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.
Programs specialise in;
- Positive Psychology
- Mental Toughness
- Coaching Psychology
- Psychological Capital
- Appreciative Inquiry
There are 3 ways you can engage with Teacher Wellbeing;
- We come to you – We are based in Sydney, Aust and love to travel so can come to you for your staff needs
- You come to us – We offer numerous face-to-face courses at 99 York st Sydney through Teacher Training Australia
- Meet online – We offer several courses online through Teacher Training Australia as well as consulting.
We offer individual sessions for your one-off events or
A comprehensive sequential “Staff Wellbeing Blueprint”
to truly develop the wellbeing of your staff at school
Download a Brochure
A list of all our programs and more
A STAFF WELLBEING BLUEPRINT
A comprehensive approach to supporting and embedding wellbeing of staff at your school.
- 3 x 3 hr (twilight) sessions at your school (eg, once a term)
- A pre and post discussion before every session
- A learning manual for staff in each session
- One set of CHAT Box and CONNECT Box resources for your school
- Suggested activities for staff to do in between sessions
- Resources and readings pre and post sessions
- NESA accreditation for attendance at each course
- Usually within one calendar year
1. Session 1 – “Wellbeing from the inside out”
This session begins by highlighting current challenges staff face in schools before identifying how we reflect and manage stressors. We explore the dynamic nature and complexity of wellbeing as we unpack the 5 dimensions of wellbeing. Staff are given opportunities throughout the session to interact in activities that encourage reflection and self-awareness. Research and best practice from the field of Positive Psychology is shared offering a framework to think strategically about staff wellbeing. Each schools context is acknowledged with links to existing wellbeing frameworks and Collective Teacher Efficacy. Participants leave with personal wellbeing plan and actions items to follow up with colleagues.
2. Session 2 – “Mental Toughness for Managing Change”
Schools are dynamic places with high demands and constant change which can be overwhelming even to the best of us. This session uses the concept of Mental Toughness to explore mindset, resilience, cognitive reframing and emotional regulation in the face change and challenges. These strategies are grounded in the research of Sports Psychology, used by elite athletes and top functioning executives who thrive under pressure and change. Mental Toughness (Clough & Strycharczyk, 2011) involves reflecting on 4C’s and is a measurable construct that merges theory into practice. The 4C’s are; Control, Commitment, Challenge, Confidence. This means reflecting on goals we are trying to achieve, how we respond to challenge, identifying areas we can and can’t control, and acknowledging areas we feel confident. Participants leave with a framework to better navigate change that can be used by themselves or with students.
3. Session 3 – “Coaching skills for Quality Conversations”
This session explores the difference between coaching and mentoring using evidence-based practices from Coaching Psychology. Opportunities are given for people to reflect on their ‘way of being’, communication style and how they ‘support’ others to grow and learn. Partner activities allow for people to practice asking solution-focussed questions that encourage pro-active and empowered reflection. When we have high-quality conversations, we have better relationships. These better relationships inspire collective teacher efficacy and productive organisations.
These programs are one-off sessions that are typically conducted as a full day,
although can be modified as a half-day session.
1. Teacher Wellbeing from the Inside Out
Personal Wellbeing Tools to Recharge and Regain Control
Teaching is both stressful and rewarding, yet sometimes it 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 both in and out of the classroom.
In this program we;
• Discuss the global stressors for teachers and their impact on health and wellbeing.
• Explore a shared vision of wellbeing at work for staff and students
• Unpack the 5 dimensions of wellbeing and their relevance for school staff
• Discuss how mindfulness, character strengths and gratitude can become simple habits
• Use the research of Seligman’s five pillars known as PERMA to put together a personal wellbeing plan.
2. Tackling the Overwhelm with Mental Toughness
Practical strategies to manage uncertainty and navigate change
Schools are dynamic places with high demands and constant change. This session explores the strategies of elite athletes and high functioning executives who thrive under pressure and change. Grounded in the research of Sports Psychology and Cognitive Hardiness, participants learn the 4C’s of Mental Toughness (Control, Commitment, Challenge, Confidence) (Clough & Strycharczyk, 2011) to better manage everyday pressures.
