PLD

Journal - Proposal Period from: 27-Jun-19 to 25-Jul-19

Mataura Primary School - ID: 3986 Today's date: 25-Jul-19

Current stage: PLD Proposal

Section 1 - Details
PLD leaders

Date
School name ID No. Education region Date started: Submitted by:
submitted:

Mataura Primary School 3986 Otago / Southland 27/06/19 25/07/19 Shona Willis

Responsible person (recipient): Role: Area Office contact (name): Role:

Shona Willis Wellbeing lead teacher Andy Larson Senior Advisor

Who has contributed to this proposal?

Category: Yes/No Nature of contribution: Category: Yes/No Nature of contribution:

Drafting CFPLD Journal. Leading schoolwide wellbeing

Leadership team Yes initiative. Iwi, hāpu, whānau No

Sharing observations and data. Planning for the delivery

of our schoolwide wellbeing intiative in their classrooms. Community of Learning
Teachers Yes No
Lead(s)

Participation in surveys. Student voice on what they want

to learn about wellbeing. Across Community of
Students Yes No
Learning teachers

Wellbeing Strategic Target for 2019. Drafting CFPLD Journal

Community of Learning
Board(s) of Trustees Yes Yes
within school teachers

COL wellbeing goal. Our principal has lead this in 2017 and
Parents, Family, 2018.
No Schools in CoL Yes
Community

Advice and resources from CORE Education. Members of

External expertise Yes the leadership team attended the Positive Education Other No
Conference in 2018 and 2019.

Section 2 - Type of PLD

What are you trying to achieve?
Write a statement about what needs to change to improve student outcomes.
Our aim is to raise student, staff and community wellbeing. Our 2019 Stategic Target is "To ensure that students know when they are happy and have strategies to cope appropriately when tricky stuff
happens... to be resilient!". While many of our students have high levels of confidence, they do not understand how their brain works, how they respond to stressful situations, or how to calm themselves
down when they are upset. This affects their learning, as well as their social relationships in the classroom and playground. Anxiety, stress, and difficulties interacting with others mean that these children are
also less engaged in their learning, which leads to underachievement in some areas of the curriculum. We are also aware of how community wellbeing (especially the wellbeing of parents and caregivers)
impacts on our students. We want to increase community engagement in areas of school life that we know raise our students' wellbeing, with the aim of having a positive impact on whānau wellbeing. We
also want to take steps to inform whānau about wellbeing principles, which they can use in their own lives to benefit themselves as well as their children. Finally, we want to increase staff wellbeing. This is
part of our Board's role as a good employer, but will also ensure that our staff are in the best position possible to tackle the complexities and stresses of the teaching job. Raising staff wellbeing will have a
positive knock-on effect on our students and community.

PLD Proposal 2 of 5 25/07/19]

 PLD Journal - Proposal Period from: 27-Jun-19 to 25-Jul-19

Mataura Primary School - ID: 3986 Today's date: 25-Jul-19

How did you reach this conclusion?
Who was involved in the process you used? What data and information did you use? What did your analysis show?
Until 2018, we have had schoolwide interventions focussing on reading, writing and maths. The evaluations showed that some of the most successful aspects of these interventions were the wellbeing
strategies that teachers used in conjunction with deliberate acts of teaching. In 2018 the BOT chair, principal, and deputy principal attended the Positive Education Conference in Christchurch. As a result of
this and the subsequent discussions, we identified the strengths of our school and decided to take an appreciative inquiry approach to further develop wellbeing in our school. In 2019 our schoolwide focus is
on wellbeing. We have started this journey by conducting a student wellbeing survey across our school, as well as collecting observations from teachers, student voice, and gathering feedback from parents.
The wellbeing survey was chosen for its ability to give us an overview of multiple areas of student wellbeing, specifically: self-confidence, resilience, knowledge of how their brain works and students'
understanding of how they can calm themselves down. Our analysis showed that students were generally self-confident (with a schoolwide self-confidence score of 90%), but showed lower levels of resilience
and ability to choose their response to situations (81% and 79% respectively). Scores across all three areas were lower for our senior (Year 4-6) students. Children with behavioural needs, high levels of
absenteeism, and academic underachievement were also more likely to have lower scores across all areas of wellbeing.

