Teacher programs

Teacher Wellbeing offers a variety of teacher professional development programs for all members of the school community. This can be for whole schools, small groups or individuals.

These programs specialize in;

  1. The Science of Wellbeing
  2. Positive Psychology
  3. Growth Mindsets
  4. Mental Toughness
  5. Coaching Psychology
  6. Mentoring for Professional Growth

Event Locations

There are 3 ways you can engage with Teacher Wellbeing;

  1. We come to you – As a business we come to you for your staff  needs
  2. You come to us – We offer numerous face-to-face courses at 99 York st Sydney through Teacher Training Australia
  3. Meet online – We offer several courses online through Teacher Training Australia

All our full day and online courses have the option of  NESA Approval – please contact us for more details

Download a Brochure

A list of all our programs and more



1. A Teacher Resilience Toolkit

Personal Wellbeing Tools to Recharge and Regain Control

Teaching is both stressful and rewarding, yet sometimes it just feels like we are running in circles. The meetings are endless, admin requirements increasing and student needs demanding. If the system won’t change, how can we find our way through the maze to engage, inspire and connect with students for effective learning?

Positive Psychology has emerged to provide the research and tools to apply evidence-based strategies both in and out of the classroom. Martin Seligman has been working with Australian schools to lead the way in embedding Positive Psychology in education known as Pos Ed. 

In this program we; 

  • Discuss the global stressors for teachers and the impact these have on health and wellbeing.
  • Review our current wellbeing practices and the impact they have on teaching and learning
  • Define the 5 dimensions of wellbeing
  • Practice evidence-based mindfulness techniques for everyday use
  • Explore the science of wellbeing through Seligman’s five pillars known as PERMA.
  • Identify simple and effective strategies to use within each pillar, none of which require more time, funding or a committee meeting.
  • Teachers will leave this workshop with their own wellbeing plan as well as ideas that are easily transferable to the classroom.
“Wow Daniela, your timing, balance, advice and strategies were perfectly pitched allowing me time to reflect on my own practice that was informative and non-threatening, I loved the coaching questions that were relevant not just for me but for my students as well.”
Penelope Field, Karabar High School
“An excellent, engaging presentation that makes you think about yourself as well as the application with students. I have lots to try with my classes, thank you”
Hilton Whitehorne , Springfield Anglican College
“What a great presentation. In a few short moments, Daniela helped me manage my stress by not taking it all so personally.”
Angela Peconicic, Bonnyrigg Heights Public School
“Daniela is a fantastic, proactive presenter who had my 100% attention the full day. She helped me acknowledge my potential as a leader, giving me skills to have better conversations with others.”
Carole Smith, Lansvale Public School, NSW
“Daniela, you were fantastic. Considering it was the last day of the year, I found this session both enjoyable and helpful.”
Lena Hollows, Beverly Hills North Public, NSW

2. Embedding Growth Mindsets

Practical strategies to motivate ourselves & students    

We all want students to apply more effort but how can we encourage this. Carol Dweck’s research in the area of mindset gives us strategies to better engage students in their own learning.

In this program we;

  • Explore the process of learning through the learning pit
  • Discuss the research of Carol Dweck and how to encourage grit and perseverance with students
  • Identify the language of fixed and growth mindset with classroom examples
  • Practice ways to reframe mindset using cognitive-behavioural approaches
  • Use questions to encourage positive reflection as a form of feedback
  • Leave with specific strategies to begin using immediately in our classrooms
“Thankyou for your very real, humorous and realistic strategies. I will not only take these strategies into my own life but look forward to integrating them into my classroom”
Jennifer White, Hunter valley Grammar
“What an absolutely outstanding day. I loved the realism, honesty and practical strategies you supported us in identifying and taking away. Highly enjoyable and very useful on all accounts”
Lincoln Thompson, St Luke’s Grammar
“It was really helpful to have the time to think about my own learning goals as well as the coaching strategies to discuss options for achieving this – very practical and useful for both my wellbeing and that of my students”
Deb Lonsdale-walker, Mt St Michaels

