TEACHER MENTAL HEALTH COMPETENCIES CURRICULUM FRAMEWORK

TEACHER MENTAL HEALTH COMPETENCIES CURRICULUM FRAMEWORK

Please note the information from this presentation is taken from the Weston, Anderson-Butcher & Burke (2008) article which introduces 6 principles for a comprehensive curriculum framework.

*Citation: Weston, K.J., Anderson-Butcher, D., & Burke, R.W. (2008). Developing a comprehensive curriculum framework for teacher preparation in expanded school mental health. Advances in School Mental Health Promotion, 1(4), 25-41.

Background

• It has long been recognized that school reform does not occur without the continuous professional learning of teachers.1

•However, many reform efforts have failed because teachers’ professional learning does not necessarily result in a change to practice. 2

• If change does occur, “fidelity-drift” over time, or abandonment of new practices in lieu of the “next great thing” in education undermines professional learning efforts. 3

Background• To address these challenges, some researchers

have suggested moving teachers’ professional learning to a “capacity-building” framework.4

• Capacity-building as a construct in the education literature has been used to mean a variety of things.5

▫Knowledge and skills▫Novice to expert progression; experts as change

agents▫“Outside” expert practices brought “inside”

• Recently, the focus has shifted from individual capacity to organizational or “social capacity.”6

Building Capacity for the SMH Agenda

• Why?▫The evidence on effective professional learning

indicates that it MUST be connected to the daily practice of teachers.7

▫The daily practice of teachers is inextricable intertwined with the social and emotional needs of students.

▫Yet teachers overwhelmingly report feeling unprepared to support students’ social and emotional development.8

• How?▫Research is in its infancy regarding the best way

to build the capacity of teachers in this area.

“Wicked” Problems• How do these efforts to build teachers’ SMH capacity

connect to the learning and achievement of their students?

• The relationship between teachers’ professional learning and student academic achievement is not yet well understood.9

• Most research in this area involves small-scale professional learning and is disconnected from important contextual features such a leadership capacity, parent support, resource access, environmental stressors, and policy influences.

• Moreover, measurement of outcomes related to teachers’ SMH competencies is problematic, as there are no standards for professional teaching practice being utilized to guide teacher growth in this area

A Case for Establishing Teacher Mental Health Competencies

• Schools and districts could use the standards to set local benchmarks and align their professional learning activities to these benchmarks.

• The benchmarks become a way to measure the “capacity status” both at the individual and school/district levels.

• This “unpacking” of capacity at the local level may be useful in identifying the setting-specific variables that will influence the professional learning needs of teachers and maximize the potential for SMH learning activities to lead to improvements in student outcomes.

Six Principles1. The teacher demonstrates understanding and application of key

policies and laws that foster the delivery of effective and ethical learning supports in schools.

2. The teacher demonstrates knowledge and skills related to provision of learning supports that promote academic achievement, healthy development, and overall school success.

3. The teacher demonstrates knowledge and skills in the collection and use of data measuring student behaviors, affect, and attitudes, as they relate to academic, social, and emotional needs and outcomes

4. The teacher possesses and demonstrates the skills to communicate effectively and build relationships with others

5. The teacher engages multiple systems and people in practices that maximize academic achievement, healthy development, and overall school success

6. The teacher demonstrates knowledge and skills that facilitate personal and professional growth, development, and overall well-being

Six Principles1. The teacher demonstrates understanding and application

of key policies and laws that foster the delivery of effective and ethical learning supports in schools.






Principle 1 - KnowledgeThe teacher is able:

To explain how addressing non-academic barriers through learning supports will contribute to student achievement, health development, and overall school success

To illustrate to others the importance of the teacher’s role in advocating for learning supports for students and families

To identify and describe key policies driving educational reform and provision of learning supports in schools

To articulate professional standards and ethical principles (such as confidentiality) that govern practice within schools, including implications for teaching and learning

To identify and describe regulations related to protection of student and family rights and reporting of child abuse and neglect

Principle 1 - SkillThe teacher:

Applies strategies that are respectful of students and family rights and privacy

Applies culturally competent and ethical practicesImplements learning support

strategies aimed to address disparities, disproportionality, and achievement gaps

Advocates for policies and practices that support delivery of learning supports for students and families.

