HEALTH PROMOTING SCHOOLS (HPS)

Transcription

1 HEALTH PROMOTING SCHOOLS (HPS) A s c h o o l c o m m u n i t y - l e d d e v e l o p m e n t a p p r o a c h : h e a l t h a n d w e l l b e i n g f o r l e a r n i n g H P S S e r v i c e s a r e f u n d e d b y t h e M i n i s t r y o f H e a l t h SOUTHERN GAME-CHANGERS WORKSHOP

2 Key Outcomes from today School leaders understand from a working model how the HPS approach can improve educational outcomes as well as health and well-being. School leaders can see how the HPS rubric can be used to scope, plan, implement and evaluate school community progress. School leaders make the decision to take action on their identified focus area. School leaders take action, and will be supported by their HPS facilitator.

3 Agenda For Today S E S S I O N O N E Karakia and welcome to HPS S E S S I O N T W O Waiharara School and Mauku School Case Study Stories S E S S I O N T H R E E Taking Action

4 SESSION ONE: Introduction and welcome to HPS WHAT DO YOU ALREADY KNOW ABOUT HPS?

5 Shared understanding: health and wellbeing Māori health is underpinned by four dimensions representing the basic beliefs of life te taha hinengaro (psychological health) te taha wairua (spiritual health) te taha tinana (physical health) te taha whānau (family health).

6 A student s level of wellbeing at school is indicated by their satisfaction with life at school, their engagement with learning and their social-emotional behaviour. It is enhanced when evidenceinformed practices are adopted by schools in partnership with families and community. Optimal student wellbeing is a sustainable state, characterised by predominantly positive feelings and attitude, positive relationships at school, resilience, self-optimism and a high level of satisfaction with learning experiences

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8 Eight health promotion strategies

9 Identifying desired outcome first and then what activities/action will achieve this?

10 The WHO Health Promoting School framework for improving the health and well-being of students and their academic achievement (Review 2014) Background The World Health Organization s (WHO s) Health Promoting Schools (HPS) framework is an holistic, settingsbased approach to promoting health and educational attainment in school. The effectiveness of this approach has not been previously rigorously reviewed. Objectives To assess the effectiveness of the Health Promoting Schools (HPS) framework in improving the health and well-being of students and their academic achievement. In addition, few studies included any academic, attendance or school-related outcomes. Given the paucity of data, it is not possible to determine the impact of the HPS approach on academic or attendance or both outcomes.

11 Under what conditions will continuous improvement happen? Essentially HPS is a process that seeks to change (improve) the health and educational outcomes for students. St Leger, L.H explains that the prime purpose of HPS is achieving educational goals through addressing health issues within an educational framework. The important questions that change theory in education poses are: Under what conditions will continuous improvement happen? and How do we change school cultures? Mintzberg, H (2004) Managers not MBAs, Berret-Koehler Publishers, San Francisco

12 Health and wellbeing for learning requires more sophisticated theoretical models which are based on both health and educational frameworks The health sector have largely ignored the vast literature on school organisation and improvement, teaching and learning practices, professional development, and innovation and dissemination...schools are complex places and the way forward in school health requires more sophisticated theoretical models which are based on both health and educational frameworks. St Leger, L.H (1999) Health Education Research Theory and Practice The opportunities and effectiveness of the health promoting primary school in improving child health-a review of the claims and evidence, Vol no.1 See HPS National and International Literature Review on HPS website under Workforce Tools

13 Health Promoting Schools is not the same as health promotion in schools HPS enables school communities to takes ownership of: improving: Health and wellbeing of their students, staff and whanau. Educational outcomes.

14 . HPS focusses on the health and wellbeing needs of individual schools for the purpose of helping schools address barriers to learning or to advance student achievement. Health promotion is often focussed on advancing a health goal, but may not necessarily be customised for the purpose of health and wellbeing for learning. HPS is a school community-led development initiative School community identify focus/priority HPS facilitators enable school community to identify and develop solutions for their prioritised health and well-being needs HPS links schools with the health education and social services they need HPS facilitators enable school leaders to provide school community with agency Health promotion in schools is led by the provider Health promotion provider delivers National Health Priority/decides focus/priority Health promoters provide information and best practice solutions Health promoters link schools with the health, education and social services they need Health promoters and school leaders are in control

15 Community development: Power and people 1980 s: Development to people People seen as passive recipients of development Power held by authorities, exclusive decision making 1990 s: Development for people People seen as informants for development Power held by organisations, some shared decision making s: Development with people People seen as active participants in development Power distributed, decision making increasingly Co-ordination led Service by people and community

