9 February 2022 - 7-8pm AEDT
How can you manage it if you can't measure it?
Traditional methods of gathering data to measure student wellbeing do so over the long term, taking weeks or even happen annually. This leaves a gap not only in the understanding of the students wellbeing, but misses the opportunity to respond to those students' needs in a timely and meaningful way. The result is that educators don't know how their students really are, and are unable to support them, they don't get the data they need to respond in real-time, track, measure and report on their wellbeing programs or the progress of individual students, classes, or the whole school. This gap puts pressure on educators and means less progress for students and less readiness to learn in the class each day.
In this webinar, on Wednesday 9 February 2022, CEO and Founder Nikki Bonus invites Stephanie Giles from Guildford West, and Marc Pedersen from Wollongong Public School, to discuss how they have used continuous reporting to fill those gaps to track and measure wellbeing in real-time. Stephanie and Marc will share their experiences and best practices to effectively implement the tools and processes to bring continuous reporting to their wellbeing programs.
In this webinar, our experts will discuss:
ABOUT OUR EXPERTS
Stephanie Giles has been working in the area of Special Education and Learning Support for over ten years and holds a Bachelor of Education and Masters of Special Education. She is currently the Deputy Principal at Guildford West Public School and within her role, oversees the school's Learning Support Team. This involves supporting students with complex learning needs, diagnosed disabilities, social and emotional difficulties, learning difficulties and trauma. She has worked across special education and mainstream settings and is passionate about supporting student wellbeing and enhancing learning opportunities for all students in the areas of social and emotional learning.
Marc Pedersen is a K-12 qualified educator and has been teaching since 2008 within Primary education. He has been the assistant principal off-class head of Wellbeing at Blaxcell Street Public School since 2019, which involved leading professional learning and initiating wellbeing programs and strategies to support 930 students and a staff of 96. The relentless mindset and focus on safety Marc obtained as an engineer with Qantas he has brought to education, in the form of wellbeing. Marc instills a focus on wellbeing via peer reviewed evidenced-based research and through explicitly taught strategies to support the social and emotional learning of all students. He knows that wellbeing is what underpins the success of the whole child and he looks forward to continuing this mindset as he starts in his new role as an assistant principal at Wollongong Public School in 2022.
Nikki Bonus is an experienced Edtech founder and CEO of Life Skills Group, harnessing more than 20 years of deeply personal and professional experience in the development and delivery of social-emotional literacy programs for individuals, organisations, and most importantly, teachers and students. Nikki’s work has helped give voice to more than 850 schools, connecting with 20,000 teachers and 500,000 primary school children to build a continuing evidence base of what works to measure, report and implement real improvements in wellbeing for school communities.She was one of a 100 CEOs that was invited to participate in the Google - Engage - Search Inside Yourself leadership program, San Francisco, training her to deliver Transformational Professional Development experiences backed by world experts in neuroscience, leadership, mindfulness and emotional intelligence.She epitomises resilience having been out of home by the age of 16. The tragedies of mental health contributed to her brother taking his life at a young age. Her intrinsic motivation is the belief that no matter where you were born, no matter what family you were born into, anything is possible. Her commitment is to work in collaboration with governments, school communities to see Social Emotional and Physical Literacy as valued as academic performance.
