December Strategic Leader Hui Notes

The RREB programme Regulation, resilience, emotions and behaviour

Sharing progress and the impact of the programme

The RREB programme ( resilience, regulation, emotions and behavior intervention –renamed from emotion coaching to more reflect the content)  is a direct response to wellbeing challenges reported by the cluster.

The purpose of this professional learning workshop was to support the Te Ara Tūhura clusterwide RREB programme in gathering and analysing qualitative data from participants by facilitating the evaluative process.

The quantitative and qualitative data will be gathered, using storyhui a process for evaluating successful learning in areas not covered by formal testing and other strategies, to determine the impact of the programme on both shifts in teacher pedagogy and practice  and improved student outcomes. This progress and impact workshop also raised evaluative capabilities of teachers through the following data gathering and analysis strategies

• Facilitation of storyhui
• Review and analysis of the story hui outputs to determine common themes
• Google form survey
• Teacher and parent observations
• Facilitated reflection

Emerging themes

The following are themes that teachers identified when exploring the impact of the RREB programme, through storyhui analysis

• Teachers were inspired to get involved and felt aspects of  their teaching was refreshed by the programme
• All teachers achieved success in support the wellbeing, engagement and achievement of their tamariki/students
• Decreased frequency and intensity of emotional outbursts of tamariki/students
• Increased self-control
• Inspired to change teacher practices and this is reflected and evidenced in observations of our teaching
• The significance or Importance of empathy as part of the RREB process was highlighted
• All of the teachers believed the programme resulted in stronger relationships between those involved in the programme
• Increased ability of students/ tamariki to recognise and verbalise emotions which resulted in improvements in wellbeing and engagement
• Support person in difficult times when tamariki are at a peak
• Repetition - RREB is a long term goal
• It's all about relationships
• Consistency and collaborative growth of All

Reflecting on the facilitation of this programme

• Positive and invaluable programme
• Value the changes and additions to teaching practice
• Critical for the future of children
• Alissa embodies the teaching
• Provides empowerment to both teachers and students
• Adults need emotional coaching too

Improved Outcomes

Teachers are searching for effective strategies to support resilience self regulation and wellbeing of their students. When adopting the  programme strategies you can quickly see the difference and development for students.

Parent/Whānau have developed an awareness of the importance of emotional coaching for resilience and self regulation.

Students/tamariki have learnt that emotions are occurring and naturally occurring it is how we deal with them that is important and that we can learn more positive strategies. Increased empathy for tamariki/students towards others has been seen as a result of the programme

Improved outcomes for all (teachers, parent, whanau and students) included;

• Understanding their own emotions and how this relates to interactions with others
• Improved relationship - including increased trust and understanding of the journey
• Increased support networks
• More awareness of self and more intentional when dealing with heightened emotions

Suggestions from participants for future participants

Teachers were asked to consider useful mindframes or strategies for others entering the RREB programme and have suggested the following;

• Start small and be confident in your own abilities
• Persevere with the strategies
• Notice and celebrate small successes
• See the work as an ongoing process
• Keep communication lines open
• Don't be afraid to ask for help

Survey Responses

In what ways have you changed your practice since participating in the RREB intervention project?

• My vocabulary has changed to correspond with my new knowledge and understanding. I name and acknowledge children's emotions much more regularly and consistently. I allow children time to process their emotions and don't immediately go into diversion mode. I use a lot of visual cues to prompt children's understanding of their emotions. (2)
• Used emotional coaching to support children going through tricky times and emotions.
  Introduced feeling cards and a daily feeling thermometer.
  Introduced some mindfulness into my daily programme.
  Used a calmer manner when children are in a heightened state.
• Our entire programme and philosophy has been updated to integrate activities, experiences, resources and support around building children’s emotional intelligence. We have shared this with our centre whānau as well to ensure consistency throughout.
• I am more aware of how I am responding to students in a variety of situations and am trying to use Emotion coaching where possible.
• I have learnt new ways to connect with children through the strategies involved in emotional coaching and am bringing this into my practice. it has caused me to slow down and become more empathetic.
• Many ways, but the main way would be helping them name it to tame it!
• Since being involved in the RREB intervention project I have changed several aspects of my practice. I now acknowledge children's feelings and let them sit with that feeling until they are ready to work through the problem together. In the past I use to use distraction and jump straight to problem solving myself without necessarily involving the child in the process. I am also being more intentional in my practice and thinking about what I could do today to make a difference. I am aware of using lots of different emotions resources, and using feelings language throughout the day. I am also incorporating games which encourage a child to develop self regulation/control skills. I have found I am also reading and being more proactive in finding research to back up my practice and then be able to articulate this parents. Personally, the project helped me to become more in tune with my own feelings. This has led me to engage in strategies such as mindfulness, to look after myself which in turns let me be more involved, focused and in the moment at work.