16 HPS Contract Structure c o n t r a c t e d b y M o H t o d e l i v e r s e r v i c e KEY d e l i v e r y o f s e r v i c e a n d s u p p o r t M I N I S T R Y O F H E A L T H ( M O H ) P H U P O R T F O L I O M A N A G E R M I N I S T R Y O F H E A L T H ( M O H ) H P S P O R T F O L I O M A N A G E R D H B P u b l i c H e a l t h c o n t r a c t m a n a g er i n 1 5 D H B s D H B H P S c o n t r a c t m a n a g e r i n 1 5 D H B s H P S N a t i o n a l L e a d e rs h i p a nd C o - o r d i n at i o n S e r v i c e ( N L C S ) C o g n i t i o n E d u c a t i o n L t d P u b l i c h e a l t h & h e a l t h p r o m o t i o n s e r v i c e s t e a m i n D H B s H P S s e r v i c e del i very team in D H B s P u b l i c a n d c o m m u n i t y S c h o o l s a n d K a h u i A k o / C o L s S c h o o l s a n d K a h u i A k o / C o L s

17 HPS Contract Structure R e d a r r o w = c o n t r a c t e d b y M o H t o d e l i v e r s e r v i c e KEY B l a c k a r r o w = d e l i v e r y o f s e r v i c e a n d s u p p o r t M I N I S T R Y O F H E A L T H ( M O H ) H P S P O R T F O L I O M A N A G E R D H B H P S c o n t r a c t m a n a g e r i n 1 5 D H B s H P S N a t i o n a l L e a d e rs h i p a nd C o - o r d i n at i o n S e r v i c e ( N L C S ) C o g n i t i o n E d u c a t i o n L t d H P S s e r v i c e del ivery team in D H B s S c h o o l s a n d K a h u i A k o / C o L s

18 Key Outcomes from today School leaders understand from a working model how the HPS approach can improve educational outcomes as well as health and well-being. School leaders can see how the HPS rubric can be used to scope, plan, implement and evaluate school community progress. School leaders make the decision to take action on their identified focus area. School leaders take action, and will be supported by their HPS facilitator.

19 Agenda For Today S E S S I O N O N E Karakia and welcome to HPS S E S S I O N T W O Waiharara School and Mauku School Case Study Stories S E S S I O N T H R E E Taking Action

20 Health Promoting Schools is not the same as health promotion in schools HPS enables school communities to takes ownership of: improving: Health and wellbeing of their students, staff and whanau. Educational outcomes.

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22 HPS purpose/mission The purpose of HPS is to improve equity, Whānau well-being, and educational outcomes through evidence informed practice.

23 International evidence shows health and well-being, the learning environment/practices and relationships are interrelated and interdependent factors that influence student outcomes IN NEW ZEALAND THE RESEARCH HIGHLIGHTS THE VALUE OF: effective leadership, teaching and learning practices growing educationally powerful partnerships within and across school communities. These are caring, respectful relationships that centre on learning. students, whānau and staff having agency the power to act and decide - over their health/wellbeing and education.

24 The Theory: The link between health, education and relationships in New Zealand school communities L E A D E R S H I P L E A D E R S H I P Effective teaching & learning practices/ & processes Health, wellbeing and agency A t t e n d a n c e R e t e n t i o n E n g a g e m e n t A c h i e v e m e n t Low quality L E A D E R S H I P Educationally powerful relationships High quality

25 Session Two: Case Study One: Waiharara School tells their story Our school profile Our baseline Scoping with HPS rubric Identifying data we didn t have (n and %) Identifying a focus Educationally powerful relationships with whanau student led learning Our desired results Clarity and shared understandings about the outcomes/results we are seeking Our actions Student led inquiry, collaborative sense-making, planning, monitoring and implementation Our impact Who is better off- (staff, student, parent voice) shift from baseline-now (n,%) Cognition Education 2016

26 Waiharara School story Cognition Education 2016

27 Questions for Toni? What has the Waiharara story highlighted for you? Cognition Education 2016

28 Case Study Two: Mauku School tells their story Cognition Education Our school profile Our baseline Scoping with HPS rubric Identifying data we didn t have NZCER inclusive practices survey & what results showed (n and %) Identifying a focus Educationally powerful relationships with whanau Our action Building on what is already working-google docs Our impact Who is better off- (staff, student, parent voice) shift from baseline-now (n,%)

29 S E S S I O N T H R E E : TA K I N G A C T I O N

30 Activity Two: What can we learn from the stories of these two schools? Discuss the different ways that Waiharara and Mauku went about gathering evidence. How might this influence the way you gather evidence? What did you notice about the ways these schools went about working with their communities to build collaboration and agency? What are the lightbulbs or take homes from these school stories for you and your school? Cognition Education 2016

31 Self beliefs and personal theories Stories explaining achievement Student Whānau Principal Teachers 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Child Structure Relationship

32 So how do we get started? The HPS health and wellbeing internal evaluation tool (rubric)uses the evidence-based ERO outcome and process indicators to allow school communities to: think about their current practice with evidence identify their next steps change their practice track, measure and evaluate their progress