Critically analyzes policies, laws, and practices that drive educational reform and the provision of learning supports within schoolsIs familiar with research on the

positive effects of learning supports on student achievement, healthy development, and overall school success

Advocates for students and families in need of additional learning supports

Provides leadership for policies, laws and practices that foster educational reform








Principle 2 - KnowledgeThe teacher is able: To identify and describe the relationship between social and

emotional well-being and academic success

To identify and describe risk and protective factors that influence academic achievement and healthy development

To identify and describe evidence-based practices related to classroom management, positive behavior supports, and safe and supportive learning environments

To identify and describe the multi determinants of student behavior

To identify and describe solution-focused, individualized, and student-centered accommodations and interventions that support student learning and well-being

To identify and describe classroom, evidence-based prevention strategies designed to develop and enhance protective factors and reduce risk factors among students

To identify and describe the value of full inclusion models to support students with disabilities, including social-emotional and behavioral disabilities

To demonstrate knowledge of crisis management and strategies to support student social and emotional needs during times of crisis

To demonstrate knowledge of resources for accessing information about common mental health concerns

To identify and describe his/her role in implementing intervention plans for students with learning disabilities, mental illness, physical disabilities, or other social, emotional, or behavioral needs

Principle 2 - SkillsThe teacher:

Implements evidence-based strategies aimed at influencing risk and protective factors known to affect academic achievement, healthy development, and overall school success

Uses proactive classroom management strategies and supportive, developmentally appropriate teaching practices

Uses knowledge about the multiple determinants of student behavior to motivate and engage students in the classroom

Differentiates instruction and provides accommodations according to students academic, social, emotional and developmental needs

Refers students for appropriate learning supports within the school and community on early identification of risk factors, symptoms, and needs

Applies individual and classroom strategies as described in students’ intervention plans

Applies crisis management strategies to support student needs when necessary

Is able to secure evidence-based curricula and other resources on best practices for providing student learning supports, and integrates these into daily practice








Principle 3 - KnowledgeThe teacher is able: To identify a variety of evidence-based assessment strategies and

tools that are critical to the development, provision, and evaluation of learning supports in schools

To demonstrate understanding of the importance of ongoing assessment in determining progress and learning support intervention needs

To demonstrate knowledge of potential cultural biases inherent in certain assessment strategies and tools

To identify early indicators of mental health problems or atypical social-emotional development among students

To identify and describe the ways in which individual, family, peer and environmental risk and protective factors influence schools success, achievement, and development

To describe the characteristics of positive, safe, and supportive classrooms and schools

Principle 3 - SkillThe teacher is able:

To collect, analyze, synthesize, and use data for comprehensive decision-making about learning supports

To assess the impact of life experiences, prior learning, and cultural and community values on student learning and well-being

To assess individual, family, peer, and environmental risk and protective factors among students

To identify and record the baseline developmental strengths of students and their growth during the school year

To identify and record signs and symptoms of students’ social and emotional distress

To assess social and emotional factors in the classroom and school environment that facilitate or impede student success








Principle 4 – Knowledge The teacher is able:

To articulate strategies for promoting caring and respectful relationships with others

To articulate both verbal and non-verbal communication patterns To demonstrate

knowledge of communication variances attributed to differences in backgrounds, cultures, and languages

To articulate multiple barriers to effective communication

To articulate the importance of communication in resolving conflict

Principle 4 - SkillsThe teacher: Builds trust and demonstrates respect and tolerance for others at

all times

Facilitates effective group processes through use of conflict resolution, group problem solving, and strategic dynamics

