

• Key Area 3: Social Awareness

• Key Area 4: Relationship Skills

• Key Area 5: Social Decision-Making

‘Review the News’Use the Online Surveys, Screening Tool and Planning Toolkits to effectively monitor, review and evaluate practices, process and student outcomes and the impact of the change across the school.

6 © CHPRC ECU 2012

Sample Booklet


Sample pages‘Survey the Scene’ – Online Surveys

‘Map the Gap’ – Screening Tool

Teacher SurveyPlease indicate how much you agree or disagree with each of the following statements. (please circle one number for each statement) I feel I have the skills to: Strongly

agree AgreeNeither

agree nor disagree

Disagree Strongly disagreea discuss bullying with students 1 2 3 4 5b discuss safe and appropriate technology use with students 1 2 3 4 5c discuss bullying with parents

1 2 3 4 5d manage bullying incidents1 2 3 4 5e manage cyberbullying incidents 1 2 3 4 5f encourage students to help someone who is being bullied 1 2 3 4 5g address bullying within the curriculum 1 2 3 4 5h identify students who are being bullied

1 2 3 4 5i identify students who engage in bullying1 2 3 4 5j support whole school activities to reduce bullying 1 2 3 4 5

a

b

c

d

e

f encourage students to help someone who is being bullied

g address bullying within the curriculum

h identify students who are being bullied

i identify students who engage in bullying

j support whole school activities to reduce bullying

Student Survey

Last term, how often were

you bullied by another

student from your school

in the following ways?

This

did not

happen

to me

Once or

twice Every few

weeks

About

once a

week

Several

times a

week or

more

a I was TEASED in nasty ways 1 2 3 4 5

bSECRETS were told about me to

others to hurt me

1 2 3 4 5

cI was hurt by someone trying to

BREAK UP A FRIENDSHIP1 2 3 4 5

dI was MADE TO FEEL AFRAID by what

someone said he/she would do to me1 2 3 4 5

e

I was deliberately HURT PHYSICALLY

by someone and/or by a group

GANGING UP on me

1 2 3 4 5

f I was CALLED NAMES in nasty ways 1 2 3 4 5

g

Someone told me he/she WOULDN’T

LIKE ME UNLESS I DID what he/she

said

1 2 3 4 5

hMy THINGS were deliberately

DAMAGED, DESTROYED or STOLEN1 2 3 4 5

i

Others tried to hurt me by LEAVING

ME OUT of a group or NOT TALKING

TO ME

1 2 3 4 5

j

LIES were told and/or FALSE

RUMOURS spread about me by

someone, to make my friends or

others NOT LIKE me

1 2 3 4 5


Sample Booklet

sample booklet


‘Plan to Act’ – Planning Tool

Get Informed – Evidence for Practice Text

2

©CHPRCECU2012

Chapter1Chapter1

Evidence for building capacityBuilding capacity

assessandimprovecapacitysupporttoimplementstrategiestoimprovestudent

reducebullyinghelptoensureitsactionsareeffective,sustainableandsystem-wide.

leadership,organisationalsupport,resources,staffprofessionallearningandstrategy

withschoolneedsarecrucialtooptimiseimpact.

Thesuccessofanyreform,whetheritisanewliteracyorpastoralcarestrategy,isdependentnotonly

onthestrategiesorpracticesbuthowwelltheyareimplemented.Evenifthepracticesareevidence-

basedandfoundtobeeffective,itisnotsufficienttoensurepositiveoutcomesforstudentsinevery

school.The‘what’(programactivities)plusstrategiesthatsupport‘how’theseactivitieswillbe

implementedincreasesthechanceofpositiveandsustainableoutcomesforstudents.[128]

Chapter 1

EarlyChildhoodTeacherResource/Ages10–11

3

EvidenceforBuildingCapacity

chap

ter 1

evidence for practice

chap

ter 1

Foreducators,themathissimple:[128]

Effective Intervention(the “what”)

