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Friendly schools plus 16pp sample booklet a4 covers v1 small for e copy[1]


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Friendly Schools Plus

Friendly Schools Plus

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  • 1. Sample Booklet sample bookletOverview of the ResourceThe Child Health Promotion Research Centre (CHPRC) and STEPS Professional Development are proudto offer Friendly Schools PLUS the new, evidence-based resource for primary and secondary schoolsdesigned to build social skills and significantly reduce bullying in school communities.Friendly Schools PLUS draws on 12 years of extensive and rigorous research into best practice,and now includes evidence from four more major research studies, including ways to address cyberbullying, conducted by the CHPRC. The resource comprises over 75% new material than the originalFriendly Schools Resource, presented in a blended online and print environment.The program provides schools with the strategies and resources to achieve the vision and all nineelements of the newly-revised National Safe Schools Framework. The Friendly Schools PLUS programlinks directly to the General Capabilities outlined in the Australian Curriculum under personal and socialcapability. It is also based on 11 major research projects conducted since 1999 involving more than27,000 Australian school-age students from pre-primary to Year 10 (see figure below). This research hasfocused critically on understanding student bullying behaviour and seeking locally relevant and practicaloutcomes while informing national and international policy and practices. It is recognised nationally andinternationally as a successful whole-school evidence-based bullying prevention program. 11 Successful Friendly Friendly Major bullying Schools Schools practice study Friendly Studies resource Families KIT+ Children’s Solid Kids Supportive Approachable Aggression Solid Schools Schools Teacher Prevention study study study study Covert Cyber Strong Solid Kids Bullying Friendly Schools Solid Schools Prevalence Schools Safe Kids dissemination study study Contact STEPS Professional Development to find out how you can access the Friendly Schools PLUS resources and professional learning opportunities. w: / t: 08 9373 2200 / e: Schools PLUS 3
  • 2. Sample Booklet A Whole-School Process Friendly Schools PLUS offers one of the most effective means to reduce bullying among young people. The resource is based on a whole-school approach to enhance students’ social and emotional understandings and competencies, in developmentally appropriate ways throughout their schooling. A range of tools and materials are provided to help schools to effectively implement the seven steps of the Friendly Schools Whole-School Process. 7 1 Survey students, Review changes in parents, teachers practices, processes and student outcomes 2 Assess whole-school 6 practices Implement teaching Whole-School and learning activities Process 3 5 Plan priorities using data 4 Use whole-school toolkits to respond to priorities Build collective capability Contact STEPS Professional Development to find out how you can access the Friendly Schools PLUS resources and professional learning opportunities. w: / t: 08 9373 2200 / e: © CHPRC ECU 2012
  • 3. Sample Booklet sample bookletRESOURCES TO SUPPORT A WHOLE-SCHOOL PROCESS‘Survey the Scene’ – Surveys• Three reliable self-administered, online, surveys for students, staff and parents help determine students’ understandings, attitudes, competencies and behaviour.• Provide aggregated electronic school level reports to help guide informed decision making.‘Map the Gap’ – Screening Tool• Identify what your school is doing well and areas for action to enhance social skills across the whole- school.• Provides a school profile based on staff data-identifying whole-school strengths and challenge areas.‘Plan to Act’ – Planning Tool• Determine if whole-school strategies currently used in your school meet the identified needs of the students, staff and parents.• Set priorities – What’s working well, what can be improved, what’s missing?• Record short and long term priorities, actions, timelines and monitoring methods.Powerful Professional Development• Build your own capacity to sustain successful implementation across the whole school by training Friendly Schools PLUS Facilitators and/or Lead Teachers• Provide practical and powerful professional learning for all school staff.Get Informed – Evidence for Practice Text• Access the tools needed to help your school to implement, maximise and sustain effective social skill building and bullying prevention strategies.‘Walk the Talk’ – Teacher Resource BooksProvide all teachers with age appropriate Teacher Resource Books full of practical learning activitiesand ideas to use in the classroom to improve students’ social and emotional skills.Organised into the five key areas of the social and emotional learning model.• Key Area 1: Self-Awareness• Key Area 2: Self-Management• Key Area 3: Social Awareness• Key Area 4: Relationship Skills• Key Area 5: Social Decision-Making‘Review the News’Use the Online Surveys, Screening Tool and Planning Toolkits to effectively monitor, review andevaluate practices, process and student outcomes and the impact of the change across the school. Contact STEPS Professional Development to find out how you can access the Friendly Schools PLUS resources and professional learning opportunities. w: / t: 08 9373 2200 / e: Schools PLUS 5