Uses multiple, effective verbal and non-verbal communication channels in his or her practice and communicates clearly and concisely

Examines his/her personal assumptions and biases that affect relationships and communication with others

Communicates responsively and effectively with individuals of different backgrounds, cultures, languages, behaviors, attitudes, and beliefs

Listens responsively and thoughtfully, and refrains from exhibiting verbal or non-verbal cues that hinder or discontinue the communication process

Synthesizes and describes the needs of students to others in order to provide appropriate referrals and follow-up learning supports

Demonstrates skills in how to ask questions and stimulate discussion

Uses effective communication to demonstrate enthusiasm, compassion, patience, humility, and humor








Principle 5 - KnowledgeThe teacher is able: To articulate how multiple environmental influences-parents,

families, peers, social networks, and other informal helping systems-influence students’ well –being and academic success

To explain the benefits of working collaboratively with the family and others in support of student learning and well-being

To articulate essential principles of collaboration and group process

To recognize the variability and value of multiple family structures

To articulate the critical importance of the family system in supporting academic achievement, healthy development and well-being, and overall school success

To understand the unique culture and organizational structure of school systems and their impact on school and classroom climate

To explain how to navigate pre-referral processes in support of student learning and well-being

To articulate the differing roles and responsibilities of other helping professionals working in and with schools (the learning support delivery system)

To identify various school- and community- based resources available to support students and families

To articulate how his/her teaching success is dependent on the support, encouragement, intervention, and assistance of others

Principle 5 - SkillThe teacher:

Engages individuals within and across systems in shared work for promotion of healthy student development (physical, cognitive, and social-emotional) and academic success

Uses organizational and cultural perspectives in his/her work within and across systems and effectively applies collaboration strategies with individuals of different backgrounds, cultures, languages, behaviors, attitudes, and beliefs

Engages in effective teaming structures and problem-solving activities with parents, families, students, colleagues, and other professionals in response to early identified needs among students (pre-referral, intervention, and evaluation assistance)

Navigates effectively the school-community resources within and outside of the school in support of student and family success and well-being

Refers students and families appropriately to needed school-and community-based resources in support of whole child development and academic success








Principle 6 - KnowledgeThe teacher is able:

To explain factors that lead to stress and burnout, as well as the negative outcomes associated with their occurrence

To explain the relationships between personal and professional stressors

To articulate best practices related to physical and mental self-care

To explain the value of professional and personal growth opportunities in order to achieve optimal performance and job satisfaction

To articulate the impact on professional growth and teaching expertise that occurs by developing and refining whole-child approaches to educating children

Principle 6 - SkillsThe teacher is able: Continually identifies and engages in opportunities to grow

personally and professionally

Engages in ongoing reflective practices by monitoring affect, values, biases, beliefs, self-perceptions, and assumptions, and evaluation the impact of these influences on others and self

Pursues opportunities to increase knowledge and skills in whole-child approaches to education and provision of learning supports

Applies physical and mental self-care practices to reduce stress and burnout and increase teaching effectiveness

Applies coping strategies to combat stressors and resolve tensions between personal values, ideals, aspirations and professional role expectations

Demonstrates a caring and nurturing attitude, yet establishes and maintains clear and consistent boundaries between self and students

Develops and maintains a clear philosophy of teaching that is student-centered/family-centered and promotes student learning and healthy development in academic, social-emotional, physical, and behavioral domains

Conclusion• In general, there is a positive correlation between

teacher efficacy and effective instruction, positive classroom management, and a willingness to work with students who exhibit challenging behaviors10, as well as student achievement.11

• Low efficacy can lead to feelings of inadequacy, stress, and depersonalization or burnout.12

• Providing teachers with professional learning opportunities in the area of SMH may improve their self- and collective efficacies, and holds the promise of increasing capacity and improving student learning outcomes.

Conclusion• Thank you!

Documents

TEACHER MENTAL HEALTH COMPETENCIES CURRICULUM FRAMEWORK