Effective Implementation(the “how”)Positive Outcomes for Students

x =Becauseschoolsarecomplexsystems,positivechangetosupporteffectiveimplementationofa

programusuallyrequiresawhole-schoolapproachthatisdeliveredinsufficientquantitytostudents,

staffandparents.Aleadingexpertoneducationalchange,MichaelFullan,statesthethreebasicsof

schoolpriorityandeducationalchangeshouldbenumeracy,literacyandwellbeing.[129]Whileitiswell

knownthathealthystudentslearnbetter,studentwellbeingisseldomgiventhesamepriorityasother

educationalareas.WhenschoolstakeonprogramssuchasFriendly Schools Plus,theyarenotonly

achievingobjectivesthataimtoenhancestudentwellbeingbutalsostudentlearningfornumeracy

andliteracy.Whereasclassroomlearningactivitiesspecificallytargetstudentsocialandemotional

skillswhichinturnreducestudentbullyingbehaviours,whole-schoolpreventionstrategiesusually

involvebroadactivitiesthatenhancewellbeing,safety,pastoralcareandbuildasupportiveschool

culture.[130]Secondly,Fullanstatesthatsuccessfuleducationalchangeisbasedontheimprovements

ofrelationships.[131]Bullyingisarelationshipissueandwaystoreducethesebehavioursarethrough

improvingrelationshipsandsocialskills,creatingapositivecultureofsupportandrespectand

engagingstudents,staffandparentssotheyareconnectedtotheirschoolasacommunity.Building

positiverelationshipsbetweenstudents,betweenstaffandstudents,andbetweenstaffmembersis

crucialnotonlyinachievingchangethatissupportedbyeveryone,butaschoolculturethatispositive,

inclusiveanddoesnottoleratebullyingbehaviours.Lastly,Fullanarguesthatthewaytosuccessfullyengageandmotivatetheschoolcommunityto

participateinchangeisthroughcapacitybuilding.[129]Fullandescribescapacitybuildingasapowerful,

actionableconceptthatincludesa‘policy,strategy,oractiontakenthatincreasesthecollective

efficacyofagrouptoimprovestudentlearningthroughnewknowledge,enhancedresources,and

greatermotivationonthepartofthepeopleworkingindividuallyandtogether’.[129]Hesuggeststhat

thebalancebetweenassessmentandcapacitybuildinghasnotbeenachieved,indicatingtoomuch

emphasishasbeenplacedonstandardsandassessmentsandlessonactioninrealcontexts.[129]While

schoolsareawareoftheneedtoadoptevidence-basedpracticesthatpreventandmanagebullying,

manyarefacedwithinsufficientcapacityintermsofresources,teachertrainingandsystematic

support,toensuretheyareimplementedsuccessfully.[132,133]Evenwhenaschoolchoosesanevidence-

basedprogramlikeFriendly Schools Plus,theyareoftennotimplementedwithsufficientfidelityto

ensuresuccess[134-136]andfurthermore,notsufficientlysustainedtopositivelyinfluencestudentand

parentoutcomes.[137,138]Hencerecommendationstoimprovetheeffectivenessofbullyinginterventions

inschoolsarelargelyfocusedonimplementationandsustainabilityissues.[139,140]Asdiscussedintheintroductiontothisbook,theFriendly Schoolsresearchprojectdemonstrated

promisingresultsintermsofreducingstudentbullyingbehaviours.[141]Processevaluation,however,

showedthattheinterventionwasunder-implementedwithonly30percentoftherecommended

whole-schoolactivitiesimplemented,67percentofthecurriculumactivitiesandlessthanathirdof

parentscompletinghomeactivities.[142]Further,areviewofthepolicyimplementationprocessindicated

Evidence for building capacityBuilding capacity

leadership,

Evidence for Practice

whole-school strategies to enhance students’

social skills and reduce bullying in schools

1.0 BUILDING CAPACITY

Schools that assess and improve capacity support to implement strategies to improve student wellbeing and reduce bullying help to ensure its actions are effective, sustainable and system-wide. Sufficient

leadership, organisational support, resources, staff professional learning and strategy compatibility with school needs are crucial to optimise impact.

