Creating Collaboration-Based Relationships
In the same way, teachers themselves need to be in a safe environment to learn about the success or otherwise of their teaching from others.”
― John A.C. Hattie, Visible Learning for Teachers: Maximizing Impact on Learning
Trust and collaboration
Teachers are under considerable scrutiny to ensure their practice is high quality given the importance of every child receiving the best education possible. Teachers acknowledge this need and undertake professional development to ensure they are up to date with best practice and the latest developments in education.
In order to fulfil this, schools need to have a culture of trust and collaboration to be able to learn and grow in their role. Teachers need to be able to be vulnerable and honest about where they feel they want to improve.
We work with leadership teams, co-coordinators, and professional learning team members to build the right culture to foster these learning relationships. We can help you to establish a proactive framework to guide your team meetings, mentoring, expectations and support network to increase the levels of trust and accountability needed for true collaboration to take place.
A collaborative school, that is actively supporting it’s staff, performs better in staff opinion surveys. We can help you address where your school staff have identified a need that needs improvement.
Staff well-being programs
The average teaching career is shrinking. Although the figure varies by locality, about 40 to 50 per cent of our newest teachers leave within their first five years on the job. These graduates are leaving for various reasons, but similar themes recur: they feel burnt out, unsupported, frustrated and disillusioned. Experienced teachers are also leaving and as they go, they take with them their expertise and their ability to mentor and guide new and mid-career teachers.
In Australian classrooms, the high level of administrative demands, teaching loads, pastoral care and extra,curricular activities leaves too little time for collaboration and innovation which is what teachers are craving.
We can help you develop a Well-Being Program that is more than a token ‘Morning Tea’ once a term but actually looks to creating true support for teachers and leadership in their important yet potentially stressful roles. This can be in the form of staff training delivered on-site, programs to follow, mentoring
support for Students with challenges
Whilst there is some provision for students with special educational needs, there is no provision for students who suddenly encounter new challenges. We can help support your students and/or you in dealing with them if they are experiencing difficulties due to a life experience - such as divorce or loss of a parent. As experienced educators and with a wealth of coaching and NLP qualifications, we can help to bridge the gap for those students. We can run group sessions on divorce, friendship, loss, etc for students or write a program for your staff to deliver themselves. We can also attend staff meetings or curriculum days to discuss the types of issues most commonly affecting your students and how their teachers can help.
Stress management for teachers
Stress becomes an occupational hazard if it adversely impacts on safety and health in the workplace. Often, there is confusion between challenge and stress in the workplace and whilst challenge at work can have positive effects on people, work related stress is an OHS hazard that can pose risks to psychological and physical health. Under the Occupational Health and Safety Act 2004, legislation states that employers must provide and maintain for employees, a work environment that is safe and without risks to health and safety: work related stress, its sources and effects come under that OHS legislation.