How does this relate to the overall goals/strategic direction of the CoL/school/kura?
Write a statement about how this change sits within your wider change and improvement plan and indicate where this is documented.
In the last 18 months, our school's focus has been on a more holistic approach to education. Our 2018 Strategic Target was to lift oral language achievement across our school, and we ran a successful oral
language intervention across our school that had a measurable impact on students' writing ability, and also had a possitive effect on other curriculum areas across our school. This year, our Strategic Goal
focuses on the wellbeing of students, staff and our wider community: "All students at Mataura School will develop a broad range of strategies and skills through being successfully engaged in their learning."
The annual goal for this strategy is to develop wellbeing for all students, staff, and accross our community. The target that we are providing multiple programmes for is: "To ensure that students know when
they are happy and have strategies to cope appropriately when tricky stuff happens... to be resilient!". Our community feedback for this goal is that they want their learners to be happy at school and
achieving well. We are applying an intervention model that has proved successful in other curriculum areas (including oral language) to this year's wellbeing intervention. The Eastern Southland COL, of which
we are an active member, has four main work strands. These include the vision, transitions, communication, and wellbeing. Our principal has been actively involved in developing the wellbeing focus in 2017
and 2018.

Contribution to National Priority Outcome Areas

Please select at least one National Priority outcome areas you expect this PLD to contribute to increasing student achievement (select 'yes' or 'no' for each outcome area).
If you have any comments on this contribution, you can enter them in the text box to the right of the outcome areas (this field is not mandatory).
National Priority outcome area: Select Yes or No: Additional comments (if required):
Through the lens of wellbeing, we are seeking to increase student engagement (and consequently student
Pāngarau/mathematics Yes
achievement) in mathematics by developing: student resilience and their ability to take risks with their
learning, growth mindset, and self-esteem.
Pūtaiao/science No

Te reo matatini (pānui, tuhituhi, kōrero)/reading and writing No

Digital fluency No

PLD Proposal 3 of 5 25/07/19]

 PLD Journal - Proposal Period from: 27-Jun-19 to 25-Jul-19

Mataura Primary School - ID: 3986 Today's date: 25-Jul-19

Section 3 - Details of Proposal

Proposal
PLD estimated start Facilitator 'contact hours'
PLD estimated end date: Years Months School hrs committed: Total PLD commitment:
date: requested:

14/10/19 18/12/20 1 2 150 300 450

18/12/20
No. schools/kura participating in No. of people assuming a leadership role across the No. of people assuming a leadership role for a targeted group
No. of teachers to participate in the PLD
PLD whole the PLD (auto-populated) within the PLD (auto-populated)

1 21 3 2

Key leadership roles in your PLD - please identify the people within your Kāhui Ako, school or kura who will be involved in leading the PLD
Leadership Description - briefly describe the target group the person will be leading within the PLD (i.e. Individual school/kura, year group,
Name of leader: Role:
category: curriculum area):

Within School
Shona Willis All PLD
COL Teacher

Susan Dennison Principal All PLD

The targetted group comprises our support staff and part-time teaching staff, including specialist teachers. We will be using the ERO
Deputy Targeted
Sam Walker model of student wellbeing indicators with this group.
Principal group
The target group will be the students in each class that the teacher is responsible for.
Targeted
Teaching staff Teacher
group

What internal expertise do you have to support this PLD?