1.1 Committed and engaged leadership

1.1.1 Principal and the Leadership Team communicate to the whole school community, a clear vision for increasing

social skills and reducing bullying as a priority commitment

Not

happening

In planning

stagesJust started

Working

steadily

Great

commitmentSlowed down

1.1.2 Principal and the Leadership Team are actively engaged in leading school action to reduce bullying Not

happening

In planning

stagesJust started

Working

steadily

Great


1.1.3 Principal and the Leadership Team enable and encourage all members of the whole school community (staff,

students, families) to actively participate in planning and decision making about school action to reduce bullying

through regular, planned monitoring and feedback

Not

happening

In planning

stagesJust started

Working

steadily

Great


1.1.4 Principal and the Leadership Team develop and promote an effective and clear whole school policy outlining

strategies, structures and systems to reduce bullying

Not

happening

In planning

stagesJust started

Working

steadily

Great


1.1.5 Key staff interested in pastoral care, led by a coordinator, take responsibility for helping other staff to

implement school strategies to reduce bullying

Not

happening

In planning

stagesJust started

Working

steadily

Great


1.1.6 Principal and the Leadership Team engage the support of wider systems to provide leadership, mentoring and

support to the school in their actions to reduce bullying

Not

happening

In planning

stagesJust started

Working

steadily

Great


Diagnostic Planning Tool

to ensure its actions are effective, sustainable and system-wide. Sufficient

Slowed down

Slowed down

Slowed down

Slowed down

Slowed down

Slowed down


1.2 Planning for system support and resources1.2.1 School actions to reduce bullying and resources identified to implement them are integrated into school

strategic planning

Not happening

In planning stages Just started Working

steadilyGreat

commitment Slowed down

1.2.2 Strategies to reduce bullying are integrated into existing structures, programs, partnerships and accountability

processes where possible

Not happening


steadilyGreat


1.2.3 Adequate time to plan, implement and sustain school action to reduce bullying is allowed (3-5 years to initiate,

5-7 years to sustain)

Not happening


steadilyGreat


1.2.4 Adequate number of staff are part of the pastoral care/ student wellbeing team to ensure the workload is

shared and the impact on staff is minimised Not

happeningIn planning

stages Just started Working steadily

Great commitment Slowed down

1.2.5 The team and the coordinator have adequate time to meet regularly, plan, and facilitate school action Not happening


steadilyGreat


1.2.6 Principal and Leadership Team ensures teaching staff have allocated time in the curriculum to develop students’

key student understandings and competencies to encourage positive social behaviour Not happening


steadilyGreat


1.3 Ensuring compatibility with school community needs1.3.1 Assessment of the school’s capacity for implementing actions to reduce bullying is conducted to identify

strengths, barriers and new opportunities

Not happening


steadilyGreat


1.3.2 Pre-existing capacities and successful practices within the school to reduce bullying are valued and promoted

to encourage a sense of collective self-efficacy in the school community Not happening


steadilyGreat


1.3.3 Surveys of staff, students and families are conducted regularly to evaluate and inform school action to reduce

bullying

Not happening


steadilyGreat


1.3.4 Strategies chosen to reduce bullying are easy for the whole school community to implement Not happening


steadilyGreat


1.3.5 Any ‘disruptions’ occurring inside and outside the school environment that will influence the success of school

actions to reduce bullying are acknowledged and ways to overcome these are discussed Not happening


steadilyGreat



8 © CHPRC ECU 2012

Sample Booklet


‘Walk the Talk’ – 5 Powerful Teacher Resource booksSocial and emotional learning is the process of developing and practising five important social and emotional understandings and skills. The more students are able to manage their own emotions and behaviours the more they will be able to understand others and establish and maintain positive relationships.

Five Social and Emotional Learning Skills

Self-Awareness Recognising and

understanding our feelings, while valuing our strengths

and abilities

Self-Management Controlling and directing

our emotions in appropriate ways

Social Decision-Making Considering consequences

and making thoughtful, sensible decisions

Relationship SkillsDealing positively with

relationship problems and social conflicts

Social Awareness Being aware and respectful

of the feelings and perspectives of others

Social and Emotional Learning

Skills

10 © CHPRC ECU 2012

Sample Booklet


Teacher Resource books sample pagesThe following pages are taken from the 6-8 Years Teacher Resource – early childhood book. The book is organised under the five social and emotional learning skills and addresses key focus areas for the age group. You will find :

1. Focus Area Key Messages

2. Introducing Key Messages

3. Developing Key Messages

4. Reflecting on Key Messages


Section Three

rela

tions

hip

skill

s

Relationship SkillsPositive relationship skills

Relationship skills help us to deal with relationship problems and other social conflicts. These skills include:

• making friends and maintaining healthy relationship• dealing effectively with negative social influences and conflicts• seeking help if we are not able to solve a social problem ourselves.