3. Mentoring Made Easy with Peer Coaching

Peer Coaching for teachers

As educators we are always learning, in fact great teachers are those who are able to reflect on their practice and identify, explain and model new and improved strategies to engage students (Leithwood, 2007).  Peer mentoring is a growing practice where AITSL agrees that coaching offers teachers valuable tools to mentor each other as they grow in their various roles. Either way, coaching is a simple and effective, evidence based way to address teaching standards, develop professional practice and achieve personal satisfaction on the teaching journey.  

In this workshop we;

  • Discuss the similarities and differences between coaching and mentoring
  • Explore the principles of coaching psychology and its links to action research
  • Identify the skills and processes needed to conduct non-threatening classroom observations
  • Discuss options for collecting data and evidence of classroom practice
  • Apply coaching models as a means for discussing goals, evidence and reflection
  • Consider both personal and professional goals as a means for planning the next step forward
“Daniela gave a very useful workshop with practical tools relevant for any school environment. I particularly liked the GROW Model and the tools that reminded me of the joy I experience in what I do.”
George Barris, Sydney Boys High
“It was so great to have PD that was helpful to us as teachers that we can actually apply in the classroom. Thanks so much.”
Annelise Alloway, Springfield Anglican College, QLD
“Your enthusiasm and positivity is infectious. You helped me realise that I actually do have the ability to move from feeling swamped to possibility.”
Lisa Peterson, Northern Beaches Secondary College, Freshwater Campus

4. Coaching Principles for School Leaders

Helping you act with influence & maintain your sanity 

School leaders often bare the brunt of teachers stress, parent demands and students needs. As people themselves, they too need time to debrief and restore.

In this workshop we;

  • Give school leaders an opportunity to share their challenges and vision of their roles
  • Identify the principles of effective school leadership
  • Explore our own behaviour style, focussing on strengths
  • Learn questioning skills based in cognitive behaviour therapy and coaching psychology that encourage others to take responsibility for their decisions
  • Explore personality differences and how to understand behavior preferences
  • Explore various coaching models we can use in our mentoring conversation
“I loved your Growth Mindset Workshop and was so glad I recommended you to our school to explore coaching psychology, you did not disappoint. I look forward to further developing my own character strengths.”
Bev Parkes, Carlingford High School
“You Nailed it! Well done, on giving our leadership team the language and framework to further our conversation about building the wellbeing of our whole community.”
Scott Caroll, Mary Immaculate College

5. Practical Positive Psychology for the classroom 

It is well known that student wellbeing lies at the foundation of student learning and improvement. Schools often purchase, create and implement great student wellbeing programs, yet wellbeing needs more than just a worksheet. The science of Positive Psychology explain that wellbeing is not a spectator sport, teachers must learn it and live it before they can teach it and embed it.

In this program;

  • We define student wellbeing and its 5 dimensions
  • We unpack the science of wellbeing uysing Seligmans five pillars known as PERMA
  • We explore how the pillars of wellbeing can be used in everyday teaching and learning
  • We build a resource of questions and activities that use strength-based language
  • Review current student wellbeing programs to build a resource for future use
“Loved it – a dynamic session with a good balance of activities and talking. The templates were great and I will certainly be using them with my students – thank you.”
Beth Roberts, Radford College, ACT
“This workshop gave me great, specific strategies for interacting with students, parents and colleagues. It helped me reframe my thinking and my approach to benefit both home and school life.”
Bryan Reyes , Wollemi College
“I love the variety of resources you provided us and I am looking forward to using them with my pre-service teacher. I feel much more confident in being a mentor recongising that I too am learning – thank you”
Tracey Moir, Bradbury Public school
“This workshop was extremely relevant, useful and fun. It helped me reflect on my own practice as well as giving me skills to inspire beginning teachers, well worth it.”
Leanne Selby, Cambridge Park High School