Resilience in Higher Education: Lessons and Learning · Education) • Literature affirming that...
Transcript of Resilience in Higher Education: Lessons and Learning · Education) • Literature affirming that...
Resilience in Higher Education: Lessons and Learning
Dr Noelene Weatherby-Fell
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Caroline Mansfield (Murdoch University)Susan Beltman (Curtin University)
Tania Broadley (Queensland University of Technology)Noelene Weatherby-Fell (University of Wollongong)
The views of this project do not necessarily reflect the views of the Australian Government
Context: Why BRiTE?Issues in the teaching profession
• National and international concern about teacher quality, retention and wellbeing … and student outcomes
• Increasing accountability in the teaching profession and increased job stressors
• Previous studies (Keeping Cool: Embedding Resilience in Teacher Education)
• Literature affirming that resilience is linked to teacher commitment, engagement, enthusiasm, efficacy, job satisfaction, wellbeing, quality and student outcomes
Issues in higher education
• Curriculum constraints in university curriculum
• External regulation of teacher education programs - accreditation
• Workshops vs alternative modes of delivery (timing)
• Improving the “work readiness” of beginning teachers
Conceptualisation of Teacher Resilience
• the capacity to harness personal and contextual resources to navigate through challenges,
• as well as the dynamic process whereby characteristics of individual teachers and of their personal and professional contexts interact over time as teachers use particular strategies,
• to enable the outcome of a teacher who experiences professional engagement and growth, commitment, enthusiasm, satisfaction, and wellbeing.Mansfield, C. F., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building resilience in teacher education: An evidenced informed framework. Teaching and Teacher Education, 54, 77-87. doi:10.1016/j.tate.2015.11.016
Personal
Resources
(e.g. motivation, social
and emotional
competence)Strategies
(e.g. problem solving,
time management,
maintaining work-life
balance)Contextual
Resources
(e.g. relationships,
school culture, support
networks)
Resilience outcomes
(e.g. commitment, job
satisfaction, wellbeing,
engagement)
The BRiTE FrameworkTheme Informed by the literature Example pre-service topics
Building
resilience
Resilience as a dynamic, multifaceted process where individuals mobilisepersonal and contextual resources and use coping strategies to enable resilience outcomes.
What is resilience?Why is resilience important for
teachers?
Relationships
Social competence (for building relationships, support networks and working collaboratively), setting boundaries, communication
Personal and professional support networks
Communicating effectively
Wellbeing
Seeking renewal, work life balance, time management
Responding to and managing (dis)stress
Healthy living
Motivation
(or Taking
Initiative)
Efficacy, value, sense of purpose, sense of vocation, initiative, high expectations, problem solving, professional learning, goal setting, help seeking, reflection, persistence
Persistence and efficacy Problem solving processes Help seeking Ongoing professional learning
Emotions
Emotional competence, optimism empathy, hope, courage, humour, emotion regulation, mindfulness
Emotional awareness Optimistic thinking Managing emotions
Mansfield, C. F., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building resilience in teacher education: An evidenced informed framework. Teaching and Teacher Education, 54, 77-87. doi:10.1016/j.tate.2015.11.016
Main headline areaSUBHEADLINE AREA
www.brite.edu.au
Implementation Options
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Reflection
“It allowed me to reflect on my own teaching practice, I will
definitely be using this during my next PEX and also in my future
teaching career” [14P_15].
Resources
“This module gave me some great suggestions on how to
build and maintain relationships in a new school environment”
[14P_95].
Strategies
“I thought this module was extremely helpful in making me
think of ways of how to deal with stress. I would definitely use the
strategies mentioned in this module” [14P_15].
Increasing awareness
“It was common sense but good to read and review to be
aware of something that happens to us every day”
[14P_79].
From pre-service teachers …
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Continuing the work … Staying BRiTE
• Implementation in participating universities ongoing• Continued dissemination• OLT National Teaching Fellowship (2016-2017):
Promoting resilience in higher education: A collaborative approach to curriculum development for student resilience
in teacher education
1: Snapshot of current practice
2: Targeted work with interested
universities, developing
contextually responsive approaches
3: Sharing and dissemination
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Bachelor of Education – The Early Years
4 year undergraduate program
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BRiTE and Belonging, Being and Becoming: The
Early Years Learning Framework (EYLF) for Australia
“All children have the best start in life to create a better future for themselves and for the nation.” (Council of Australian Governments’ Vision)
The 5 principles within the EYLF reflect contemporary theories and research
evidence concerning children’s learning and early childhood pedagogy, and
underpin practice focused on assisting all children to make progress in relation to
Learning Outcomes, including their transition to school.
Principle 1: Secure, respectful and reciprocal relationships
Principle 2: Partnerships (focus on families and support professionals)
Principle 3: High expectations and equity
Principle 4: Respect for diversity
Principle 5: Ongoing learning and reflective practice (build professional
knowledge and develop learning communities)
NQS and Module B – Building resilienceTopics NQS – Quality areas and standards
What do you know about resilience?
