Abstract:
This paper will explore professional learning for teachers and school personnel in trauma informed positive education (TIPE) delivered in a group of low socio-economic schools over a period of four years. Through the provision of professional learning and subsequent implementation of TIPE processes and practices, leaders, teachers and support staff worked with students to enable them to be ready to learn.
We will draw on evidence from interviews with middle leaders to outline the professional learning process based on an action research approach. This was supported by the development of a TIPE team who led the professional learning with teachers. In addition, evidence from existing school data will show the change in well-being and learning environments for these vulnerable children and their families. Research into these programs and schools identifies that with support from targeted professional learning, middle leaders can support teachers to change their pedagogical practice to support the most vulnerable students to be ready to learn.
We will draw on evidence from interviews with middle leaders to outline the professional learning process based on an action research approach. This was supported by the development of a TIPE team who led the professional learning with teachers. In addition, evidence from existing school data will show the change in well-being and learning environments for these vulnerable children and their families. Research into these programs and schools identifies that with support from targeted professional learning, middle leaders can support teachers to change their pedagogical practice to support the most vulnerable students to be ready to learn.