  • 4. Sample Booklet Sample pages ‘Survey the Scene’ – Online Surveys Student Survey About Several Teacher Survey times a often were This Once or Every few once a Last term, how ther ano did not weeks week week or you bullied by r school twice more happen Please indicate student from you s? way to me of the following how much you agree or disa in the following 2 3 4 5 (please circle statements. gree with each 1 one number for each statement) in nasty ways a I was TEASED 5 I feel I have the 3 4 skills to: Strongly 2 Neither told about me to 1 agree Agree agree nor Disag SECRETS were ree Strongly b me disagree others to hurt 5 a discuss bullying disagree 3 4 with students 2 1 one trying to 1 2 I was hurt by some 3 4 DSHIP discuss safe and 5 c BREAK UP A FRIEN 5 b appropriate 3 4 technology use what 2 with students 1 FEEL AFRAID by 1 2 I was MADE TO do to me 3 4 d he/she would 5 someone said 5 c discuss bullying Y 3 4 with parents HURT PHYSICALL 2 1 I was deliberately 1 2 3 r by a group 4 e by someone and/o d 5 me 5 manage bullyi GANGING UP on 3 4 ng incidents 1 2 1 ways 2 3 I was CALLE D NAMES in nasty 4 5 f 5 e manage cyber 3 4 bullying incide DN’T nts me he/she WOUL 2 1 Someone told he/she 1 2 3 SS I DID what 4 g LIKE ME UNLE f encourage stude 5 5 nts to help some said 3 4 who is being bullie one 2 d 1 delibe rately 1 2 My THINGS were N 3 4 ROYED or STOLE 5 h DAMAGED, DEST 5 g address bullyi ng within 3 4 the curriculum NG hurt me by LEAVI 2 1 Others tried to 1 2 or NOT TALKI NG 3 4 i ME OUT of a group h identify stude nts who are being 5 TO ME 4 5 bullied and/or FALSE 3 1 LIES were told 2 2 d about me by 1 3 4 RUMOURS sprea identify stude 5 my friends or i nts who engag j someone, to make bullying e in other s NOT LIKE me 1 2 3 4 j support whole 5 school activities reduce bullying to 1 2 3 4 5 ‘Map the Gap’ – Screening Tool Contact STEPS Professional Development to find out how you can access the Friendly Schools PLUS resources and professional learning opportunities. w: / t: 08 9373 2200 / e: © CHPRC ECU 2012
  • 5. Sample Booklet sample booklet ‘Plan to Act’ – Planning Tool ning Tool Diagnostic Plan Diagnostic Plan able and system -wide. Sufficient ning Tool effective, sustain its actions are help to ensure reduce bullying e impact. CAPACITY improve studen t wellbeing and crucial to optimis 1.0 BUILDING y support to implem ent strategies to g and strategy compatibility with school needs are 1.2 Planning and improve capacit es, staff professional learnin for system suppor Schools that assess t, resourc g Great Slowed down t and resources ational suppor Workin leadership, organis In planning Just started steadily commitment 1.2.1 School actions hip ing Not to reduce bullyin and engaged leaders vision for increas happening stages Great Slowed down strategic plannin g and resources 1.1 Committed community, a clear Working g identified to implem to the whole school In planning Just started steadily commitment 1.2.2 Strategies ent them are integra Team communicate Not to reduce bullyin ted into school the Leadership commitment g are integrated Not 1.1.1 Principal and reducing bullying as a priority happening stages processes where into existing structu In planning social skills and reduce bullying Working Great Slowed down possible res, programs, happening school action to commitment 1.2.3 Adequate partnerships and stages Just started Working engaged in leading In planning Just started steadily time to plan, implem accountability Great Team are actively community (staff, Not ent and sustain Not steadily commitment Slowed down the Leadership school 5-7 years to sustain In planning 1.1.2 Principal and rs of the whole bullying happening stages ) school action to reduce bullying happening age all membe action to reduce Working Great Slowed down is allowed (3-5 stages Just started Working Team enable and encour decision making about school 1.2.4 Adequate number of staff years to initiate Great the Leadership and In planning commitment , steadily 1.1.3 Principal and ate in planning Just started steadily shared and the are part of the pastoral