New Ministry Resources to Support the Creation of Positive Futures · 2009. 8. 3. · New Ministry...
Transcript of New Ministry Resources to Support the Creation of Positive Futures · 2009. 8. 3. · New Ministry...
New Ministry Resources to Support
New Ministry Resources to Support
the Creation of Positive Futures
the Creation of Positive Futures ––
Nell Ross and Jeff Hopkins
Nell Ross and Jeff Hopkins
New Ministry Resources to Support the Creation of Positive Futur
New Ministry Resources to Support the Creation of Positive Futur eses
Welcome
Our purpose for today . . .an overview:
1. Where we have come from
2. Where we are now
3. Where we are going
What today will look like . . .a conversation:
(with a parking lot)
1. Providing background
2. About where we are going next
Providing Background
Providing Background
Some resources were developed some time ago:
•Focus on Bullying
•Focus on Harassment and Intimidation
•BC Performance Standards for Social Responsibility
Or recently created or updated:
•Safe, Caring and Orderly Schools
•Diversity Framework
•School Act Changes
•Provincial Standards for Codes of Conduct Order
•Developing Codes of Conduct (companion to new Standards)
•Making Space
New Ministry Resources to Support the Creation of Positive Futur
New Ministry Resources to Support the Creation of Positive Futur eses
Providing Background, continued . . .
Providing Background, continued . . .
And some new resources are currently under development:
•Cultivating Positive School Cultures
(work
ing t
itle
, am
ong m
any…
)
•Keeping Kids Safe (
pare
nt
bro
chure
)
New Ministry Resources to Support the Creation of Positive Futur
New Ministry Resources to Support the Creation of Positive Futur eses
Started with the idea of only updating F
ocus o
n B
ully
ing and
Focus o
n H
ara
ssm
ent and Intim
idation
Started with the idea of only updating F
ocus o
n B
ully
ing and
Focus o
n H
ara
ssm
ent and Intim
idation
New Ministry Resources to Support the Creation of Positive Futur
New Ministry Resources to Support the Creation of Positive Futur eses
Realized that thinking had evolved, so this would be more than just
an update
Focus has changed since original resources were written . . .
•fromhow to prevent what we don’twant
•tohow to cultivate what we dowant
�positive school cultures
�pro-social behaviour
�social-emotional learning
�optimal learning environments
New Ministry Resources to Support the Creation of Positive Futur
New Ministry Resources to Support the Creation of Positive Futur eses
Recognized the importance of harmonizing the messages in
existing resources in a new resource
New resource would need to be . . .
•consistent with the principles of PBS
•consistent with the principles of Social-Emotional Learning
•consistent with the restorative approaches
•reflective of evidence-based approaches
•helpful for operationalizing codes of conduct
•helpful in making use of the Performance
Standards for Social Responsibility; Safe, Caring
and Orderly Schools guidelines
•A safe, caring and orderly learning environment is everyone’s responsibility.
•Individual differences are valued and celebrated.
•Problem behaviours are learned behaviours and can be replaced with more socially
acceptable ones.
•Positive learning environments are ones that clearly identify and actively encourage pro-
social behaviour.
•A continuum of support for students exhibiting problem behaviours is required, based on
the individual needs of those students.
•Safe, caring and orderly schools will always look for ways to strengthen human
connections, especially when resolving conflict.
•Positive adult modeling and relationships are necessary ingredients of any positive
learning environment.
•Students must be able to observe and encounter positive social values in action in their
daily lives.
•Unmet needs for safety, belonging, power, or attention often motivate problem behaviour
and must be addressed as part of a holistic resolution.
•Discipline, in its best form, is an internalized condition rather than an external set of rules
or penalties to enforce desirable behaviour.
Guiding Principles for the new resource:
New Ministry Resources to Support the Creation of Positive Futur
New Ministry Resources to Support the Creation of Positive Futur eses
A growing body of research has found that socio-emotional
competence is critical for both academic performance and life
success, and that caring relationships and support within the
school community are essential for optimal student learning
Guiding Principles for the new resource
New Ministry Resources to Support the Creation of Positive Futur
New Ministry Resources to Support the Creation of Positive Futur eses
Social Emotional Learning:
A major advance in school-wide discipline is the emphasis on
systems of support that include proactive strategies for
defining, teaching, and supporting appropriate student
behaviours to create positive school environments.
Positive Behaviour Support (PBS):
Many BC schools have embraced PBS as a helpful approach
in developing school-wide plans for cultivating positive school
cultures.
Guiding Principles for the new resource
New Ministry Resources to Support the Creation of Positive Futur
New Ministry Resources to Support the Creation of Positive Futur eses
Restorative Approach:
A well-established and growing body of research tells us that
approaches that consider accountability, community safety, and
competency development –as opposed to those based on the
simplistic reward and punishment paradigm –will help to
establish a safe and caring school climate that learns to regulate
itself.
"If you p
unis
h a
child
for
bein
g n
au
ghty
and r
ew
ard
him
for
bein
g g
ood, he w
ill d
o
right
me
rely
fo
r th
e s
ake o
f th
e r
ew
ard
; and w
hen h
e g
oes o
ut in
to t
he w
orld a
nd
dis
covers
that go
odness is n
ot alw
ays r
ew
ard
ed,
no
r w
ickedness a
lways p
unis
hed,
he w
ill g
row
into
a m
an w
ho
only
thin
ks a
bout how
he m
ay g
et
on in the w
orld, and
does r
ight o
r w
rong a
ccord
ing a
s h
e fin
ds a
dvanta
ge
to h
imself.“
(Kant)
Where
we are
now
Where
we have
come
from
Where
we are
going
New Ministry Resources to Support the Creation of Positive Futur
New Ministry Resources to Support the Creation of Positive Futur eses
A change of focus. . .
from“how to prevent
what we don’t want”
to“how to cultivate
what we do want”
New Ministry Resources to Support the Creation of Positive Futur
New Ministry Resources to Support the Creation of Positive Futur eses
Ask an Expert (they are all around us…even some of us!)
