Term Secondary Wellbeing Leaders & Counsellors PLC

Trust in pilgrim companions “We must never forget that we are pilgrims journeying alongside one another. This means that we must have sincere trust in our fellow pilgrims, putting aside all suspicion or mistrust, and turn our gaze to what we are all seeking: the radiant peace of God’s face” River of Mercy streams of Joy, p. 32

Lady of Dolours, Chatswood

Acknowledgement of Country I would like to acknowledge the traditional custodians of this land and pay my respects to Elders past, present and future, for they hold the memories, the traditions, the culture and hopes of Aboriginal and Torres Strait Islander Australians.

Learning intentions Reflect on my currently feelings about wellbeing at my school Understand the importance of a Growth mindset Understand what we are already doing in Wellbeing at our school and why Use the Spiral Inquiry to bring our SIP goal alive. School & resource show case

Access the website for information, resources and all referral request forms Pastoral Care & Wellbeing Website

Picture reflection Find a photo that describes how you currently feel about Pastoral Care & Wellbeing at your school. Share with a partner why you chose this picture.

The purpose of the Secondary Wellbeing Leaders PLC Is to strengthen: – the capacity of the wellbeing leader to lead a whole school approach to Wellbeing – engagement, consultation and collaboration in the area of Pastoral Care & Wellbeing, across the secondary schools and the CSO Wellbeing team – support for the school improvement plan (SIP) priorities and professional learning.

Making meaning - How does it all fit together?

Whole school approach

Growth v’s fixed mindset Cartoon on mindsets

Mindsets Understanding personal qualities & abilities can change This creates a love of learning & resilience Growth mindset Believe basic qualities, like intelligence or talent, are simply fixed traits and can’t be developed. Spend their time documenting their intelligence or talent instead of developing them. Fixed mindset Students’ ideas about their ability determine their Learning Pathways. Carol Dweck

Fostering growth mindset Working hard AND Thinking hard. Need strategies to become more effective learners. “Its not just about effort. You also need to learn skills that let you use your brain in a smarter way” Yeager & Dweck, 2012 We need to consider changing education systems- consider learning tasks, testing. School is about learning NOT testing

Fostering growth mindset To cultivate growth mindset need a gradual process to release responsibility to students to become self-sufficient learners. Start with yourself- reflect on what you say, do & how you teach. Model lifelong learning & make it visible Need to focus on contexts- culture, environments & systems  these can be barriers

Fostering a growth mindset Give students time & space to work through problems. Praise the process. Ask students to reflect on the value of working through something difficult. Brains are malleable. They can change. Help our students understand this.

Activity 1: Mindsets What type of mindset do I currently have? How can we develop a growth mindset culture at our school? Great resource Embracing the F WordEmbracing the F Word

What is happening in Wellbeing? Brainstorm all program/strategies/ structures that are happening at your school with wellbeing Counselling support Meditation for anxious students PDHPE/RE Peer Support Parent engagement Pastoral Care Mentor program Program for Year 10- coping with stress Tertiary prevention High risk Secondary Prevention At risk Primary Prevention School wide systems

Sharing our SIP goals Add your SIP goal to this link ??? Are the any common goals across the diocese?

Spirals of inquiry (Timperley, Kaser & Halbert, 2012) Why do we have a SIP goal?

Step 1: Scanning Helps identify where to focus future learning by considering different options e.g. interviews, surveys, counselling data Involve all members of the community What are the needs of our community? Consider students, parents, teachers & the larger community.

Step 2: Focusing Identify which areas to focus on. Includes strengths PLUS problems and challenges What are your schools strengths & problems/challenges in this area Are new practices needed?

Step 3: Developing a Hunch Hunches can be discussed, unpacked and tested in ways that lead to more sophisticated hunches What do I think is happening in my school and why do I think it is happening?

Step 4: Learning What skills & knowledge do you require to make changes? motivated by and connected to changing the learning experiences of learners about understanding why new ways of doing things are better than previous practices What skills & knowledge does our school community require to be able to make changes? How are we going to develop these skills & knowledge?

Step 5: Taking action What will we do differently? informed by a deep understanding of why new practices are more effective than others; evaluating the impact on learners;

Step 6: Checking Have we made enough of a difference? providing information on impact of actions How are we going to test or determine whether our new actions are making a difference?

School story: St Brigid’s

Student empowerment grants Coming soon Student Empowerment grants $4000 to fund project ideas. A total of 15 grants will be awarded to students across Australia, with representatives from every state and territory.

New Resources ReachOut Orb- Positive Psychology principles. Students identify & use strengths What is it? ReachOut Orb- What is it? Goalzie-Transforms Truth or Dare into an engaging game, designed to seal bridges of friendship help bolster confidence, and improve goal-setting skills Goalzie Reachout Next step- free tool that recommends relevant support options that can look anything like articles, apps, forums and online, face-to-face or phone counselling. Reachout Next step

Professional Learning in 2016