care/ Not In planning commitment Slowed down s) to actively particip ck Not impact on staff student wellbei happening students, familie ring and feedba policy outlining happening stages Working Great Slowed down is minimised ng team to ensure stages Just started Working , planned monito clear whole school the workload is Great through regular promot e an effective and In plannin g Just started steadily commitment 1.2.5 The team and the coordin Not steadily commitment Slowed down Team develop and Not ator have adequa In planning the Leadership te time to meet happening 1.1.4 Principal and s to reduce bullying other staff to happening stages Working Great Slowed down 1.2.6 Princip regularly, plan, stages Just started Working res and system sibility for helping and facilitate school Great strategies, structu ator, take respon In planning commitment al and Leadership Team ensures action steadily care, led by a coordin Just started steadily key student unders teaching staff have Not In planning commitment Slowed down ted in pastoral and Not tandings and compe allocated time 1.1.5 Key staff interes strategies to reduce bullyin g hip, mentoring happening stages tencies to encour in the curriculum happening stages Just started Working s to provide leaders age positive social to develop studen Great implement school t of wider system 1.3 Ensuring compatibility with behaviour ts’ steadily engage the suppor school commu Not In planning commitment Slowed down the Leadership Team bullying nity needs happening 1.1.6 Principal and actions to reduce stages Just started Working school in their 1.3.1 Assessment Great support to the of the school’s capacity for implem steadily strengths, barrier commitment Slowed down s and new opport enting actions unities to reduce bullyin 1.3.2 Pre-existing g is conducted capacities and to identify to encourage a successful practic Not In planning sense of collecti es within the school ve self-efficacy to happening 1.3.3 Surveys of in the school commu reduce bullying are valued and stages Just started Working Great staff, students nity promoted steadily bullying and families are Not commitment Slowed down conducted regular In planning ly to evaluate and happening Just started Working inform school action stages Great 1.3.4 Strategies to reduce steadily chosen to reduce Not In planning commitment Slowed down bullying are easy happening for the whole school Just started Working 1.3.5 Any ‘disrup community to implem stages Great tions’ occurring ent steadily actions to reduce inside and outside Not In planning commitment Slowed down bullying are acknow the school environ happening ledged and ways ment that will influen stages Just started Working to overcome these ce the success Great are discussed of school steadily Not In planning commitment Slowed down happening Just started Working stages Great steadily commitment Slowed down Get Informed – Evidence for Practice Text acticeEvidence for Pr enhance students’ strategies towhole-school reduce bullying in schoolssocial skills and Chapter 1 er 1 Evidence for Build ing Capacity Evidence for building capa evidence For educators, the m for practice city ath is simple:[128] Building capacit Effective y assess and imp rove capacity s reduce bullying help to ensure upport to imple ment strategies Intervention (the “what”) x Effective Implementation (the “how”) = Positive Outcomes for leadership, orga its actions are e to improve stu , nisational supp ffective, sustai nable and syste dent Students with school ne ort, resources, m-wide. eds are crucial t staff professio o optimise impa nal learning and ct. strategy Because schoo ls are complex program usuall systems, positiv y requires a wh e change to sup staff and parent ole-school app port effective imple s. A leading exp roach that is de mentation of a school priority and ert on educatio livered in suffici nal change, Mi ent quantity to educational ch chael Fullan, states students, known that hea ange should be the three basics of lthy students le numeracy, liter educational are arn better, stud acy and wellbe [129] as. When schoo ent wellbeing is ing. While it is achieving objec ls take on prog seldom given well tives that aim to en rams such as Fr the same prior iendly Schools ity as other and literacy. W hance student well Plus, they are n hereas classroo being but also s ot only skills which in t m learning activ tudent learning urn reduce stu ities specifically tar for numeracy chapter 1 involve broad a dent bullying b get student social a ctivities that en ehaviours, who nd emotional culture.