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Theresultsarerepresentativeofarangeofyearlevelsacrossthecollege.
Theimpact- Continued
ThisassessmentisaYear7PastoralCaregroupwheretheteacherwasn’tconfidentinevaluatingthestudentsatthestartoftheyearasshehasonlyknownthemlessthanamonth.
Theteacheraskedthestudentstoself-assess(withsupportasshereadeachofthecriteriawiththestudentsanddiscussedeachdimension).
Thepink highlightsarestudentself-assessmentinMarch.Theyellow highlightsaretheteacherassessmentinOctober.Theteacherdidnothavethestudentresultsforcomparisonatthetimeofassessment.
Aninterestingobservationisthatthestudentsgenerallyassessedthemselveshigheratthestartoftheyearthantheteacherdidattheendoftheyear.
Theimpact- Continued
Observationsandquestionsfromtheresults:
• Inalargemajorityofcasestheteacherswasabletoidentifyanimprovementinallorsomeofthedimensions.
• Istheimprovementinresultsduetostudentmaturity(being9monthsolder),regardlessoftheinterventions?
• Wastherereallyanyconcreteevidencetoassessstudentabilityorskilllevelorwasitmostlyanecdotal?
• Whoshouldbeassessingstudentcharacter?• Arealldimensionsobservableinoneclassroomsituation(inthisinstancebeingPastoralCare
sessions)?• Istheretoomuchtoassessallinonego?Shouldthefocusbenarrowedtooneortwo
dimensionsonly?• Thedatacanbeusedtoidentifystudentswhoappeartohavenotmadeanyprogressormore
importantlytohavegonebackwards.• Teachersrarelymarkedstudentsatthehighestlevelofproficiency– eveninthesenior
classes.• WilltheskillstaughtthroughtheBigLife/SELprogramequipthestudentswiththeskills
neededtoscoreattheproficientlevel?
Otherimpact
a.Student involvement It wasdifficulttogetstudentbuy-intosomethingnewthatwasoutsideoftheircomfortzone.
b.Student requests Those studentswhohaveparticipatedfullyintheprogramarerequestingsessionspriortoclassactivitiessuchasexams.
c.Staff Involvement Aswithallnewinitiatives,therewillbeavarieduptake.Somestaffwerequiteuncomfortabledeliveringthese newtypesofactivitiesandifstudentswerelessthancooperativeitmadeitdifficulttocontinue.ThosewhoperseveredhavereapedtherewardsashavetheirPastoralCaregroup.Somestaffhavedoneitintheirregularclassestohelpsettlethegroupsaftertransitiontimes.
d.Local Serviceclubinvolvement We havehadrequestsfromlocalgroupstocomeandexplain whatwearedoing.Wehopetobeinapositiontoformfurtherpartnershipswithdifferentgroups.
e.Staffbenefits Manystaffhaveemployedwhattheyhavelearntintotheirdailylivesandarebetterabletomanagepersonalstresslevels.
Learners’voices‘IamnowusingmindfulnessbeforecomingtoaclassifIamdoingatestorexam’
‘ItrelaxesmeandstopsmethinkingofallthethingsthathavebeenhappeningsoIcanthinkbetterinclass’
‘BeforespeakingonstagethismorningIdidsomemindfulbreathingsoIcouldfeelcalmandthinkclearly’
‘IhavestartedtodoabitofbreathingassoonasIsitdowntocalmmythoughtsjustbeforedoinganassessmenttask’
‘It’sgoodbutitgetsabitboringifwedoitallthetime’
‘IdiditbeforeahorsecompetitionbecauseIwasreallystressed’
‘Mindfulnessisatimewhereyoucancalmdownandrelaxandgetridofstressfulthoughts’
‘Mindfulnesshelpstocalmyoudownandgetyoufocusedandreadytowork’
‘Ithinkitisawaytomakeyouthinkandbegratefulforyourlife’
‘Iguessit’sOKforsomepeoplebutIthinkit’sboringanditdoesn’tworkforme’
Teacher’svoices– OnCharacterRubric
• Usefultohavethefivecategoriestochoosefrom.Wellexplainedandeasilyuseable.
