AHISA 2016 Day 2 A Prof Lea Waters Keynote and Ignite Session B

AHISA 2016 Day 2 A

Keynote

Professor Lea Waters positive Psychology in Schools

 

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leawaters.com
@ProfLeaWaters

Developed Positive Detective Program

Positive psychology natural falls into pastoral care and also bring it into the classroom pedagogy as well. So it does fit into the theme of caring but argues it fits into leading and learning.

Why education because we are in academic institutions and well being institutions. NB: has an interest in organisational psychology.

Average age of on set of depression in teenagers is 14 years. These students – 25% of classroom diagnosed and then there are those not diagnosed- are coming into your class not leaning ready.

1 Why?

Pathway to a solution

First pathway: Removing negative states of depression anxiety insecurity stress. Not enough to do just this. This is the overcoming pathway which is taking away the negative which is not the same as the presence of a positive. They wake up the next day not feeling depressed not positive about the world

Second pathway then is promoting positive states of hope optimism, courage gratitude. This is the enabling pathway.

Look up R Rusk and L Waters Article 2013 Journal of Positive Psychology 8(3) – article on the growth of positive psychology. There is evidence that it is both growing and spreading. In brain research there is evidence that we are changing our Brian with positive psychology. It is becoming through UN Convention of the rights of the child and also in UNESCO. Also look up OECD better policies for better lives. So wellbeing formally built into curriculum – achieving goals, working with others managing emotions. Note Personal and Capability in National Curriculum.

Join PESA Positive Education Schools Association

Well Being institutions build skills for mental health
Academic Institutions build skills for the workforce

2. How
Recent research mapped priorities of wellbeing and programs put in place by schools and NAPLAN results. Small correlation .08 but does exist and they are meaningful. Some correlation as impact of divorce .08 , more than chemotherapy and surviving breast cancer .03 aspirin and reduced risk of heart attack .02

SA research evidence of students who did life matters were 6 months ahead in NAPLAN Results.

Outcomes of programs one high self acceptance is an interesting one. Accept who I am. Others life satisfaction, esteem….

Check positivedetective.com 5 lesson program which. Is a good starting point of refresher.

Check Lea’s Ted Talk on why we should not watch the nightly news. Now we can change at our level good news stories by using social media.

Moving toward ‘Visible Wellbeing’ is different – watch revolution school on ABC. Programs teach about wellbeing and give you something concrete to work with. However, Visible Wellbeing is a classroom practice. Teach in ways that build wellbeing in a student. Make the process more intentional. Visible wellbeing is a flexible approach bringing visible learning, visible thinking and positive psychology.
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Discussion with colleague after talk. Check Jubilee Centre in Uni of Birmingham – characters and virtues and new dynamism for alternative viewpoint.

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Ignite Session B

20 slides 20 seconds for 7 minutes talking.

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AHISA Leading, Learning and Caring Conference Day 1 Adelaide 2016

AHISA Day 1

Unedited notes

Welcome Karen Spiller AHISA National Chair Principal at St. Aidan’s Anglican Girls School – ‎St. Aidan’s Anglican Girls School. AHISA membership educates 20% of Year 12 students.
Conference hashtag #AHISA2016

Dorinda Hafner Keynote

Cooking and food anthropology, TV shows and books, ashanti royalty and first black nurse trained at St George’s Hospital London…..

We need to get engaged with the child within. Write learning with your butt – yes I will have to tell you about this. What do you see in the mirror – is it the same as what people see in you. Dorinda sees herself as a person who wants to change the world while others see a short African women. Ghana is a matrimonial society – women rule the roost. Don’t tell me I can not do anything. Language issues as a new arrival – Bring a plate and she brought 30 plates. See you later and servo guy did not come and see me later. Chrissy Barbie not two women rather than xmas BBQ. Shared how you judge a book by its cover. Tells the story of how she got into Breaker Morant. She got her kids written into the script so she could go. Kids picked on at school, went to school and cooked African food them , then was asked to do recipes and then made to shows. SBS pilot story – introduction to executives quite a story.