Early Childhood Teacher Resource / Ages 7-8 175

Relationship Skills

rela

tions

hip

skill

s

ages 7-8

ages 7-8

Key Area 4: Relationship Skills

Focus This focus will enable students to: Focus activities

1. Problems with Friends

•demonstratewaystolimitsocialproblems that arise during play times

•describetheimportanceoftryingto think optimistically about their friends

•StoryTimeandDiscussion•SocialStories•Journal

2. The Benefit of theDoubt

•askthemselvesintroublesomesocial situations: ‘Could there be another reason?’

•demonstratepositivethinkingtodiscourage anger and reactive aggression

•StoryTimeandDiscussion•SocialStories•PictureCloze/StoryRetell•Journal

3. How We Think •linkinterpretation,emotionandaction in their relationships

•reflectonhowtheyrespondinsocialsituations

•StoryTimeandDiscussion•SocialStories•ClassThinkingBands

4. What Is Bullying?

•identifythebehavioursthatconstitute bullying

•discusswhybullyingisanunacceptable behaviour

•demonstrateempathyforthepersonbeing bullied

•communicatetheirfeelingsaboutthepossible effects of bullying behaviour

•StoryTimeandDiscussion•LearningaboutBullying•VotingwithYourFeet

5. Who Is Involved in Bullying?

•identifythepeopleinvolvedinabullying situation

•understandtherolesofthepeopleinvolved in a bullying situation

•Discussion•WhoIsInvolved?•Poster


Sample Booklet

sample booklet



Section Three

rela

tions

hip

skill

sfo

cus

1

Reflecting on Key Messages

tick

journal

website link

key message

activity

signpost

find

discuss

question

reflection

cd

more information

reading/storytime

Student Journal

Ask the students to record something they did with someone else that morning and how it made them feel.

Conferencingquestions:

• Would you like to tell me about your picture?• How were you feeling when you were doing ________ with ________?• Why do you think you felt like that?• How do you think ________ was feeling?• Why do you think he/she felt ________?• What makes you feel happy when you are doing something with someone else?• How can you make someone else feel happy when you are doing things together?

tick

journal

website link

key message

activity

signpost

find

discuss

question

reflection

cd

more information

reading/storytime

Teacher Reflection

How effectively were the key messages developed?

To what extent are your students now able to:

• demonstrate ways to limit social problems that arise during play times?• describe the importance of trying to think optimistically about their friends?


Section Three

rela

tions

hip

skill

sfo

cus

1

Key Area 4: Relationship SkillsPositive relationship skills

Focus 1: Problems with Friends

tick

journal

website link

key message

activity

signpost

find

discuss

question

reflection

cd

more information

reading/storytime

Key Messages

We might not get along with all of our friends all of the time.

There are things we can say and do to help if we are having problems with friends.

This focus will enable students to:

• Demonstratewaystolimitsocialproblemsthatariseduringplaytimes• Describetheimportanceoftryingtothinkoptimisticallyabouttheirfriends

Focus 1 activities Resources needed

Introducing Key Messages

StoryTimeandDiscussion

A text that provides an example of disagreements between friends.(Sample text: Tea with BeabyLouisBaumandGeorge Birkett)

Developing Key Messages

Social Stories

Reflecting on Key Messages

Journal Journal,drawingmaterials

Introducing Key MessagesWhilephysicalaggressionandotherovertproblembehavioursareoftendisruptiveforclassrooms,there are also types of aggression that may be less obvious. Research has indicated that social aggression,suchasexclusionandrejection,endupasseriousformsofbullyingandpowerassertioninthe middle childhood years.