• VerydifficulttoassessasIampart-timeandonlyhadthisPCgroupfortwoyearsanddonotteachanyofthestudents.
• Reallyhardtoassessagainstthisrubricandgivegooddata.
• Rubricisadequate.
• DifficulttoassessleveragingdigitalduringPastoralcare.
• Didnotliketherubric.Poorlysetoutandtooverbose.
• Moreappropriateforaclassroomteacherwhohasmoreexposuretothequalitiesthataredescribedintherubric.
• Rubricisprobablyusefulbutwouldbemoresignificantinaclass,notaPastoralCaregroup.
Teacher’svoices– OnBigLife/SELVolleyballteacher:‘Wegottheteamofplayerstogatheraroundanddoaquickmindfulbreathingexercise–wethenwentonthecourtandplayedlikeateamthatwasfocusedonwinning.Wewonthegameandprogressedthroughtothefinals!’
Subjectteacher:‘Studentsarenowaskingforamindfulnessexerciseatthestartoftheafternoonclasses– theyarelearningthatithelpstorefocusaftertheirlunchbreak!’
Subjectteacher:‘Studentsarenowappreciatingthebenefitsofhavingtheopportunitytodoa2minutemindfulnessactivitypriortostartingatest– theyareaskingforitifIforget!’
Subjectteacher:‘MyPastoralCareGrouphavestartedbringingalongideasofdifferentwaystorunmindfulnesssessions– myaimistohavestudentssharingtheresponsibilityofrunningthesesessionsatthestartofeveryday.’
PastoralCareLeader:‘Notallstudentstakeitseriouslyorevenhaveagobutthosethatdodefinitelyenjoythetimeandarewillingparticipants.Myhopeistheywillalljoinineventuallyandseethebenefits.’
PastoralCareLeader:‘ExtendedPCtimeisthetimetodomindfulness,noteveryPCmeeting.Thestudentsgetsickofitanditloosesitsmeaningandbenefits.’
Partners’voicesCindyJenkinson-Clarke– SocialWorkerandStudentSupportServicesSchoolscanplayapivotalroleinprovidingstudentswiththeopportunitytogaingreatersocialandemotionalawarenessandtopracticeinterpersonalskills
astheylearnandgrow.
ThepastoralcareprogramatBrauerCollegeisanexcellentplatformtoteachstudentsessentialSEL(SocialandEmotionalLearning)skills.
StudentSupportServices(SSS)WarrnamboolandDistrictNetwork,hadthewonderfulopportunityofproducingaSELresourceforstudentsinYear7-10at
BrauerCollegethroughthepastoralcareprogram. Theresourceconsistedof6modulesandfocusedontheareasof:
Self-awareness, Self-management, Socialawareness, Relationshipskillsand Responsibledecision-making.
PastoralCareLeaders(staff)atBrauerCollege,participatedinfourworkshopsdeliveredbySSSSocialWorkers. Theworkshopsfocusedontheimportanceof
teachingSELinschoolsaswellasspecificallyfocusingonthemodulesandactivitiescontainedintheresource. Staffparticipatedinanumberofexperiential
learningactivities. Thepurposeoftheworkshopswastoempowerstafftofeelconfidentindeliveringthecontenttostudentswithintheirpastoralcare
groups.
JaneBoyle- BeyondtheBell,WarrnamboolCityCouncil“BeyondtheBell”(BTB)representagroupsofpeoplewhohavecometogethertoaddressthelackofeducationaloutcomesin
the“GreatSouthCoast”(GSC).TheGSCregion’sratesofYear12orequivalentcompletionareamongthelowestinVictoriain
factmorethan10%lowerthanmetropolitanVictoria.Ifthecurrenttrendcontinuestherewillbe22busloadsofyoungpeople
aged12-17inWarrnambool,whowillnotcompleteYear12orequivalent.ThisisdespitecompletingYear12orequivalentis
consideredthebestfoundationfromwhichtolaunchasecurefuture.Itisaninternationalbenchmarkrecognisedasthe
minimumeducationneededforfurtherstudyandtheexistingworkforce.Evidenceshowsthatyoungpeoplenotcompletinga
secondaryschoolqualificationarelesslikelytomakeasuccessfultransitiontolongterm,fulltimeemploymentandwillbe
morelikelytobedisadvantagedinlaterlife.