[130] Seco hance wellbein le-school preve ndly, Fullan sta g, safety, pasto ntion strategies tes that success ral care and bui usually of relationships [131] ful educational ld a supportive . Bullying is a rel change is base school improving relat ationship issue d on the improv ionships and so and ways to re ements engaging stude cial skills, crea duce these beh nts, staff and pa ting a positive c aviours are thro positive relation rents so they ar ulture of suppo ugh ships between s e connected to t rt and respect and crucial not only tudents, betwe heir school as a in achieving ch en staff and stu community. Buildin inclusive and d ange that is su dents, and bet g oes not tolerat pported by eve ween staff mem e bullying beha ryone, but a sch bers is Lastly, Fullan a viours. ool culture tha rgues that the way t is positive, participate in c to successfully hange is throu engage and mo actionable conc gh capacity bui tivate the schoo ept that include lding.[129] Fullan des l community to efficacy of a gro s a ‘policy, stra cribes capacity up to improve s tegy, or action t building as a p tudent learning aken that incre owerful, greater motivati through new k ases the collec on on the part o nowledge, enh tive the balance bet f the people wo anced resource ween assessme rking individual s, and emphasis has be nt and capacity ly and together [129] en placed on s building has no ’. He suggests th schools are aw tandards and a t been achieved at are of the need ssessments and , indicating too The success of to adopt eviden less on action i much any reform, wheth many are faced ce-based practic n real contexts [129] on the strategie er it is a new literac with insufficie es that prevent and . While s or practices bu y or pastoral ca support, to ens nt capacity in t ure they are im erms of resourc manage bullyin based and foun t how well they re strategy, is d based program plemented succ es, teacher trai g, d to be effective are implement ependent not o like Friendly Scho essfully.[132, 133] Even ning and system school. The ‘wh , it is not suffici ed. Even if the nly when a school cho atic at’ (program ac ent to ensure p practices are ev ensure success[134-136] ols Plus, they are o tivities) plus stra ositive outcome idence- and ften not implem oses an eviden implemented in creases the cha tegies that sup s for students in every parent outcom [137, 138] furthermore, not sufficien ented with suffi cient fidelity to ce- nce of positive port ‘how’ thes es. Hence recomm tly sustained to and sustainable e activities will in schools are la endations to im positively influ outcomes for s be rgely focused o prove the effec ence student a tudents.[128] n implementati tiveness of bull nd As discussed in the on and sustaina ying interventions introduction to bility issues.[139, 140] promising resu this book, the lts in terms of r Friendly Schools re 2 showed that th educing student bu search project d e intervention w llying behaviour [141] emonstrated whole-school a as under-imple s. Process evalua ctivities implem mented with on tion, however, parents completing ented, 67 p ly 30 per cent o f the recommend home activitie [142] er cent of the curriculum activ © CHPRC ECU 201 2 s. Further, a review of the p ities and less than a ed olicy implemen third of Early Childhood Te tation process acher Resource / A ges 10–11 indicated 3 Contact STEPS Professional Development to find out how you can access the Friendly Schools PLUS resources and professional learning opportunities. w: / t: 08 9373 2200 / e: Friendly Schools PLUS 7
  • 6. Sample Booklet ‘Walk the Talk’ – 5 Powerful Teacher Resource books Social and emotional learning is the process of developing and practising five important social and emotional understandings and skills. The more students are able to manage their own emotions and behaviours the more they will be able to understand others and establish and maintain positive relationships. Five Social and Emotional Learning Skills Self-Awareness Recognising and understanding our feelings, while valuing our strengths and abilities Social Awareness Self-Management Being aware and respectful Controlling and directing of the feelings and Social and our emotions in perspectives of others appropriate ways Emotional Learning Skills Relationship Skills Social Decision-Making Dealing positively with Considering consequences relationship problems and and making thoughtful, social conflicts sensible decisions Contact STEPS Professional Development to find out how you can access the Friendly Schools PLUS resources and professional learning opportunities. w: / t: 08 9373 2200 / e: © CHPRC ECU 2012
