Pedagogical teacher collaboration for student wellbeing

Different perspectives and deeper understanding: actionable solutions for students´ wellbeing

"Elevate student wellbeing: transforming teachers' collaboration into holistic empowerment." We gather data to promote wellbeing: Teachers collect observations, share findings, and refine strategies to take the best available action. Reflective meetings inform actionable solutions, ensuring every student thrives academically and emotionally. We created a proactive method of care and empowerment .

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Overview

Information on this page is provided by the innovator and has not been evaluated by HundrED.

2021

Established

300

Children

1

Countries

Target group

Students lower

Updated

May 2024

With this simple and accessible model, we hope to see schools worldwide using our structure to improve their method of assessing, taking action and tracking wellbeing. In this collaboration model, the interventions result from all stakeholder's input. The model also ensures constant student monitoring and development. Everyone can thrive individually and as a group.

About the innovation

Why did you create this innovation?

From academic stressors to social-emotional difficulties, challenges often manifested differently across student populations and required a nuanced and comprehensive approach for effective intervention. Traditional methods usually focus on reactive measures rather than proactive, holistic strategies. We needed new ways of thinking and considering diverse perspectives for optimal results.

What does your innovation look like in practice?

The Pedagogical Collaboration Meetings for Student Wellbeing at ISLK has the following elements:

1. Quantitative Data: Tracking changes in academic performance and attendance rates reflects the impact on student success and engagement.

2. Qualitative Feedback: Gathering student and parent feedback through wellbeing surveys and conferences offers insights into their experiences and perceptions.

3. Observational Data: Monitoring shifts in school climate and collecting educator reflections provide qualitative indicators of wellbeing improvements.

4. Longitudinal Analysis: Examining data trends over time helps identify sustained enhancements in student wellbeing.

5. Case Studies: Highlighting success stories showcases the initiative's effectiveness in addressing diverse student needs.

6. Comparison with Benchmarks: Benchmarking against external standards or similar educational institutions provide context for assessing effectiveness.

How has it been spreading?

Key Achievements (1-2years):
1. Enhanced Understanding of Student Wellbeing: Educators embrace innovative strategies for holistic development.
2. Data-Driven Interventions: Collaborative data analysis leads to targeted support strategies.
3. Improved School Culture: Cultivation of a caring, inclusive community promoting student wellbeing.
4. Increased Staff Engagement: Active participation in meetings enhances collaboration.
5. Positive Student Outcomes: Improved academics, attendance, and social-emotional wellbeing.
Goals (2-3 years):
1. Sustainability: Ensure resources for long-term viability.
2. Continuous Improvement: Refine meetings based on feedback and research.
3. Community Engagement: Involve stakeholders for comprehensive support.
4. Professional Development: Educator training

If I want to try it, what should I do?

Steps to adopt Pedagogical Collaboration Meetings for Student Wellbeing:
1. Assess the school needs.
2. Understand the method reasoning.
3. Adapt to context.
4. Engage stakeholders.
5. Provide training.
6. Pilot implementation.
7. Iterate for improvement.
8. Scale up.
9. Monitor and evaluate.
10. Share best practices.

But before, contact us at ISLK!

Implementation steps

First step: Collecting data

Observations and findings about the specific year group:
All staff collect observations and findings from the specific year group prior to the meeting. The observation happens in classrooms, lunch room, breaks. Teachers observe individuals and the group.
Examples:
Group level:
a) Noisy group
b) Excellent interactions
c) Work well in specific groups
Individual level:
a) Student having difficulties with learning
b) Student making great progress
c) Student isolated during breaks

Step two: Collaborative work in the format of Professional Learning Communities (PLC)

Purpose: summary findings for the mentors and Learning Support Team to get an overview of the topics teachers see as relevant and possible connections to other groups’ findings.
1.The group tries to identify patterns and connections in a Jamboard.
2.Analyse to create a common/deeper understanding.
3.Decide on 1-2 discussion points for the group to highlight in the reflection and action whole team meeting to get input from the different professions (mentors, subject teachers, LST, coordinator)

Step three: Mentor meeting

Purpose: Get a deeper understanding using the mentors’ knowledge and experience about the group .The mentors of the year group investigate and filter down the discussion points using the provided template from all the PLC groups. Mentors are asked to prepare for the whole team reflection and action meeting. They choose the group or individual matters they would like to highlight and which matters they would like to have the whole team input.

Step four: Mentor meeting follow up with Learning Support Team and MYP Coordinator

The mentors of the year group meet with Learning Support Team members and the MYP coordinator.
The mentors decide what discussion points they would like to discuss in the whole team reflection and action meeting. The purpose of this follow up meeting is for the mentors to collaborate with the LST and MYP coordinator to finalise the areas they will explore in the mentor meeting and also add additional comments/clarifications.

Step five: Reflection and whole team action meeting

Presentation of discussion from the mentor meeting to the whole MYP team.
Mentors bring up discussion points they would like to have input on from their colleagues, the LST and MYP coordinator, including follow-up on the actions from the last student collaboration. Notes are taken by one of the mentors for decisions, agreements and documentation of actions.

Step six: Follow up meeting

All teachers will finally implement the actions that where agreed on. A follow up meeting is scheduled to discuss successes and areas of growth. The whole MYP staff will at this point have a consistent and evidence based approach to the group and individual students. All teachers implement successful practices that other teachers use and apply the new agreed strategies on both individual and group level.