Professor of Education St Mary’s University, Twickenham Wellbeing for All Anna Lise Gordon Professor of Education St Mary’s University, Twickenham UCET 6 March 2018

Two-pronged approach Wellbeing of trainees Recruitment onwards Tutorial provision Lectures and workshops Reducing workload Wellbeing of pupils Professional Studies provision Enrichment provision Cross-curricular café

Wellbeing of trainees Recruitment onwards … Interview question Pre-registration module (e.g. e-safety) Pre-course support … and beyond to NQT+

Tutorial provision Three formal tutorials per year Explicit focus on wellbeing in each one

Lectures and workshops September lecture: Introduction to resilience as a teacher January lecture: Managing workload and relationships June workshop: Transition from trainee to NQT

Reducing Workload Teacher Resilience and Wellbeing Research Cluster Constant cycle of review and streamlining in consultation with school partners Importance of trainee voice ‘If the hours spent do not have the commensurate impact on pupil progress: stop it’ https://www.tes.com/dfe-teacher-workload

Wellbeing of pupils Briner, B. and Dewberry, C. (2007) Staff wellbeing is key to school success, Worklife Support Ltd Gu, Q. and Day, C. (2013) ‘Challenges to teacher resilience: conditions count’, British Educational Research Journal, Vol.39, No. 1: 22 - 44

Professional Studies provision Spiral approach to curriculum design Lectures with ‘experts’ Mixed subject PS workshops to complement lecture input Relevant readings on VLE Mirrored in PS provision on placement

Enrichment provision First Aid course Partnership with Autism Education Trust Two-week placement in SEND setting Coming soon … Introduction to Mental Health First Aid

Cross-curricular café 2018 ‘Valuing Diversity’ themes: Mental Health Looked after children LGBT+ Race and diversity

Next area for development … Wellbeing of ITT colleagues ‘How in a world of disintegration and constant renewal – a continuum, a world of flow – one must find one’s own rhythm exactly by recognising the incompleteness of the melody.’ (Foden, 2010: 315)