Socialaggressioniscommonlythoughtofassomethingthatgirlsdomorethanboys,andgenerallyspeakingthisistrue.However,ifthemotivationtobeaggressiveisnotaddressed,proactiveaggression can be subverted into more covert bullying. This focus aims to confront the common patterns of social aggression among students whose behaviour is otherwise okay. At the same time this focus aims to provide students who have difficulty with social entry with the explicit instruction to enable them to enter new situations.


Relationship Skills

rela

tions

hip

skill

s

ages 7-8

focu

s 2

ages 7-8

Key Area 4: Relationship SkillsPositive relationship skills

Focus 2: The Benefit of the Doubt

tick

journal

website link

key message

activity

signpost

find

discuss

question

reflection

cd

more information

reading/storytime

Key Message

Mostofthetimewhensomethinggoeswrongitwillnotbedeliberate.Whenthingsgowrongandwestarttogetangryorupsetwithsomeone,weshouldask:‘Isthereanotherexplanation?’‘Didtheydothatonpurposeorwasitjustanaccident?’

This focus will enable students to:

• ask themselves in troublesome social situations: ‘Could there be another reason?’• demonstrate positive thinking to discourage anger and reactive aggression.

Focus 2 activities Resources needed

Introducing Key Message

StoryTimeandDiscussion

A text that provides an example of misunderstandings between friends.(Sample text: Mabel’s Magical Garden by Paula Metcalf)

Developing Key Message

Social Stories

PictureCloze/StoryRetell Drawingmaterials

Reflecting on Key Message

Journal Journal,drawingmaterials


Relationship Skills

rela

tions

hip

skill

sfo

cus

1

ages 7-8

ages 7-8

tick

journal

website link

key message

activity

signpost

find

discuss

question

reflection

cd

more information

reading/storytime

Story Time and Discussion

Choose a text that provides an example of disagreements between friends.

Beforereading,explaintothestudentsthatsometimesfriendshaveproblemstheyneedtosort out. They might not agree with each other and they might have an argument. This story is about two friends who have an argument due to different ways of thinking.

Afterreading,discusswiththestudentsthefollowingquestions:

• Why did the friends argue?• How did they sort out their problem?

Example using: Tea with Bea by Louis Baum and George Birkett

Tilly and Bea are getting ready for their tea party. But when they sit down and get started, they end up having an argument. Fortunately, instead of being stubborn, the two girls learn to resolve their misunderstanding and salvage the tea party.

Developing Key Messages

tick

journal

website link

key message

activity

signpost

find

discuss

question

reflection

cd

more information

reading/storytime

Activity – Social Stories

Usingrecentexperiencesatschool,thesocialstoriesfollowingoryourownideas,workthrough 2-3 scenarios with students where friends want to do different things.

The focus should be placed on what someone thinks when in such a situation (e.g. ‘That’s okay, I’ll go and do … today’ versus ‘If you don’t play on the bikes with me you’re not my friend’).Thiswillinfluencehoweachstudentfeels,andtheresponsesthatfollow.

ThisprocessissimilartotheoneoutlinedinFocus4,butaimstomorespecificallyemphasisehowfriendshipsaren’tfleetingandareconsequentlynotdeterminedbywhetheronefriendlikes or wants to do the same thing as the other at any given time.

• Sarah and Emily play together in the dress up corner every morning. One morning Emily leaves thedressupcornerandstartsplayingwithanothergirlintheclass,leavingSarahallalone.What might Sarah be thinking? What else could she think? What can she do that would help her to continue to play with Emily?

• AngushasbeenawaycampingwithhisDadallweekend.HisfriendDavidaskshimtoplay‘chasey’atlunchtimebutAngussnapsathimandsayshereallycan’tbebotheredandjustwantstobeleftalone.WhatmightDavidbethinking?Whatelsecouldhethink?Whatcouldhe say to Angus to make the situation better?

• Sam,Makayla,TomandGracedolotsofthingstogetheratschool.Onelunchtime,Sam,TomandGraceplayagamewithoutMakayla.WhatdoyouthinkMakaylaisthinking?WhatelsecouldMakaylathinksothatshewouldnotbesadandwouldnotbeupsetwithherfriends?