  • 7. Sample Booklet Teacher Resource books sample pages The following pages are taken from the 6-8 Years Teacher Resource – early childhood book. The book is organised under the five social and emotional learning skills and addresses key focus areas for the age group. You will find : 1. Focus Area Key Messages 2. Introducing Key Messages 3. Developing Key Messages 4. Reflecting on Key Messages Section Three Relationship Skills ages 7-8 Relationship Skills Key Area 4: Relationship Skills Focus This focus will enable students to: Focus activities Positive relationship skills 1. Problems with • emonstrate ways to limit social d • tory Time and Discussion S Friends problems that arise during play times • ocial Stories S • escribe the importance of trying d • ournal J to think optimistically about their friends 2. The Benefit of • sk themselves in troublesome a • tory Time and Discussion S the Doubt social situations: ‘Could there be • ocial Stories S another reason?’ • icture Cloze/Story Retell P • emonstrate positive thinking to d • ournal J discourage anger and reactive aggression 3. How We Think • ink interpretation, emotion and l • tory Time and Discussion S action in their relationships • ocial Stories S • eflect on how they respond in social • lass Thinking Bands r C situations 4. What Is • dentify the behaviours that i • tory Time and Discussion S Bullying? constitute bullying • earning about Bullying L • iscuss why bullying is an d • oting with Your Feet V unacceptable behaviour • emonstrate empathy for the person d being bullied relationship skills relationship skills • ommunicate their feelings about the c possible effects of bullying behaviour Relationship skills help us to deal with relationship problems and other social conflicts. These skills include: 5. Who Is • dentify the people involved in a i • iscussion D Involved in bullying situation • ho Is Involved? W • making friends and maintaining healthy relationship Bullying? • nderstand the roles of the people u • oster P • dealing effectively with negative social influences and conflicts involved in a bullying situation • seeking help if we are not able to solve a social problem ourselves. 174 © CHPRC ECU 2012 Early Childhood Teacher Resource / Ages 7-8 175 Contact STEPS Professional Development to find out how you can access the Friendly Schools PLUS resources and professional learning opportunities. w: / t: 08 9373 2200 / e: © CHPRC ECU 2012
  • 8. Sample Booklet sample booklet tick Section Three Relationship Skills ages 7-8 Key Area 4: Relationship Skills reading/storytime Story Time and Discussion Choose a text that provides an example of disagreements between friends. Positive relationship skills Before reading, explain to the students that sometimes friends have problems they need to sort out. They might not agree with each other and they might have an argument. This story is about two friends who have an argument due to different ways of thinking. Focus 1: Problems with Friends After reading, discuss with the students the following questions: activity • Why did the friends argue? Key Messages • How did they sort out their problem? tick might not get along with all of our friends all of the time. We There are things we can say and do to help if we are having problems with friends. Example using: Tea with Bea by Louis Baum and George Birkett journal Tilly and Bea are getting ready for their tea party. But when they sit down and get started, they end up having an argument. Fortunately, instead of being stubborn, the two girls learn This focus will enable students to: to resolve their misunderstanding and salvage the tea party. reading/storytime • Demonstrate ways to limit social problems that arise during play times • Describe the importance of trying to think optimistically about their friends reflection Developing Key Messages Focus 1 activities Resources needed Introducing Key Messages Activity – Social Stories activity Using recent experiences at school, the social stories following or your own ideas, work A text that provides an example of disagreements through 2-3 scenarios with students where friends want to do different things. between friends. key message Story Time and Discussion (Sample text: Tea with Bea by Louis Baum and The focus should be placed on what someone thinks when in such a situation (e.g. ‘That’s George Birkett) okay, I’ll go and do … today’ versus ‘If you don’t play on the bikes with me you’re not my friend’). This will influence how each student feels, and the responses that follow. Developing Key Messages journalrelationship skills relationship skills This process is similar to the one outlined in Focus 4, but aims to more specifically emphasise Social Stories how friendships aren’t fleeting and are consequently not determined by whether one friend find Reflecting on Key Messages likes or wants to do the same thing as the other at any given time. • Sarah and Emily play together in the dress up corner every morning. One morning Emily leaves Journal Journal, drawing materials the dress up corner and starts playing with another girl in the class, leaving Sarah all alone. reflection What might Sarah be thinking? What else could she think? What can she