Wed 20 Mar @ 7pm AEDT
We're excited to share with you the second in a series of 'Deep Dives' into real schools across Australia, who are regularly using wellbeing data to evidence improvement in their wellbeing programs and provide differentiated support to all students.
Daniel Payne is the relieving Principal at Shortland Public School, located on Awabakal land in Newcastle, NSW. Having been the Wellbeing Assistant Principal for 4 years prior to relieving as Principal, Daniel has been responsible for implementing a whole school approach to wellbeing, linking trauma informed practice and neuroscience to create an environment that suits the needs of a diverse school community. Daniel has almost 20 years' worth of experience working in both High Schools and Primary Schools as a classroom teaching, Learning Support and school executive..
There is more to wellbeing than monitoring attendance, behaviour, and periodic surveys, we all know that. We also know that wellbeing is becoming more and more important, that is why we see wellbeing as a focus of every education system around the world. So, how do we track and monitor the impact of our wellbeing programs without losing teaching and learning time? How do we empower teachers with the real-time information they need to support students? How do we engage in an authentic continuous improvement cycle for ensuring our students are known, valued, and cared for? Daniel will be sharing the answers to the above in this webinar.
In this webinar you will hear:
· How they successfully implemented and embedded a whole school approach to real-time wellbeing data collection, whilst empowering student voice, with staff buy in.
· How their check ins evolved from anecdotal and ad-hoc to consistent, focused and easily recorded by all classes to ensure teachers and leaders knew where to allocate their time most efficiently.
· How the LIfe Skills GO platform was trialed to ensure suitability and implemented via an integration with their existing roll-call and wellbeing data processes, that meant staff weren't overwhelmed and students were given agency over their wellbeing journey.
· How they supported their seven inclusion and support classes as well as ten mainstream classes.
· The lessons they learnt along the way.
ABOUT OUR EXPERTS
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Nikki Bonus is the ed-tech 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, organizations, 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 Social Emotional and Physical Literacy for school communities. Daniel Payne is the relieving Principal at Shortland Public School, located on Awabakal land in Newcastle, New South Wales. Having been the Wellbeing Assistant Principal for 4 years prior to relieving as Principal, Daniel has been responsible for implementing a whole school approach to wellbeing, linking trauma informed practice and neuroscience to create an environment that suits the needs of a diverse school community. Daniel has almost 20 years' worth of experience working in both High Schools and Primary Schools as a classroom teaching, Learning Support and school executive.
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