Have you seen a change in students understanding of emotions and the regulation of related behaviours?

• Children are verbalizing their emotions more regularly. they have a better understanding of the complexity of emotions, rather than just happy, sad etc.
  Children are starting to be able to recognize other children's emotions. (2)
• Yes, children are much better at talking about their behaviours and identifying when they need some time to themselves or support with their emotions.
• Yes, we have seen this benefit all of our children and the reduction in behaviours has been significant. Our children are a lot better at articulating and understanding their emotions and they ways they can support themselves when these ‘big feelings’ happen.
• In some cases yes and in other cases no. It depends on the child and the situation. Mostly though there has been a slight change .
• Yes, as a team we have been practicing the "4Rs" and other strategies to create a calm environment such as noticing feelings, showing manaakitanga. this has become part of the culture of our centre, children are sharing their knowledge with their whanau, suggesting strategies their whanau could use - and whanau are discussing these positive experiences with the team.
• Most definitely and even in the way they talk and respond to each other when their peers are upset.
• Yes!! Children are much more aware of their emotions and are able to articulate this to the teachers and others. They are also building up their kete's of strategies to help them cope with their emotions and calm down. A lot of the children are able to participate in these strategies independently now which is great to see. Children are also more aware of others children's feelings and how their actions have an effect on them. This has created a culture of kindness and thoughtfulness. In general I feel I have developed deeper and stronger relationships with the children as a result of engaging in emotion coaching. They feel understood and know I am there to listen to them. In general children have also showed a decrease in the number and length of outburst they have and are more focused and engaged throughout their day. A wow moment for me when i realized what an impact this work was having was when a new child started. She became upset after an incident and cried for quite sometime. One of the children noticed this and came over to her with a mindfulness bottle "to help her calm down."

How do feel this intervention makes a difference to the child’s pathway/future ?

• Building self regulation and resilience. More healthy emotional/mental health. Building empathy for others. Emotional intelligence enables success in all aspects of one's life, professionally, privately, in relationships, being healthy, physically and mentally and having a positive self image. (2)
• They are becoming better equipped to deal with the range of emotions they experience.
• This has been such a valuable tool for all of our children. We are setting children up with the skills to navigate their world and the impact of emotional regulation and self control is enormous in all areas of children’s development.
• I think it allows them to feel like adults have empathy with them, are prepared to listen to them and acknowledge how they are feeling.
• I really do feel that these children are learning strategies to self calm or self regulate to place themselves in good stead when faced with challenges. ECE is such a great age to start these lifelong habits of self control.
• I believe it will be so beneficial for their mental health , learning to self regulate and understand their feelings and knowing it’s ok to have them. Lifetime skills!
• As I have read in research and Alissa shared with us during the project- the self regulation/control skills a child demonstrates in the early years is a predictor for their success and outcomes in the future. If we want our tamariki to be successful, contributing, kind citizens of society we need to teach and develop these skills as early as possible. These skills are also the foundation for the development of many others skills. Once these core skills are attained other knowledge and further brain development can take place. We can't expect children to gain to high executive functioning skills if the foundations are not in place. For example, you can't place a roof on a house if it has no walls.

Comments about the the programme delivery and facilitation

• It is motivating and inspiring to have a facilitator who is passionate about her subject and also is currently working in the field, so is able to share direct examples and experiences, advice and guidance that is relevant and able to share teaching strategies, resources and equipment etc. (2)
• It was a great programme. Due to our busy schedules it would be great if it could be done all on one day to allow for more people to possibly participate.
• Alissa was amazing, it is clear she is very passionate and knowledgeable. For me, she inspired me to reflect and change my practice and increased my passion in this area.
• Nothing at this stage. My only concern is that some of the scripts or ideas I was given related to individual children were quite lengthy and wordy and I would struggle to remember!
• Alissa obviously has a passion for what she teaches and is a great facilitator. the workshops were inclusive, non threatening and full of great information. The follow up visit in my centre was personalised to what i needed to get out of the learning for my specific needs and the info was insightful. Allisa was generous with her sharing of resources and the final evaluation session was another great consolidation of our learning.
• Was enjoyable, well set out and easy to follow.
• Would definitely recommend this course to others. Inspiring, thought provoking and well worth it!