do that would help Introducing Key Messages her to continue to play with Emily? more information While physical aggression and other overt problem behaviours are often disruptive for classrooms, • Angus has been away camping with his Dad all weekend. His friend David asks him to play there are also types of aggression that may be less obvious. Research has indicated that social ‘chasey’ at lunchtime but Angus snaps at him and says he really can’t be bothered and just aggression, such as exclusion and rejection, end up as serious forms of bullying and power assertion in wants to be left alone. What might David be thinking? What else could he think? What could the middle childhood years. he say to Angus to make the situation better? key message Social aggression is commonly thought of as something that girls do more than boys, and generally • Sam, Makayla, Tom and Grace do lots of things together at school. One lunchtime, Sam, Tom focus 1 focus 1 speaking this is true. However, if the motivation to be aggressive is not addressed, proactive and Grace play a game without Makayla. What do you think Makayla is thinking? What else cd could Makayla think so that she would not be sad and would not be upset with her friends? aggression can be subverted into more covert bullying. This focus aims to confront the common tick patterns of social aggression among students whose behaviour is otherwise okay. At the same time this focus aims to provide students who have difficulty with social entry with the explicit instruction to find enable them to enter new situations. 176 © CHPRC ECU 2012 Early Childhood Teacher Resource / Ages 7-8 177 question reading/storytime more information website link activity cd Section Three Relationship Skills discuss ages journal 7-8 question Reflecting on Key Messages Key Area 4: Relationship Skills signpost Positive relationship skills reflection Student Journal Ask the students to record something they did with someone else that morning and how it website link feel. made them Focus 2: The Benefit of the Doubt Conferencing questions: • Would you like to tell me about your picture? Key Message • key message feeling when you were doing ________ with ________? How were you • Why do you think you felt like that? Most of the time when something goes wrong it will not be deliberate. When things go • discuss you think ________ was feeling? How do wrong and we start to get angry or upset with someone, we should ask: ‘Is there another • Why do you think he/she felt ________? explanation?’ ‘Did they do that on purpose or was it just an accident?’ • What makes you feel happy when you are doing something with someone else? • How can you make someone else feel happy when you are doing things together? This focus will enable students to: find • ask themselves in troublesome social situations: ‘Could there be another reason?’ signpost Reflection Teacher • demonstrate positive thinking to discourage anger and reactive aggression. How effectively were the key messages developed? To what extent are your students now able to: Focus 2 activities Resources needed • more information to limit social problems that arise during play times? demonstrate ways • describe the importance of trying to think optimistically about their friends? Introducing Key Message A text that provides an example of misunderstandings between friends. Story Time and Discussion (Sample text: Mabel’s Magical Garden by Paula Metcalf) cd Developing Key Messagerelationship skills relationship skills Social Stories Picture Cloze/Story Retell Drawing materials question Reflecting on Key Message Journal Journal, drawing materials website linkfocus 1 focus 2 discuss 178 © CHPRC ECU 2012 Early Childhood Teacher Resource / Ages 7-8 179 signpost Contact STEPS Professional Development to find out how you can access the Friendly Schools PLUS resources and professional learning opportunities. w: / t: 08 9373 2200 / e: Schools PLUS 11
  • 9. Sample Booklet Professional Development options A range of powerful professional development options are available to help you to build the capability of your staff to implement policy and practice to enhance social and emotional learning and reduce bullying across the whole-school. Our model is based on promoting sustainable change through developing reflective teaching and learning with ongoing support, whole-school implementation, and helping you to build your own capability for change. Friendly Schools PLUS Professional Development Course Options 3 Day Course • Train Facilitators to build your own schools’ learning capacity 2 Day Course • Add Lead Teachers to help sustain implementation across your school 1 Day Course • Limited spaces available for individual teachers to attend Contact STEPS Professional Development to find out how you can access the Friendly Schools PLUS resources and professional learning opportunities. w: / t: 08 9373 2200 / e: © CHPRC ECU 2012