In this program we;
- Explore the change curve and our responses to change
- Learn the evidence-based, psychological foundations of Mental Toughness
- Unpack the 4C’s of mental Toughness with practical strategies
- Identify & reflect on goals we are COMMITTED to achieving
- Identify and reflect on how areas we can and can’t CONTROL
- Identify and reflect on how we respond to CHALLENGE
- Identify and reflect on our level of CONFIDENCE as we achieve goals.
- Put all this together in a framework to better navigate change that can be used with staff or students.
3. Peer Coaching & Mentoring for Teachers
Positive, solution-focussed conversations
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
- Identify the principles of coaching psychology and its links to Action Research
- Explore DISC Profiling to reflect on our ‘way of being’ as a mentor
- Practice coaching micro-skills for effective communication
- Experience the impact of problem-focussed and solution-focused questions.
- Apply common coaching framework in a peer conversation such as GROW or SMART
- Create either a personal or professional goals for future growth
4. Leaders developing HERO’s
How school leaders can build the Psychological Capital of their staff
Teachers often look to school leaders for answers to their wellbeing yet school leaders often feel confused as to how to best support staff to flourish. While Professional Development is needed to help teachers ‘learn’ and ‘live’ wellbeing, competing for demands on time adds to the challenge. As knowledge changes and systems shift, it is our inner resources that can take a battering, or we can thrive.
Fred Luthans, an organisational psychologist, brings Positive Psychology to the workplace to suggests a focus on developing the Psychological Capital (PsyCap) of staff. PsyCap involves an understanding of Hope Theory, Efficacy, Resilience and Optimism, to strengthen our inner HERO.
In this workshop we;
- Give school leaders an opportunity to share their challenges and vision of wellbeing in their school contexts
- Unpack current wellbeing issues for staff including what is working well to support wellbeing
- Review the foundations of Positive Psychology as the science of wellbeing
- Identify the difference between personal wellbeing strategies and workplace wellbeing strategies
- Define Positive Organisational Behaviour and links to Psychological Capital (PsyCap)
- Explore the basic research of Hope Theory (Snyder), Efficacy (Bandura), Resilience (Masten), Optimism (Seligman)
- Identify strategies school leaders can use to inspire Hope, Efficacy, Resilience & Optimism in their school context
- Allow time for shared discussion to plan next steps.
5. Be your own SuperHERO
Teaching is tough enough without having to deal with a global pandemic. With constant change impacting teaching and learning what does this mean for the stress and wellbeing of school staff? In this session we explore our VUCA world of constant change (Volatile, Uncertain, Complicated and Ambiguous). We identify how we can be first responders to our wellbeing with DRABC and we leave with HERO map as way of connecting to meaning and purpose. HERO draws on the research of Organizational Psychology to explain Hope Theory, Efficacy, Resilience and Optimism within organisations.
In this workshop we;
- Identify elements of a VUCA in education (Volatile, Uncertain, Complicated and Ambiguous).
- Identify ways they can be first responders to their wellbeing with DRABC
- walk away with a HERO map as way of connecting to meaning and purpose.
- HERO draws on the research of Organizational Psychology to explain Hope Theory, Efficacy, Resilience and Optimism within organisations.
6. Embedding Staff Wellbeing – An Appreciative Inquiry Approach
While wellbeing begins with individual practice, policies and procedures also play their part. Once we ‘learn’ and ‘live’ personal wellbeing practices we then need to provide opportunities for staff to ‘embed’ these practices across the whole school if they are to better ‘teach’ wellbeing to our students.
In this program we use David Cooperriders 4D model of Appreciative inquiry to;
- Discover what is working,
- Dream how we would like it to be,
- Design policies and procedures and
- Deliver the beginnings of a staff wellbeing plan that addresses Work Health & Safety