What is the Purpose of a Blog?

The leadership team of Te Ara Tūhura spent some time unpacking what they think is the purpose of a blog. Check out their thoughts on this padlet.

Kelsey Morgan from Uru Manuka has put together this resource about the purpose of the blog.

Rāwhiti School MADE AWARD entries

These are two great examples of Learn Create Share from Rāwhiti School.

Original song by Justin Timberlake. Created by a group of enthusiastic children from studio Tāne Mahuta, at Rāwhiti School 2017, Christchurch, New Zealand. We loved singing this song so much and we thought we could showcase the East Side of Christchurch and Christchurch City. So much has changed in our environment since the earthquakes. The Central City is changing so much after the earthquakes, we also wanted to show some of these changes. We filmed in Gap Filler spaces (where buildings used to be before the earthquakes) and artworks that have popped up in spaces were buildings used to be. Our other aim was to make a music video that would involve a lot of children from our Year 4 to 6 studio. This music video came 2nd in the MADE AWARDS, NZ, in the Powerco Music category, Year's 4 to 6, for 2017.

Music video to the song December 1963 (Oh What a Night). We sing this song in class and our challenge was to make a music video. Year 4 children (8 - 9 year olds), from B.3 at Rāwhiti School created a story for this song. A group of musicians are at the Spaceport, heading to the moon. While in space they get hit by a meteor and knocked off course. They end up at a planet called 'Robolien,' (robots & aliens). Walking along the street the drummer sees the lady of his dreams on Robo News. She's wanted for stealing jewellery. The humans end up at a Spaceball..... Story, props, backdrops and puppets designed and created by B.3. The children had fun making this music video and lots of sore arms from puppeteering!

Lets Celebrate Our Successes - Resilience, Regulation, Emotions and Behaviour Intervention

There have now been 60 teachers, ECE managers, SENCO’s and DP’s who have gone through Alissa’s resilience, regulation, emotions and behavior intervention – RREB programme (renamed from emotion coaching to more reflect the content).  This programme was a direct response to challenges reported by the cluster and has been reported as being a successful solution.

The quantitative and qualitative data gathered showed there was a 100% shift in teacher practice, and 100% reported improved student outcomes. The programme had a major impact on the teachers and strongly influenced their personal teaching pedagogy. Many schools and ECE settings are wanting to have a school wide approach and to have all staff trained. Alissa undertook brief training with the teacher aids at a school.

Onsite coaching and mentoring visits was an integral component of the model with the aim to embed the learning from the PLD workshop, and to give support in the transfer of theory to practice.

This intervention programme has been found to have positive benefits on teacher feelings of competency and confidence, teacher and pupils’ calmness, pupils’ emotional literacy and regulation, child-teacher trust and relationships, increased pupil engagement in learning, increased focus, and decrease in behavior difficulties.

Some feedback from the previous round includes:

September Strategic Leader Hui Notes

August Strategic Leader Hui Notes

Uru Mānuka Visit - Digital Pedagogy Hui

Technology is sometimes used in isolation of pedagogy and used a substitution in many instances or becomes a consumptive practice, not one enhancing creativity and sharing. The devices are often under utilised, which can cause whānau to question the use of devices in school. Systems and policies are not in place to ensure effective and smart use of devices.

The challenge is to get teachers to transform their teaching practice using technology to support a rich pedagogy.

As the Principals and eLeaders drive the direction of digital fluencies within the schools there was a great opportunity for Te Ara Tūhura Leaders and Teachers to visit a cluster where evidence based application of a Learn Create Share pedagogy is very visible.

The beginning to a transformation was to visit 3 school within a highly effective cluster where research is ensuring the transformation is meaningful and effective. For teachers and principals the aim was to come away with an understanding that the pedagogy is the driver for accelerated achievement and the device supports that and enables key affordances for teaching and learning.

These affordances are

• Engagement

• Powerful Teaching Conversations
• Complex Tasks
• In Site and On Site Support
• Connections and Visibility.

This project provided information and options for support for the Te Ara Tūhura Cluster leaders to look at highly effective classroom practice using a Learn Create Share Model in 3 schools in the Uru Mānuka Cluster at a range of year levels. Uru Mānuka is in their third year as a Manaiakalani Outreach School.

