“It takes a whole school to raise a teacher”: examining executive staff support and perception of casual relief teachers in Australian schools

2021 ◽  
Author(s):  
Minami Uchida ◽  
Rod Lane ◽  
Michael Cavanagh
Keyword(s):  
Staff Support ◽  
Executive Staff ◽  
Whole School

Teacher Learning and Effective Professional Development

2018 ◽  
pp. 153-173
Author(s):  
Bronwyn Mehorter
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Action Learning ◽  
Small Scale ◽  
Teaching Staff ◽  
Effective Professional Development ◽  
Executive Staff ◽  
Whole School ◽  
Academic Partner ◽  
Teacher Professional

Action Learning has been and is regularly implemented within Australian schools as a platform for teacher professional development and professional learning. The following chapter reports on a decade-long association between one Australian government primary school, an Academic Partner and the process of Action Learning. Initially, Action Learning was implemented in 2005 in the form of a small-scale, more traditional Action Learning project; In 2009, Action Learning was then modified and stretched to involve the whole school's teaching, support and executive staff; In 2013, the principles of Action Learning were extended as the school executive and teaching staff began to take ownership over their own learning. This case study demonstrates that Action Learning can be implemented on a school-wide basis for the effective professional development of the whole school's teaching and executive staff. Recommendations are made for similar schools who are considering extending Action Learning across the whole school.

Telepractice Training for Early Intervention with Children who are Deaf/Hard-of-Hearing

2016 ◽  
Vol 1 (9) ◽  
pp. 60-67
Author(s):  
Kristina M. Blaiser ◽  
Diane Behl
Keyword(s):  
Early Intervention ◽  
Hard Of Hearing ◽  
Communication Disorders ◽  
Staff Support ◽  
Early Intervention Services ◽  
Part C ◽  
Training Courses ◽  
Part C Early Intervention ◽  
Training Opportunities

Telepractice is an increasingly popular service delivery model for serving individuals with communication disorders, particularly infants and toddlers who are Deaf/Hard-of-Hearing (DHH) served under Part C Early Intervention programs (Behl, Houston, & Stredler-Brown, 2012). Recent studies have demonstrated that telepractice is effective for providing children who are DHH and their families with access to high quality early intervention services (Behl et al., 2016; Blaiser, Behl, Callow-Heusser, & White, 2013). While telepractice has grown in popularity, there continues to be a lack of formalized training opportunities to help providers become more familiar with telepractice (Behl & Kahn, 2015). This paper outlines online training courses for providers, families, and administrators of programs for children who are DHH. Recommendations for follow up training and staff support are included.

RELEVANT ISSUES OF SCIENTIFIC AND PERSONNEL SUPPORT FOR THE DEVELOPMENT OF LAND RECLAMATION IN THE NON-BLACK EARTH REGION

1970 ◽  
pp. 14-19
Author(s):  
N. N. Dubenok ◽  
А. I. Ivanov ◽  
Yu. V. Chesnokov ◽  
Yu. G. Yanko
Keyword(s):  
Program Development ◽  
Land Reclamation ◽  
Successful Implementation ◽  
Highly Qualified ◽  
Staff Support ◽  
Federal Target Program ◽  
Russian Academy Of Sciences ◽  
Target Program ◽  
The Right ◽  
Academy Of Sciences

The reclamation complex of the Nonchernozem zone of Russia has been under the influence of a combination of unfavourable factors for a long time. The problems of scientific and staff support today limit the development of the complex and create risks for the successful implementation of the Federal Target Program "Development of Land Reclamation". In order to analyze the situation and find the right solutions, a study was carried out using the method of expert assessments. Twenty-four highly qualified specialists took part in it: 2 Academicians of the Russian Academy of Sciences, 4 Corresponding Members of the Russian Academy of Sciences, 10 Doctors of Sciences and 9 Candidates of Sciences. To preserve and build up the agro-resource potential within the framework of the Federal Target Program "Development of Land Reclamation" in the next decade, it is necessary to develop 300-400 thousand hectares of shrubby fallow, to carry out major repairs of drainage systems on an area of up to 300 thousand hectares and their reconstruction on an area of up to 100 thousand hectares, carry out chemical reclamation on an area of up to 5 million hectares on average per year. The need for qualified personnel to solve these problems will amount to 18–20 thousand professional workers and up to 5 thousand specialists, including 1.0 thousand people in research and development, 1.5 thousand people in exploration and design sphere, 2.5 thousand people in the construction and operational sphere. The fundamental importance belongs to the scientific support of the innovative reclamation complex, the renewal of which should be carried out on the principles of resource and energy conservation, nature likeness, informational support and digitalization of management processes.