What internal expertise have you identified and dedicated to undertaking this PLD?
I will be the lead teacher for this PLD. I have developed my leadership capacity from 2016 onwards, when I led a PLD focus on mathematics, which included a schoolwide intervention. Last year I led our
school's oral language PLD and schoolwide intervention, and worked extensively with Darran Ingram from CORE Education to develop my leadership skills. This included time spent on coaching conversations
and leading change within the school. I have continued to expand my skillset this year through my leadership of our wellbeing PLD/intervention. I attended this year's Positive Education Conference in
Christchurch, and have done a considerable amount of professional learning about wellbeing. I have found multiple ways of sharing this knowledge with our staff, including the development of a website
through which I am sharing helpful links to other wellbeing websites, readings, videos, and ideas for physical resources and activities. I have been appointed as Mataura School's within school COL teacher for
Terms 3 and 4 of 2019 and all of 2020. I am establishing a wellbeing focus group within our COL, with the aims of: sharing our school's wellbeing learning (including the resource website that I have
developed), facilitating the sharing of wellbeing learning that other schools have done, and creating "wellbeing champions" from a range of schools who will coordinate and share new wellbeing learning
across our COL.

What external expertise do you need?

Please select the accredited facilitator specialisation categories that are for this PLD (select from the drop down list -you must select at least 1 category).
If you can't find what you are looking please write it in the text box below the drop down fields.

Specialisation categories: Additional comments (if required):

We would like to engage Ara Simmons from CORE Education, who has already worked at our school in 2019
Hauora, Hākinakina, Health, Physical Education to support leadership development and our wellbeing pedagogy. We would like to continue this support in
Term 4 and during 2020, with a particular focus on staff and community wellbeing. We also want to contract
Pedagogy Dr Denise Quinlan and Dr Lucy Hone from the New Zealand Institute of Wellbeing and Resilience. Their
expertise will assist us to further develop our wellbeing pedagogy, particularly in the areas of
resilience/growth mindset, risk taking and self-esteem. We expect to see a positive impact across the
Governance, Management, Leadership, Change
curriculum, particularly in the area of mathematics. Finally, we want to explore PLD through the Positive
Psychology Institute, whose book Practising Positive Education we have been using this year.
Please select (drop down list)

Please select (drop down list)

PLD Proposal 4 of 5 25/07/19]

 PLD Journal - Proposal Period from: 27-Jun-19 to 25-Jul-19

Mataura Primary School - ID: 3986 Today's date: 25-Jul-19

What other professional development activities will your leaders and staff be undertaking during this period?
Are you undertaking any other PLD or supports during the proposed PLD period? What type, how much, how long and is it complementary to the proposal?
During 2019 and 2020 we are exploring cultural consciousness, and have ongoing PLD in this area. We are investigating local knowledge, legends and landscapes with the support of Fiona Matapo (Māori
Medium Facilitator, Kia Ata Mai Educational Trust). This PLD is complementary to our proposal. As part of our culturally responsive PLD, we will be exploring the learning styles and needs of our Māori
learners. Opportunities for integration between our cultural consciousness and wellbeing PLD include: exploring wellbeing through a Māori lens, and integration of te reo in both PLD areas. Our cultural
consciousness PLD will also allow us to continue developing the hauora of the students in our bilingual unit. This class is already fully integrating wellbeing and tikanga, and will continue to develop this area in
2019 and 2020.

Are there any other factors that may have an impact on your proposed PLD?
This may include items such as: new staff and/or BOT, intention to join a Col , recommendations from ERO, SAF or any other factors that may impact the PLD.
Wellbeing is the focus of my COL within school teacher role in Terms 3 and 4 of 2019, and all of 2020. This complements our schoolwide wellbeing focus and will support us to achieve the best outcomes for
our students, staff and community. We are well setup to continue to focus on this area, even if we have staff changes.

Leadership engagement statement

The leadership team and Board(s) of Trustees are fully engaged and supportive of this PLD
Statement made by: Susan Dennison
proposal

PLD Proposal 5 of 5 25/07/19]