The schools visited were

Ako Ngatahi - Kate Mclaughlin and Simon Scott - Hornby Primary School

Rimu Class - Sharon Spragg and Angela Taylor - Yaldhurst Model School

Room 5 - Lyn Satherley - St Bernadette’s School
Room 4 - Seaeun Lee - St Bernadette’s School

The visit offered opportunities to investigate

• the possibilities of digital immersion learning and how learn create share, rewindable learning, google sites and individual student blogs support this.
• the systems and processes to support this at cluster, school and classroom level.
• Leaders from schools and centres to look at the success of Manaiakalani Outreach Cluster - Uru Manuka.
• Provide teacher mentoring and Online support
• Improving engagement and learning experiences for learners
• Structured visits to schools and opportunities to speak to learners about their learning
• Continued relationship building
• Visits between Schools
• An opportunity to share strategies and systems to manage digital tools and the associated issues across schools and sectors.

The day was a great success with good feedback from participants and follow up with individual schools to begin implementing individual blogs.

The Cluster leaders and other participants (as determined by cluster leaders)

• developed a deeper understanding of effective pedagogy, digital fluency and digital technologies in education settings
• identified clear next steps for improving practices and systems for implementing digital fluencies within a cluster, school,and classroom using the vision as a lense
• were supported to consider a wider range of evidence and perspectives using a transformative and/or future focused lens

One of the benefits for the host cluster Uru Mānuka leaders and teachers, that was not foreseen, was the confirmation of how far they had come in their journey over the previous two and a half years. The opportunity to receive positive feedback on their practice was very affirming for them.

In hindsight and something that could still be done is to create a network where the participants on the day and the host cluster could continue to connect to support one another.

Some feedback from participants was

• My staff were buzzing at the end of the day. I'm sure we will digest this and think a bit more and possibly get you to talk to us some more. We would certainly like to explore this more as a cluster. Pity not every school was represented.
• WOW – my teachers have come back buzzing and really inspired! These resources are so good. Thanks so much Mark. This is fantastic!!

Te Ara Tūhura Cluster

Background

The Parklands LCC began in 2012 with 3 schools, Marshland School, Parkview School, Queenspark School and 13 ECE’s, Kidsfirst Kindergarten Parklands, Kidsfirst Kindergarten Queenspark , Burwood Playcentre, Parklands Playcentre, ABC Parklands, Kindercare Learning Centre (208), Bottle Lake Preschool, Lake Terrace Preschool and Nursery, Little Explorers Preschool, Marshlands Nest, Ready Steady Babies, Ready Steady Play Early Learning Centre.

In 2015 the Belfast and Brighton Cluster connected with the Parklands Cluster. These clusters included 4 schools South New Brighton School , New Brighton Catholic School , Belfast School,  Rawhiti School, and 14 ECE’s Kidsfirst Kindergarten North New Brighton, Kidsfirst Kindergarten Nuffield, Kidsfirst Kindergarten South Brighton, North Beach Playcentre, South Brighton Playcentre, Annabels’s Educare – New Brighton, Estuary Road Preschool Ltd, New Brighton Community Preschool & Nursery, Kidsfirst Kindergarten Belfast, Belfast Playcentre, ABC Belfast, Edukids Styxmill, Fundamentals Preschool Marshland  and Edukids Prestons.

This new cluster was gifted the name Te Ara Tūhura by the Te Rūnanga o Ngāi Tahu in 2017.

To support the cluster coming together Mark Maddren was employed to help develop relationships, identify needs and support initiatives within the cluster. Joint Schools Initiative Funding generated from school changes has supported these identified initiatives and helped develop cross cluster relationships..

Rebbecca Sweeney (CORE Education Tātai Aho Rau) was asked to support the leadership team to create a shared cluster vision, values and principles.

From this work some major issues were identified within the cluster schools and ECE’s around anxiety, well being and resilience.

As of Term 2 2017, Mairehau Cluster are now in the process of building relationships with Te Ara Tūhura with the view of a long term partnership. There are three schools, St Francis of Assisi School,  Mairehau School, Mairehau High School and 10 ECE’s,  Kidsfirst Kindergarten Mairehau, St Albans Playcentre, Barnardos Early Learning Centre – Te Puna Oraka, Dudley Creek Preschool Ltd, Forfar Nursery and Preschool, Mairehau First Learners, Noku te Ao, Small World Preschool and Nursery and St Albans Community Preschool