Lin
ks
Lin
ks
fro
m t
he t
riangle
to s
pecific
appro
aches o
r to
pic
s t
hat
matc
h e
ach level
New Ministry Resources to Support the Creation of Positive Futur
New Ministry Resources to Support the Creation of Positive Futur eses
Few
Intensive individual interventions, Functional Behaviour Assessment,
wraparound, integrated case management, academic and behaviour
plans, monitoring and review, intensive collaboration/teaming (parents,
agencies, students..), alternative education, counselling
Some
Social skills curriculum, check-in/check-out, restorative practice,
teaching enabling skills, alternatives to suspension, group and individual
counselling
All
Code of Conduct, monitoring and supervising, school-wide proactive
and preventive practices, teaching expectations, teaching social
responsibility, threat assessment, social-emotional competencies
Ask an Expert, continued . . .
A r
epository
of
info
rmatio
n,
researc
h,
evid
en
ce-b
ase
d p
rogra
ms,
etc
. th
at
would
help
sch
ools
make info
rme
d d
ecis
ions a
bout
pro
gra
ms a
nd
appro
aches.
New Ministry Resources to Support the Creation of Positive Futur
New Ministry Resources to Support the Creation of Positive Futur eses
Who do I ask about _______________________?
I have heard about “Program X”based on the ____________ approach.
Is it a good one? What are the principles upon which the __________
approach is based?
What is the latest research on ___________________. We are thinking
of adopting it for our school, but we are not sure if applies well to our
context.
Our data shows _________________. What approach(es) would be the
best way to address these findings?
“Everybody Knows”
“Everybody Knows”
New Ministry Resources to Support the Creation of Positive Futur
New Ministry Resources to Support the Creation of Positive Futur eses
How are you using your code of conduct to cultivate positive school
culture?
Everybody knows:
•content
•process
•that everybody knows
Includes everyone
in development
and review
Communicated
widely
Consistently taught
and actively
promoted
Continuously
monitored
Reviewed and
improved (based
on evidence
gathered and in
light of research)
Is compatible
across schools and
between schools
and community
“Everybody Knows”
“Everybody Knows”
New Ministry Resources to Support the Creation of Positive Futur
New Ministry Resources to Support the Creation of Positive Futur eses
How do schools know what they need to know? How
do they plan for improvement in a systematic way?
•Standards for safe, caring, and orderly schools
broadened to include a continuum of knowledge,
activity, effectiveness
•to be used as a formative assessment tool and as
part of an ongoing policy, procedure, and practice
cycle of review
You are here
Resource Format
Resource Format
New Ministry Resources to Support the Creation of Positive Futur
New Ministry Resources to Support the Creation of Positive Futur eses
How do we present something that will be used?
(see “
dusty
bin
der
syndro
me
”)
•Properly focused so that people want to use it
•Organized in a way that it stays current
•Formatted in a way that is both convenient
and flexible
Stable Core
Resource
Dynamic
Supporting
Modules
New Ministry Resources to Support the Creation of Positive Futur
New Ministry Resources to Support the Creation of Positive Futur eses
•Intellectual Development–to develop the ability of students to analyze critically, reason and think
independently, and acquire basic learning skills and bodies of knowledge; to develop in students a lifelong
appreciation of learning, a curiosity about the world around them and a capacity for creative thought and
expression.
•Human and Social Development–to develop in students a sense of self-worth and personal
initiative; to develop an appreciation of the fine arts and an understanding of cultural heritage; to
develop an understanding of the importance of physical health and well being; to develop a sense of
social responsibility, and a tolerance and respect for the ideasand beliefs of others.
•Career Development–to prepare students to attain their career and occupational objectives; to
assist in the development of effective work habits and the flexibility to deal with change in the
workplace.
Goals of Education
Prime Goal of Public Schools –Supported by the Family and Community
Goals that are shared among Schools, the Family and Community
Schools
are
expecte
d to p
lay a
majo
r ro
le, th
rough learn
ing e
xperiences a
nd s
uperv
ised p
ractice,
in
help
ing s
tudents
to a
chie
ve the follo
win
g g
oals:
Parting Thoughts . . .
New Ministry Resources to Support the Creation of Positive Futur
New Ministry Resources to Support the Creation of Positive Futur eses
Addressing safe, caring, and orderly schools is not in competition
with the intellectual development goal of the BC public school
system, but rather in support of it.
Addressing safe, caring and orderly schools is a goal of the BC
public school system in and of itself.
Everyone has a role to play –a right to participate as well
as a responsibility to participate. The school culture will
benefit if everyone is playing a role.
New Ministry Resources to Support the Creation of Positive Futur
New Ministry Resources to Support the Creation of Positive Futur eses
Th
an
k Y
ou
!
Qu
estio
ns?
Co
mm
en
ts?
Nell Ross
Ministry of Education
Jeff Hopkins
School District 64 (Gulf Islands)