You can over come obstacles if you can overcome the negatives of the situation. Especially when the bar keeps being raised. Pretend to each chewing gum, what flavour , stretch it blow bubbles peel it off when it bursts and take it out when you talk. Put in hand roll it up and put it under your table.

Give mirrors to young people. I am the only one with my dna bring mirror out when you are confronted by a difficult situation.

Get in touch with the child inside of you before you communicated and engage with students. Activity to music touch you head down to feet to music then do it with the person next to you.

The sky is never the limit

No such things as cannot.

Get in touch of the child with in you

Think outside the square

Also a clever story of life and learning of an Well educated West African immigrant.

Workshop

Greg Smith Head of Secondary Shire Christian School and Liam Bailey Director of Curriculum Inaburra School Formative Assessment Enhancing student engagement and learning.

PD after school for a series of weeks. Set courses. Dylan William Book on Formative Assessment. Not just improve leaning but what is going to have the greatest impact. Understand where the learning is going , where they are now and using that information what to do next. The three players are the teacher, learner and peer. The course is designed around plan , review and do.

Greg Smith taster he provided students http:tinyurl.com/ahisaformative

We talk about student voice do we do the same thing for teachers. Is there are teachers voice.

On formative Assessment.
When the cook tastes the soup it is formative. When the guest tastes the soup it is summative.

Have you taught the unit but have they learnt it?

We had an activity look at tasks. No real agreement on what of 7 activities were formative. Do something with the information then perhaps that is formative.

Is assessment a verb or a noun? Formative assessment is a Dr check up summative is the postmortem.

The teacher and student need to know where the landing is going.

McTighe and Wiggins – backward mapping.

Don’t tell them upfront.

Change your role from a teacher to a crafter of learning. Do this by engaged learning. Should engagement be optimal in the classroom?

Students don’t feel they need to be engaged. Make students think they are going to be part of the class at some time.

How much do you talk as a teacher? Focus on the quality of the talk let the students drive the learning.

Have you noticed teachers talk over each other?

Using questioning as a tool for learning. Focus on open ended questions. Is slate a metamorphic rock or why is slate a metamorphic rock?

Providing feedback that moves learners forward.  This is not necessarily writing comments in the columns.

Have my students worked harder than me today?

Activate students as resources for one another.

1770-1880s Junkie

I am now convinced I am a junkie of the era 1770s to 1880s. I just finished reading Alexander Humbolt’s biography. He influence geography with his wholistic if leftist view of the world. On the latter I partly part company. Darwin, Haeckel (I remember him from Late Modern European History) Thoreau and Muir all read and annotated his work to shape their work. What I like about the period is that everything is happening in England, Africa, South America, USA, France Australia they were all exploring, warring finding things…..and I even had my Strathfield thesis in the same era.

SeedPod Consulting.

Seed Pod Consulting – Lynne Stone.

People don’t need to be managed; they need to be unleashed. 

You can help people find things in themselves. 

If you want to improve performance , improve thinking.

Coaching or mentoring

Coaching is about asking questions.

Mentoring coaching is a strategy in coaching. So one of you know something. It is a developmental partnership. No judgemental support and encouragement. The mower is that it is a personal relationship about goal achievement and problem solving.

What can mentoring look like. Mentor bs coaching. Novice expert. Critical friend. Coach learner. Part of a support network. Part of a community of learners. 

We don’t know everything. 

Define mentor?  What qualities would you like people to say about you as a mentor.

Qualities needed by effective mentors. One to  37 investment buy mentoring other people. Can reach 37 other people. 

Mentors say. Listen empathy supportive good community on skills. Experienced. Mentees say want honest feedback approachable accessible willing to engage supportive understanding good communication provides honest feedback knowledge and experience. 

Coaching strategies are all about collaboration and feedback that encourages reflection. Setting goals and taking action. We learn more alongside someone rather than nutting it out yourself. The two of you become a thinking partner. The day you think you have got it you have stopped growing. 

Fundamentals. Trust is built and constructed over a period of time. You need to earn trust. The nature of trust. Honesty and integrity openness in communication keeping your promises protection the  interests of others as well as you own. What lense or window do people seeing you in. Certain things must be communicated face to face. No by email. 