  • 10. Sample Booklet sample bookletFacilitator courseAttend all THREE Days of the CourseReap the benefits of training as a Friendly Schools PLUS Facilitator for your school and help to buildyour school’s own capability to provide high quality professional learning for all staff. After attendingthis powerful three-day Facilitator Course you will be well equipped to provide a minimum of 6 hoursof Friendly Schools PLUS professional learning for all your staff and to support the leadership team toestablish and implement whole-school strategies.Lead Teacher courseAttend the first TWO Days of the CourseAdd a Lead Teacher to the mix and benefit from having an additional ‘champion’ on board who will beable to provide great side-by-side support for your teachers as they begin to implement whole-schooland classroom strategies.Teacher coursesAttend Day ONE of the Course OnlyAs a trained Facilitator you will be able to provide this course for your whole-school staff. Limitedspaces will be available on STEPS courses to cater for individual teachers not attached to whole-schoolimplementation models and may be looking to attend the one-day course.FOUR Powerful Workshops1. Exploring Social and Emotional Learning2. Understanding Bullying3. Responding to Bullying Behaviours4. Moving From Evidence to Practice Contact STEPS Professional Development to find out how you can access the Friendly Schools PLUS resources and professional learning opportunities. w: / t: 08 9373 2200 / e: Schools PLUS 13
  • 11. Sample Booklet Choosing the right course for your school! Use the table below to help guide your choice of course. The size of your school will determine the most effective model for you. The combination of having a Facilitator and Lead Teacher in your school is based on a synthesis of research conducted by John Hattie. The synthesis shows what actually works in schools to improve learning to ensure successful implementation of change. Small Schools Large Schools/Districts (Under 200 Students) (Over 200 Students) IIIII Model IIIII Model Train one Facilitator and several Lead Train several Facilitators across the school. Teachers across the school. e.g. A Junior e.g. One each at the Junior, Middle and Middle and Upper Lead Teacher Upper School Levels IIII Model II II Model Train one Facilitator and a Lead Teacher Train one Facilitator and several Lead Teachers for your school across the school. e.g. A Junior Middle and Upper Lead Teacher III Model III Model Train one Facilitator for your school Train one Facilitator and a Lead Teacher for your school Contact STEPS Professional Development to discuss the most effective professional development package for your school. Contact STEPS Professional Development to find out how you can access the Friendly Schools PLUS resources and professional learning opportunities. w: / t: 08 9373 2200 / e: © CHPRC ECU 2012
  • 12. Sample Booklet sample bookletThe team behindFriendly Schools PLUSFriendly Schools PLUS is proudly made available through thecollaboration of CHPRC and STEPS Professional DevelopmentThe Child Health Promotion Research Centre (CHPRC) was established in 2004 at Edith CowanUniversity in Perth, Western Australia. The multi-disciplinary research team is nationally andinternationally recognised for conducting evidence-based research.Its highly applied (practical) research is designed to improve the physical, mental, emotional and socialhealth and wellbeing of children, adolescents and their families. The CHPRC achieves this by:• conducting innovative high quality health promotion research in areas of national priority for children and adolescents• actively fostering strong collaborative links with industry, the professions, government agencies and the community to ensure the findings are relevant and can inform state and national policy and practice• creating a supportive and stimulating learning culture for undergraduate, postgraduate and other researchers.Further information about the CHPRC can be found at STEPS Professional Development is not-for-profit company and is internationally recognised as a provider of proven, practical and powerful professional development courses and materials for teachers. Established in 1998, STEPS has worked in over 40 Countries, 1000+ school districts and 100,000 + teachers across English speaking schools. STEPS is proud to partner with the CHPRC team to publish the Friendly Schools PLUS resources and provide the high class professional learning associated with this resource. Contact STEPS Professional Development to find out how you can access the Friendly Schools PLUS resources and professional learning opportunities. w: / t: 08 9373 2200 / e: Schools PLUS 15