QA5. Relationships with Children
Standard 5.1 Respectful and equitable relationships are developed and maintained with each child.
Standard 5.2 Each child is supported to build and maintain sensitive and responsive relationships with other children and adults.
Resilience in schools
What makes a resilient teacher?
The resilience process
Bouncing back / bouncing forward
Why BRiTE?
NQS and Module R - Relationships
.
Topics NQS - Quality areas and standardsMaintaining support networks QA4. Staffing Arrangements
Standard 4.2 Educators, coordinators and staff members are respectful and ethical.
QA5 Relationships with Children
Standard 5.1 Respectful and equitable relationships are developed and maintained with each child.
Standard 5.2 Each child is supported to build and maintain sensitive and responsive relationships with other children and adults.
QA6 Collaborative Partnerships with Families and Communities
Standard 6.1 Respectful supportive relationships with families are developed and maintained.
Building relationships in new environments
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NQS and Module I - WellbeingTopics NQS - Quality areas and standards
Personal wellbeing QA2. Children’s Health and Safety
Standard 2.1 Each child’s health is promoted.Standard 2.3 Each child is protected.
QA4. Staffing Arrangements
Standard 4.1 Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing.
Work-life balance
Maintaining motivation
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NQS and Module T – Taking initiativeTopics NQS - Quality areas and standards
Problem solving QA6. Collaborative partnerships with families and communities
Standard 6.2 Families are supported in their parenting role and their values and beliefs about childrearing are respected.
Standard 6.3 The service collaborates with other organisations and service providers to enhance children’s learning and wellbeing.
QA7. Leadership and Service Management
Standard 7.1 Effective leadership promotes a positive organizational culture and builds a professional learning community.
Standard 7.2 There is a commitment to continuous improvement.
Ongoing professional learning
Communicating effectively
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NQS and Module E - Emotions
Topics NQS - Quality areas, standards and elements
Developing optimism QA4. Staffing Arrangements
Standard 4.1 Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing.
QA5 Relationships with Children
Standard 5.1 Respectful and equitable relationships are developed and maintained with each child.
Standard 5.2 Each child is supported to build and maintain sensitive and responsive relationships with other children and adults.
QA7. Leadership and Service Management
Standard 7.1 Effective leadership promotes a positive organizational culture and builds a professional learning community.
Managing emotions
Enhancing emotional awareness
Year 1
Year 2
Year 3
• EYMP101 Early Childhood Contexts (B)• EYPD102 Observing Children (20 days
Professional Experience) (R)
• EYHS202 Children’s Health, Safety and Wellbeing(I)
• EYPD201 Curriculum Content and Programming (20 days Professional Experience) (T)
• EYEP201 Effective Partnerships for Early Childhood Professionals (E)
• EYCC302 Contexts of Developmental Interconnections Between Child, Family and Community (B Review)
• EYFE301 Early Intervention: A Broad Approach (R Review)
• EYMP302 Early Childhood Education and Care Services – Managements and Admin (T Review)
Ref
lect
ion
Bachelor of Education: The Early Years (4 years)
Year 4 • EYPD401 Early Years Project (I Review)• EYTS401 Transition to School (E Review)
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“We do not learn from experience… we learn from reflecting on experience.”
~ John Dewey
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Staying BRiTE @ Federation University
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Staying BRiTE @ Charles Darwin University
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Staying BRiTE @ QUT
Focusing on specific contextually
responsive approaches to
building professional resilience for
career changers
Staying BRiTE @ UTAS
Contextualisation of teacher
resilience in rural and remote
schools
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• Caroline Mansfield’s work also has interdisciplinary application and she is currently working with veterinarians in the project:VetSet2Go: Building Veterinary Employability(https://www.vetset2go.edu.au/) (funded OLT, 2015-2017)
Cake, M., Bell, M., Schull, D., McArthur, M.,
Hamood, W., Feakes, A., Rind, S., Mossop,
L., Matthews, S., Mansfield, C.F. & Zaki, S.
(2015). VetSetGO: A collaborative outcomes
and assessment framework building
employability, resilience and veterinary
graduate success (Vol. $349, 000).
Australia: Office of Learning and Teaching.
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With acknowledgements to my BRiTE colleagues:
Assoc. Prof. Caroline Mansfield (Murdoch)*Assoc. Prof. Susan Beltman (Curtin)Professor Tania Broadley (QUT)*
And Staying BRiTE colleagues:Dr Susan Ledger (Murdoch)
Dr Sharon McDonough (Federation)DrAmanda McGraw (Federation)
Assoc. Prof. Denise Beutel (QUT)Dr Leanne Crosswell (QUT)
DrAl Strangeways (CDU)Dr Lisa Papatraianou (CDU)
Dr Chad Morrison (UTas)Assoc. Prof. Karen Swabey (UTas)
Where will the next journey take us?
Thank you for your attention, may each day be filled with BRiTE moments!