Sample Booklet


Professional Development optionsA range of powerful professional development options are available to help you to build the capability of your staff to implement policy and practice to enhance social and emotional learning and reduce bullying across the whole-school.

Our model is based on promoting sustainable change through developing reflective teaching and learning with ongoing support, whole-school implementation, and helping you to build your own capability for change.

Friendly Schools PLUS Professional Development Course Options

2 Day Course• Add Lead Teachers

to help sustain implementation

across your school

1 Day Course • Limited spaces available

for individual teachers to attend

3 Day Course• Train Facilitatorsto build your ownschools’ learning

capacity


Sample Booklet

sample booklet


Facilitator course Attend all THREE Days of the CourseReap the benefits of training as a Friendly Schools PLUS Facilitator for your school and help to build your school’s own capability to provide high quality professional learning for all staff. After attending this powerful three-day Facilitator Course you will be well equipped to provide a minimum of 6 hours of Friendly Schools PLUS professional learning for all your staff and to support the leadership team to establish and implement whole-school strategies.

Lead Teacher course Attend the first TWO Days of the CourseAdd a Lead Teacher to the mix and benefit from having an additional ‘champion’ on board who will be able to provide great side-by-side support for your teachers as they begin to implement whole-school and classroom strategies.

Teacher courses Attend Day ONE of the Course OnlyAs a trained Facilitator you will be able to provide this course for your whole-school staff. Limited spaces will be available on STEPS courses to cater for individual teachers not attached to whole-school implementation models and may be looking to attend the one-day course.

FOUR Powerful Workshops1. Exploring Social and Emotional Learning

2. Understanding Bullying

3. Responding to Bullying Behaviours

4. Moving From Evidence to Practice


Sample Booklet


Choosing the right course for your school!Use the table below to help guide your choice of course. The size of your school will determine the most effective model for you. The combination of having a Facilitator and Lead Teacher in your school is based on a synthesis of research conducted by John Hattie. The synthesis shows what actually works in schools to improve learning to ensure successful implementation of change.

Small Schools (Under 200 Students)

Large Schools/Districts (Over 200 Students)

I I I I I Model Train one Facilitator and several Lead Teachers across the school. e.g. A Junior Middle and Upper Lead Teacher

I I I I I Model Train several Facilitators across the school. e.g. One each at the Junior, Middle and Upper School Levels

I I I I Model Train one Facilitator and a Lead Teacher for your school

I I I I Model Train one Facilitator and several Lead Teachers across the school. e.g. A Junior Middle and Upper Lead Teacher

I I I Model Train one Facilitator for your school

I I I Model Train one Facilitator and a Lead Teacher for your school

Contact STEPS Professional Development to discuss the most effective professional development package for your school.


Sample Booklet

sample booklet


The team behind Friendly Schools PLUS Friendly Schools PLUS is proudly made available through the collaboration of CHPRC and STEPS Professional Development

The Child Health Promotion Research Centre (CHPRC) was established in 2004 at Edith Cowan University in Perth, Western Australia. The multi-disciplinary research team is nationally and internationally recognised for conducting evidence-based research.

Its highly applied (practical) research is designed to improve the physical, mental, emotional and social health and wellbeing of children, adolescents and their families. The CHPRC achieves this by:

• conducting innovative high quality health promotion research in areas of national priority for children and adolescents

• actively fostering strong collaborative links with industry, the professions, government agencies and the community to ensure the findings are relevant and can inform state and national policy and practice

• creating a supportive and stimulating learning culture for undergraduate, postgraduate and other researchers.

Further information about the CHPRC can be found at www.chprc.ecu.edu.au

STEPS Professional Development is not-for-profit company and is internationally recognised as a provider of proven, practical and powerful professional development courses and materials for teachers. Established in 1998, STEPS has worked in over 40 Countries, 1000+ school districts and 100,000 + teachers across English speaking schools.

STEPS is proud to partner with the CHPRC team to publish the Friendly Schools PLUS resources and provide the high class professional learning associated with this resource.

Documents

Friendly schools plus 16pp sample booklet a4 covers v1 small for e copy[1]