33 HPS SCHOOL HEALTH AND WELLBEING SELF-REVIEW RUBRIC IS A VALUABLE SCOPING TOOL FOR KĀHUI AKO/COLS AND INDIVIDUAL SCHOOLS BECAUSE IT: Asks school leaders the right questions Requires school leaders and communities to find the right evidence Aligns with the right indicators (EROs external indicators) Comes with free support (HPS facilitators) Cognition Education 2016

34 The HPS health and wellbeing internal evaluation tool uses the evidence-based outcome and process indicators to allow school communities to: Think about their current practice with evidence Identify their next steps Change their practice Track, measure and evaluate their progress Cognition Education 2016

35 BEST PRACTICE IN ACTION F e e d b a c k f r o m P r i n c i p a l s w h o h a v e t r i a l l e d t h e r u b r i c s a i d : HPS saved them time HPS is extremely useful as it ties in with their core responsibilities HPS aligns with EROs domains and indicators, so I m not re-inventing the wheel HPS helped them to focus their efforts and get the job done

36 Planning for Action: Scoping with the HPS Health and Wellbeing for Learning rubric Look at/revisit your rubric ratings What assumptions have been made? What evidence did you use to make a decision on your rating? What further evidence will you need? Whose voices are present in your evidence and sense making? Whose voices are missing?

37 An important question is: what evidence do we have that tells us where we are at in each of the domains? Under each domain in the HPS health and wellbeing rubric, HPS facilitators enable schools to critically reflect and identify the evidence that demonstrates which level or stage their practice is currently operating within. E V I D E N C E T H AT D E M O N S T R AT E S T H E O U T C O M E S A C H I E V E D 4 Nov 2016 I Draft Edition

38 Rubric calculatorhttp://hps.tki.org.nz/ What does this tell you are the priorities for change/improvement? Begin the logic model/theory for improvement

39 Baseline Inputs Activities The current evidence in relation to the priority Requirements for activities (e.g. staffing, equipment, materials) Day-to-day actions needed to achieve outputs Outputs Tangible immediate results - products/goods/services - that lead to the achievement of outcomes Desired Outcomes Inpact The intended positive result The actual long-term results

40 Waiharara School Plan Baseline Input Activities Output Desired Outcomes Impact <10% whanau engagement Roll declining at 45% per year NS: Rdg: 69% at/above Maths: 85% at/above Writing: 42% at/above Community event in calendar Student access and use of cameras and editing programmes/ equipment Time and venue for collaborative sense-making with the school board and community Invitations to community Review of current practices, processes and outcomes using the HPS rubric Student led inquiry into hauora with the community Collaborative synthesis and evaluation of inquiry feedback Development of staff, student and community profile Development of student-led curriculum School charter shaped around Te Whare Tapu Wha and based on school community feedback Staff, student and community profiles shaped around Te Whare Tapu Wha Local student-led curriculum that builds on students prior knowledge and local environment. 100% whanau engagement Roll increase by 50% per year Increase student achievement to 100% at/above NS for reading, maths and writing Significant improvement in achievement for all students Th curriculum is the community s book of wisdom.

41 Activity Three Beliefs and Assumptions What might be the reasons/beliefs behind the current actions? Actions What are the actions? Consequences Describe the consequences intended and unintended

42 SCENARIO THREE T h e i n f l u e n c e o f o u r b e l i e f s My focus is on making sure my kids are happy and healthy and ready to learn. I organise breakfast club before school, which most of my class turn up to, and then I take a homework club after school. I have some beanbags in my reading corner where kids can just curl up and catch up on sleep if they need to. Sometimes, especially on a Monday morning, I just abandon the programme and we all go outside to get some fresh air and play a few games. I often do this in the afternoons as well."

43 Activity Three Beliefs and Assumptions What might be the reasons/beliefs behind the current actions? Actions What are the actions? Consequences Describe the consequences intended and unintended

44 1 Strong trusted partner relationship with HPS facilitator Our research with schools confirms that a community development critical inquiry approach, as we have designed for HPS, delivers substantial benefits and outcomes to the broader school community Facilitator is in frequent contact and supporting school leaders to gather staff, student & family voices, question/explain evidence, identify desired outcome, link to resources, drive action, monitor and measure progress Progress along the levels of Inquiry, monitor and measure, modify Clear outcomes and evidence of agency for all- and impact on health, wellbeing and educational outcomes School leaders value and recommend HPS to others

45 Next Steps Book your facilitator to work with you to complete your school plan

46 Key Outcomes from today School leaders understand from a working model how the HPS approach can improve educational outcomes as well as health and well-being. School leaders can see how the HPS rubric can be used to scope, plan, implement and evaluate school community progress. School leaders make the decision to take action on their identified focus area. School leaders take action, and will be supported by their HPS facilitator.

47 Workshop Evaluation