The South Dunedin Well-being Cluster Collaboration, community, growth - a world-first collaboration on Pos Ed Dr Denise Quinlan The Cluster Principals: Ros McQuillan-Mains, Gary Tenbeth, Debbie Smith, Whetu Cormick, Margaret Hillerby, Stephen Hopkins, Jan Taylor and Bronwyn Maze (RTLB).

A shared commitment to student and staff well-being : Circle Time : Positive Education

Key elements in the Cluster story Social and emotional literacy through CT helped PP grow Shared Values - children’s well-being long-term An Appreciative Approach - the right tools for the job Connection and relationships - modelled at each level Collaboration, support and autonomy - schools, teachers, students Valuing teacher as well as student well-being Organic growth - planning, observing, changing

The Cluster - fertile ground for positive psychology Using Circle Time in class Students and teachers comfortable discussing feelings and finding own solutions to conflict Playground initiatives

“Children are not problems to be solved but mysteries to be understood” Shared commitment to children’s emotional well-being and resilience Respect and empathy for children Everyone has strengths Willingness to share and reflect on their own practice Open to new information and new people Kindness is essential Mistakes are OK We can all be flexible in our thinking

Appreciative Inquiry - the right tool for the job Identify ‘best of’ CT learning and future focus Evaluate and apply learning from Melbourne visit 2009 Identify where each school wanted to implement Pos Ed Creating staffroom or syndicate charters - building positive behaviour Identify how each school could support strengths most strongly associated with well-being Staff and student-led strengths assemblies Schools practices inconsistent with Pos Ed were changed

Relationships and collaboration Collaboration supported leadership development. Cross and within school relationships and support at each level. Processes and systems had to support relationships and collaboration.

Shared learning, unique school pathways Shared training for all staff and Lead Teachers Close collaboration and feedback Respect for unique contexts

Teachers were co-creators of Pos Ed Teachers learned about Pos Ed - gatekeepers for students Teachers chose to implement it in their schools and classrooms [with some exceptions] Staffroom behaviours and charters to support well-being and positive behaviour Lead teachers trained staff and led implementation

Key developments Visit to Melbourne schools 2009 Pos Ed launched for all staff 2010 AI plan of individual school pathways Focus on strengths of relationship & WB Strengths in others - storytelling 2011: positive self, positive relationships, positive community Awesome Us - recognising strengths in self and each other - proven effects Discipline as relationship management

Evolving Clear on mission, flexible on practices Guiding principles end 2010 Incorporated different learning and practices: Strengths assemblies - teachers as people Linked strengths to school values Strengths in storytelling Strengths spotting Art of Possibility (B Zander)

Highlights Children having a voice to express feelings and problem solve Teachers coming closer together and having PD on their well-being Students learning to spot strengths in stories, each other, and outside school

Students creating ‘me at my best’ collages and posters of their strengths and where they use them most.

Highlights Improved oral language through storytelling Students describing how their strength ‘looked’ at assemblies – using video, interview, charts Seeing children ‘own’ their strengths and accept each other more.

Effects of Positive Education in the Cluster Neighbours commenting on the happier playground The ‘tone’ of the school is different because of Circle Time and Pos Ed. A positive, inclusive culture within the school which is owned by everyone and is everybody's responsibility. Senior students taking more leadership in the school Older students modelling positive behaviour for the younger - and also learning from the younger ones. “At assembly we talk, we close our eyes, we encourage and we praise - all to enable children to recognise and to bring their strengths alive”. Teacher self-awareness and knowledge of personal strengths - for use and development.

Thank You