The six-month ‘Dare to be a rockstar teacher’ program launched one year ago is proving to be a success in the wellbeing sector of education.
Beyond the Classroom Australia Founder, Ms Peta Jeppesen, created this bespoke program with the goal of supporting entire school systems to reach quantitative school-wide target goals and improve wellbeing.
Ms Jeppesen teamed up with Monash University to create the six-month program using CASEL5 as a foundational guide. At the onset of the program a survey with CASEL5 outlines is provided to staff and analysed by Monash University to determine the focus of the program for the school.
The CASEL5 refers to five core competencies outlined by the Collaborative for Academic, Social, and Emotional Learning, which is a leading organisation in promoting social and emotional learning in education. The five competencies used in the analysis include self-awareness, self-management, social awareness, relationship skills, and responsible decision making. These competencies are designed to support both academic and social success – utilised by the program for all staff members and students.
Based on the data analysis from Monash, the school leadership then collaborates with Ms Jeppesen on school-wide goals for the program. The six-month facilitation includes strategy and support sessions with wellbeing officers alongside group coaching for teachers. The program concludes with a celebration breakfast for all the participating staff members. Each program includes the CASEL5 analysis at the onset and conclusion of the program to track outcomes.
Ms Jeppesen has found that supporting the improvement of wellbeing improves other goal-driven outcomes for schools. She said educators who feel better are typically more productive and run into less challenges in school. The program runs on a two-fold approach to gaining results for schools.
In her facilitation, Ms Jeppesen leans on her signature ‘four pillars’ of rest, play, create, and innovate to support staff members to reach their desired outcomes. She has found these pillars to support the CASEL5 outlines. For example, they have been shown in programs to help educators gain a better sense of self with improved time management skills. Ms Jeppesen uses the four pillars in a dynamic way throughout her facilitation of sessions with staff members.
Schools who have participated in the ‘Dare to be a rockstar teacher’ program have reported a whole list of improvements to school culture, notably improved teaching practices, increase in resilience, stronger staff relationships, and enhanced classroom environment. Overall, they also benefited from the program finding staff more autonomous both in tactile challenges and relationally.
Ms Jeppesen said the CASEL5 has “proven to be a wonderful foundation to supporting school-wide goals and improved wellbeing”. Schools are sharing positive outcomes with the data provided by Monash University at the completion of the program, along with testimonials from staff members.
For more information on the ‘Dare to be a rockstar teacher’ program, click here.