Trust is experiential. The feeling one person is capable and reliable and supported by past actions. 

People are like icebergs. Behaviours above water. Below. Perceptions attitudes values and beliefs. 

Hugh Mackay. What makes us tick? 2010. Despite to be taken seriously the desire to be useful. The desire to belong. The desire for control. The issue you are presented with is rarely the issue. 

Building a relationship. Iceberg. Awareness of own agendas and hot spots. Awareness of languages w focus on the the thinking of the people you work with not the particular issue.   Focus on clarity of communication and expectations  – listen. Your hot spot? What concerns you about what people think of you.   Language. What other ways can you do this. 

Turn the silos into reservoirs. Two guys on a building site. What are you doing one is building a cathedral the other says digging a ditch. 

Supporting teaches. Clear expectations communication feedback growth plans. This relationships. People will do amazing things if they want to do it. Time is not necessarily the issue. 

I know that you believe you understand what you think I said, but I am not sure you realise that why you heard is why I meant. 

Preparing to listen. 

Let go for the need of control. Clear soemspace in your mind. Prepare to just listen tune into the other person. Make sure the setting is conducive. Listen to the emotion and body language with words. 

Active listener. Pay intention. Show that you are listening. Provide feedback. Defer judgement. Respond appropriately. 

Empathic responses. Repeat words back. Rephrase the content. Reflect the feeling as shown in words and body language. Rephrase the content and reflect feelings. 

Four faces of insight. Awareness of the dilemma reflection motivation illumination. 

The ability to speak may languages is valuable, but the ability to keep your mouth shut in any language is priceless. 

The solution is not I will take your problem for you. 

Reflection hindsight foresight insight. Help sort out past and present  practice. Lead profesional forms
Of inquiry. Assist to ask questions about their practice. Provide a way to think forward by analysing current scenarios. 

Questions hold the power to think create answers we believe in and motivate us to act on our ideas. What worked well this week. Why problems dos you encounter. Why can you do differently. 

Why ask questions?  
Quality conversations. Easy setting goals planning solving solving problems. Hard giving feedback changing attitudes and behaviour improving performance discussion career plans. Leading change. Link to strategic plan. 

Why are you going to do in the first 100 days and change is not part of it. 

Feedback. Evidence based. Specific. Timely. Not overwhelming. Actionable. Based on why you want to achieve in the first place. Restrict to what you know for certain. 

Prepare well. Purpose. Hope to accomplish. Assumptions of persons intentions. What buttons of mine are being pressed. Rehearsal. My needs and fears. What is the other person likely to be thinking about. 

Positive feedback. Practice being specific succinct and generous. Make some notes about the impact this has on your team. Be as specific as possible in your notes. 

What will enable you to be successful in this role?     Space staff welfare engaging staff expectation. Links to strategic plan and mission statement. Positive message for improvement. Framework for thinking. Parameters. Links with accreditation. Peak performance. How will you build the trust. Consultation ahead of time. Underpinned by research evidence based. Training so skilled at being a mentor. Pilot. Link into skills of the experienced teacher. Level playing field. Time. 

Questions from group. Time. Training. Team building. Mindset. B

UN Webinar on Sustainable Development Goals: Implementation – draft notes for delegates

Summary:  Means of implementation and the Global Partnership

The area I am to examine is the Means of Implementation and global partnership for the sustainable development goals.  What follows is an abstract of points 60- 71 which is followed by an attempted analysis and commentary. Apologies for the formatting – it is cut and paste from the main word document I have.

Key Link:

https://sustainabledevelopment.un.org/index.html

In essence the focus is:

  • Point 60 and 61 the focus is to reaffirm our strong commitment to the full implementation of this new Agenda and realise the equal importance for the Goals and Targets and establish equal priority in implementation
  • Point 62 A revitalised global partnership for sustainable development supported by policies and actions outlined in the Addis Ababa Action Agenda 3
    • domestic public resources,
    • domestic and international private business and finance,
    • international development cooperation,
    • international trade as an engine for development, debt and debt sustainability, addressing systemic issues and science, technology, innovation and capacity-building, data, monitoring and follow-up.
      • Comment: Addis Ababa Action Agenda 3 Third International Conference on Financing for Development (Addis Ababa Action Agenda), adopted by the General Assembly on 27 July 2015.
      • Pont 63 Cohesive nationally owned sustainable development strategies, supported by integrated national financing frameworks, will be at the heart of our efforts.
        • Comment: Recently there has been some funding cuts in AUS AID
      • Point 64: We support the implementation of relevant strategies and programmes of action
        • Comment here are sited several programs of action including Istanbul Declaration and Programme of Action and African Union’s Agenda 2063
      • Point 65 we recognize that middle-income countries still face significant challenges to achieve sustainable development.
        • Yes middle income countries have their own issues which need to be addressed. This is quite a balancing act.
      • Point 66, Underscore that public policies and the mobilization and effective use of domestic resources, underscored by the principle of national ownership, are central to our common pursuit of sustainable 3 Resolution of the The Addis Ababa Action Agenda.
        • Comment on National Ownership – to be honest I am not sure how this can be possible except for developing a national culture of sharing
      • Point 67 Private business activity, investment and innovation are major drivers of productivity, inclusive economic growth and job creation.
  • Point 68 International trade is an engine for inclusive economic growth and poverty reduction, and contributes to the promotion of sustainable development.
    • Comment: Jury still on the effect of the proposed Australian free trade Agreement but this may or may not be an area of value
  • Point 69 we recognize the need to assist developing countries in attaining long-term debt sustainability through coordinated policies aimed at fostering debt financing, debt relief, debt restructuring and sound debt management, as appropriate.
    • Comment: This is where a combination of Govt, NGO and TNC based initiatives could assist
  • Point 70 – Technology Facilitation Mechanism which was established by the Addis Ababa Action Agenda in order to support the sustainable development goals.
    • Comment – what does this mean – I interpret it as a cloud based platform to achieve a series of specific operational goals.
  • The UN Task Team on Science Technology and Innovation (STI) for SDG will promote coordination, coherence and cooperation within the UN system on STI. This specifically involves a Multi- stakeholder forum on STI for SDGs.
  • An on-line platform will be used to establish a comprehensive mapping of, and serve as a gateway for, information on existing STI initiatives, mechanisms and programmes, within and beyond the UN.
  • The Multi-stakeholder Forum on Science Technology and Innovation for the SDGs will be convened once a year, for a period of two days,
  • The meetings of the High Level Political Forum (HLPF) will be informed by the summary of the Multi- stakeholder Forum
  • Point 71: We reiterate that this Agenda and the Sustainable Development Goals and targets, including the means of implementation are universal, indivisible and interlinked.

Comments for implementation:

 

Referring to an earlier comment about national ownership may I make the following Reflections/ commentary?

  • Federal decision making initiatives
    • Federal Foreign Minister Julie Bishop’s UN Statement September 2016
    • National support thought leaders and doers: –  Healthy Skin Fiji http://loreto.org.au/raising-awareness-about-albinism-in-fiji/
    • National independence in how we address SDGs
    • Digital National Leadership:
      • Social media engagement
      • Digital community SGD groups in the context of The UN Task Team on Science Technology and Innovation (STI) Point 70
      • @plu on Twitter if you would  like to connect with me in this context. https://twitter.com/plu
  • State Based Decision making initiatives
    • Leverage our school professional association such as the PTC of NSW for workshops into incorporating the goals into curriculum planning meetings.
    • Academic organisations such as the Geographical Society of NSW which have committee membership from universities around NSW
  • Local based decision making initiatives
    • Linkages with Local Council and their initiatives. Our schools has 200 boarders and students from dozens of local urban councils. So if we model a local council initiative then our students can do the same thing in their local community. For example Hornsby Council Community groups include:
      • Bushland management
      • Catchment remediation
      • Floodplain risk management committee
      • Homelessness task force
      • Bushfire management committee
      • Heritage advisory committee
      • Local Hawkesbury estuary management committee
      • Sydney coastal councils group
      • Hornsby and Central coast advisory council of community relations
    • School Based community decision making initiatives
      • Outreach
      • Exodus Foundation
      • Loreto Rural Partnership