BTBisanambitiousinitiativewhichaimstoidentifyandimplementcommunityactionstoaddressthisissue.Partnersfrom
acrossarangesofsectorsareworkingtogetherasalocalactiongrouptoaddresssomeoftheissues.TheBigLife projectisone
ofthesewhichaimstobuildstrengthbasedpracticesinourschoolstosupportouryouth.
TheprocessofdevelopingABigLifehasbeenhighlyawareofbuildingtheinsightsofourkeystakeholdersintoanywholeschoolframework.Asaresulttheinputofteachers/staff,studentsandparents/carershasbeenveryimportant.Thisyearhasbeena processoftrialingideas,gettingfeedbackandmodifyingbasedonthefeedbackfromourstakeholders.Tothatendwehavehadafluidyear intermsofworkingoutwhatworksforusandwhatislesseffective.Wehaveusedthisfeedbacktofurtherdevelopresources,provide PD forstaffandengagewithparentsaboutourapproach.Therehasalsobeenalevelofengagementwithorganisationsandcommunitygroupsaboutouractivities.TheinputofourkeystakeholdershasbeencriticalinguidinganddevelopingthedirectionforABigLife.Beingabletoallowthisprocesstoevolvehasrequiredustoberesponsiveandnimbleenoughtobuildourapproachaswego.Thekeybenefitofthisapproachhasbeenthatwehavebeenablebegintoembedwholeschool,strengthbasedpracticesusingafairlyorganic,grassrootsframework.Wehopethatthiswillgeneratebroaderconnectionandensurewedevelopthemostrobustandsustainablemodelwecan.
Michael Barling – BigLifeprojectcoordinator
Partners’voicesTheBrauerPastoralCareProgramhasbeenevolvingoverthepastfewyears,wherewehavecreatedameaningfulstudentfocusedprogramforstudentsfromYears7– 12.ThisprogramisaimedatenablingYearLevelCoordinatorstoworkwiththeirPastoralCareTeachersindeliveringtheprograminacoordinatedway.EachYearLevelhasatheme,andmuchofthefocusforactivitiesis arounddevelopingthistheme.Ouraimistosupportstudentswithessentialskillstofeelconnected,resilient&preparedtofacelife challenges.Activitiesareintendedtobeexperiential,andaimedatbuildingskillsinresilience,social&emotionallearning,studyhabits,stressmanagementandmindfulness,whilstalsoteachingaboutpositivementalhealthandpositivepsychologywithage-relevantactivities.RegularPDisprovidedforstaffintheformofworkshopstoenablethemtofeelskilledinthe‘why’wearedoingtheprogram,inadditiontothepractical‘how’wedelivertheprogram.Resourcesarealsoprovided.ThePastoralCareProgramhasbeenliaisingverycloselywiththeBigLifeprogram,astheaimofbothistocontributetotheoverallemotionalandsocialwellbeingofourstudents.Iftheseskillsarewelldeveloped,thenpositiveeducationaloutcomesfollow!Itwilltaketimetoembedthesepracticesintoboththestaffand studentpopulations,butwehavemaderealprogress,andfeedbackfrombothstaffandstudentsisoverwhelminglypositive.Welookforwardtocontinuingtodeveloptheprogramin2016!
KerriMorey– BrauerCollegePastoralCareProgramCoordinator
Whilstweknowfromtheexpertsthatmoreofthisworkisneededinschools,weareonlyjustbeginningtobuildtheskillsandconfidencewithourstafftoenablethemtosupportthedevelopmentoftheseskillsinourstudents.
Wewillcontinuetodevelopandinvestintheprofessionallearningopportunitiesneededtokeepbuildingandbroadeningtheskillsforstaffandstudents.
Wehavemadesignificantprogressin12monthsandlookforwardtocontinuingwithourpartnershipstofurtherdeveloptheBigLife programintothefuture.
11.Finalcomment
12.Credits,acknowledgementsandpermissions
TheWarrnamboolStandardfornewarticles
Permissionshavebeensoughtforallimagesandstudentworkfeaturedinthispresentation.