Management of indiscipline among secondary school students in Ilembe District, KwaZulu-Natal, South Africa

2020 ◽  
Vol 9 (4) ◽  
pp. 139-156
Author(s):  
Ntombizandile Gcelu ◽  
◽  
Amy Sarah Padayachee ◽  
Sekitla Daniel Makhasane
Keyword(s):  
Secondary Schools ◽  
South African ◽  
School Administrators ◽  
Code Of Conduct ◽  
Structured Interview ◽  
School Students ◽  
Whole School ◽  
Kwazulu Natal ◽  
Whole School Approach ◽  
Meaningful Relationships

South African schools are faced with a serious problem of indiscipline. The available literature reveals that despite the efforts of school administrators and teachers to instil discipline among learners, indiscipline still abounds to the extent of getting out of hand. Based on the intention of this study, a qualitative study was adopted. A qualitative-based study underpinned by the interpretive research paradigm was employed to explore the perspectives of educators in their collaborative roles in managing discipline. The sample comprised twelve educators who were purposively selected from four secondary schools in the Ilembe District, KwaZulu-Natal. A semi-structured interview schedule was used to collect the data. The findings revealed that educators should apply the school code of conduct as a whole-school approach to managing discipline to create meaningful relationships with parents as stakeholders and communicate expected behaviours with learners. It is recommended that in implementing strategies to manage discipline, learners, educators, school managers and the school governing boards of all schools should take a collaborative approach to the management of discipline in secondary schools

scholarly journals Increasing demand for school counselling through a lay counsellor-delivered classroom sensitisation intervention: a stepped-wedge cluster randomised controlled trial in New Delhi, India

2021 ◽  
Vol 6 (6) ◽  
pp. e003902
Author(s):  
Rachana Parikh ◽  
Adriaan Hoogendoorn ◽  
Daniel Michelson ◽  
Jeroen Ruwaard ◽  
Rhea Sharma ◽  
...  
Keyword(s):  
Mental Health ◽  
Low Income ◽  
Mental Health Problems ◽  
Controlled Trial ◽  
Cluster Randomised Controlled Trial ◽  
New Delhi ◽  
Stepped Wedge ◽  
Whole School ◽  
Cluster Randomised ◽  
Randomised Controlled

IntroductionWe evaluated a classroom-based sensitisation intervention that was designed to reduce demand-side barriers affecting referrals to a school counselling programme. The sensitisation intervention was offered in the context of a host trial evaluating a low-intensity problem-solving treatment for common adolescent mental health problems.MethodsWe conducted a stepped-wedge, cluster randomised controlled trial with 70 classes in 6 secondary schools serving low-income communities in New Delhi, India.The classes were randomised to receive a classroom sensitisation session involving a brief video presentation and moderated group discussion, delivered by a lay counsellor over one class period (intervention condition, IC), in two steps of 4 weeks each. The control condition (CC) was whole-school sensitisation (teacher-meetings and whole-school activities such as poster displays). The primary outcome was the proportion of students referred into the host trial. Secondary outcomes were the proportion of students who met mental health caseness criteria and the proportion of self-referred adolescents.ResultsBetween 20 August 2018 and 9 December 2018, 835 students (23.3% of all students) were referred into the host trial. The referred sample included 591 boys (70.8%), and had a mean age of 15.8 years, SD=0.06; 194 students (31.8% of 610 with complete data) met mental health caseness criteria. The proportion of students referred in each trial conditionwas significantly higher in the IC (IC=21.7%, CC=1.5%, OR=111.36, 95% CI 35.56 to 348.77, p<0.001). The proportion of self-referred participants was also higher in the IC (IC=98.1%, CC=89.1%, Pearson χ2 (1)=16.92, p<0.001). Although the proportion of referred students meeting caseness criteria was similar in both conditions (IC=32.0% vs CC=28.1%), the proportion weighted for the total student population was substantially higher in the IC (IC=5.2%, CC=0.3%, OR=52.39, 95% CI 12.49 to 219.66,p<0.001).ConclusionA single, lay counsellor-delivered, classroom sensitisation session increased psychological help-seeking for common mental health problems among secondary school pupils from urban, low-income communities in India.Trial registration numberNCT03633916.

scholarly journals Dissemination of EAACI food allergy guidelines using a flexible, practical, Whole School allergy awareness toolkit.

Allergy ◽  
2021 ◽  
Author(s):  
Jennette Higgs ◽  
Kathryn Styles ◽  
Sarah Bowyer ◽  
Amena Warner ◽  
Audrey Dunn Galvin
Keyword(s):  
Food Allergy ◽  
Whole School
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