“I am daring to dream that we have reached or are close to reaching a tipping point in Australian education where a growing appetite for change by most if not all stakeholders can be leveraged for rapid improvement in the system.”
Associate Professor Philip Riley
Chief Investigator, The Australian Principal Health and Wellbeing Survey
The approach is based on a blend of direct instruction and broader social-constructivist theory, with a particular focus on dialogic learning and self-discovery. The learning outcomes in each module work through Biggs’ SOLO (Structure of Observed Learning Outcomes) model, from surface level learning via identification, articulation, description and recognition, through to the deeper (relational and extended/abstract) learning associated with interpretation, relation, discussion, planning, application and evaluation.
In taking on the Wellbeing Toolkit it is imperative that schools understand the investment they are making in the long term wellbeing of their professional community and the commitment it will require to achieve this. In order to fully realise the Toolkit’s outcomes, participating schools will need to fully own the implementation of the various elements of the program and their staff’s commitment to undertaking and engaging in the process. In partnership with participating schools, NESLI commits to proving a highly effective, accessible and practical framework which if undertaken with purpose will have both short term and long term benefits for individuals and their professional communities.
The Wellbeing Toolkit has been developed by NESLI in consultation with a cross-section of Australian K-12 stakeholders.
The Wellbeing Toolkit is partially funded by the Australian School of Applied Management. ASAM will provide $750,000 of seed funding over the next 3 years.
The Wellbeing Toolkit responds to the insights and recommendations flowing from the Principal Health & Wellbeing Survey.