Wellbeing and Resilience: Collaborating to identify and cultivate resilience and wellbeing strengths

  • Wellbeing and Resilience: Collaborating to identify and cultivate resilience and wellbeing strengths

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NATALIE CROOME

Natalie Croome is a cross-curricular generalist, specialising in helping teams hone in on just what it is that student learning is showing them about possible areas of focus for teacher and/or leader learning. Using Professional Learning Standards as drivers in the design of high-quality Professional Learning Programmes, Natalie guides teams of leaders through engaging inquiries, honing in on connecting teacher learning to student learning.

Natalie Croome is a cross-curricular generalist, specialising in helping teams hone in on just what it is that student learning is showing them about possible areas of focus for teacher and/or leader learning. Using Professional Learning Standards as drivers in the design of high-quality Professional Learning Programmes, Natalie guides teams of leaders through engaging inquiries, honing in on connecting teacher learning to student learning.

Natalie brings a fresh, adaptable and flexible approach to her work in leading Professional Learning; keeping it open to questions, research and taking a personal approach to the design process.

In this way, she involves Professional Learners in the whole process, from identifying the focus area/s, designing the learning, facilitation, school-based practice, sharing findings, asking new questions…

Areas of expertise include: teacher identity, the ethics and professional practice of international education, global education pedagogies, bilingual & multilingual classrooms, inquiry-based learning, Cognitive Coaching, interdisciplinary & transdisciplinary approaches to teaching and learning, collaborative happiness and designing learning for professionals.

Natalie combines a professional approach with a sense of fun and a passion for connecting with people, building relationships and leveraging curiosity, creativity, and play as powerful learning tools.

Programme Overview

 

Topic
Wellbeing and resilience
Delivery Model A six-hour course of 4 x 90 minute sessions, run over four sessions in four consecutive weeks.  Each session will be a 90 minute live, interactive online session.  Between live sessions there will be opportunities for engaging with the ideas raised through the completion of Extended Learning Tasks, including application in school settings.
Cost
  • AED 945 per delegate including VAT
  • Booking Deadline: Wednesday 24th March 2021
  • Discounts available for group school bookings of five or more delegates

 

Dates & Times   All live sessions start at 3:00pm UAE time

 

Face to Face Online sessions 12hours programme breakdown
  • Session 1: Tuesday 20th April – 3pm to 4:30pm
  • Session 2: Tuesday 27th April – 3pm to 4:30pm
  • Session 3: Tuesday 4th May – 3pm to 4:30pm
  • Session 4: Tuesday 11th May – 3pm to 4:30pm
  • 6 hours online facilitation
  • 6 hours of independent Extended Learning Tasks: reading, writing, reflection, application
Times are Dubai Time and Live Module Sessions last approximately 1 hour

 

Programme Details:

Some people thrive in a crisis. Other people flourish in a state of wellbeing. Neither of these two states can be maintained consistently. We are constantly in a state of flux and change between the two, perhaps now more than ever. In this course we will share and discuss ways that we can work, both independently and within our learning communities, to support individuals and teams to navigate their way towards a heightened and more stable state of wellbeing, through cultivating resilience skills. By identifying and analysing the strengths necessary for achieving wellbeing and behaving resiliently, we can collaborate to navigate the highs and lows in ways that promote mental, emotional and physical health.

Live Sessions using ZOOM

Session 1: What are Wellbeing and Resilience?

  • Describe and discuss the nature of wellbeing and resilience
  • Understand that wellbeing and resilience are not synonymous
  • Explore the connections and correlations between wellbeing and resilience
  • Personalise, through our own experiences of “being well” and behaving resiliently

Session 2: Wellbeing and Resilience Analogies, Stories and Strengths

  • Consider the nature of wellbeing and resilience through some analogies
  • Engage in storytelling to illustrate experiences of fluctuations in wellbeing and resilience over time
  • Consider a range of wellbeing and resilience strengths
  • Develop an appreciation of our current wellbeing and resilience strengths

Session 3: The I and WE of Wellbeing

  • Consider aspects of wellbeing: emotional, physical, societal, workplace and societal
  • Participate in collaborative groups to experience ways of developing wellbeing strengths
  • Share practical strategies for supporting ourselves and others in promoting and cultivating and wellbeing strengths

Session 4: Cultivating Resilience Strengths, through ACTION in your CONTEXT

  • Describe a range of practical strategies for developing resilience strengths
  • Participate in collaborative groups to experience ways of developing resilience strengths
  • Select plan for and create an approach for implementing one of the shared resilience strategies to your context

 

Who Should Attend?
  • Teachers of students of all ages
  • School Counsellors
  • Special-Needs Staff
  • Specialist Teachers
  • School Leaders
  • Support Staff
  • Parents
Intended Outcomes
  • Understand the nature of wellbeing and resilience
  • Appreciate that wellbeing and resilience are connected but not the same
  • Practice identifying, naming and describing wellbeing and resilience strengths
  • Develop a repertoire of research-based of strategies for cultivating wellbeing and resilience strengths, for ourselves and with students and colleagues

 

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Testimonials

“Natalie has developed a truly innovative way of planning and facilitating meaningful professional development. Gone are the days of blanket generic knowledge being thrown at teachers that is lost, not meaningful and not implemented within classrooms. I would like to see more of this type of inquiry -based PD happening in schools all across the curriculum.”

 

“Working with Natalie has helped me be more mindful and reflective about the strategies I use in my teaching…why I use them and the impact they have on student learning.”