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Continue to invite the learning support team to come to share cases in Dept meeting
Find more time to collaborating in language team and with homerooms

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To focus a lot more on well being of colleagues as well, as emotionally resilient teachers create emotionally resilient students

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- Enhancing exit tickets to include more well-being,
- Being more intentional about the inclusion of PSPE learning intentions within the Art process,

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Start a gratitude wall with a colleagues
Push for a quiet /decompression space for teachers (and maybe another place for students)

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If we say we value wellbeing, how are what we say and do align to this? How can we prioritize, create and nurture wellbeing for the adults in our school so that they in turn can do the same for our students?

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1 - A school-wide (including parents) understanding of what Well-Being is... and how we promote that. Getting everyone on the same page.
2 - A committee (ongoing) put in place to drive this process and ensure that is stays at the forefront of everything we do.
3 - There needs to be a realisation that well-being is not just for one part of our community (the kids) but for everyone. Modelling what well being is.... Practice AND preach.

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Keep well being at the top of importance in my classroom. Classes/grades could have random acts of kindness posting box- posts can be made by students , teachers, TA's- students nominated are acknowledged either in classes/ assemblies or both.

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My TIA is about creating a culture of kindness in my class. I will be focusing on explicit teaching of social/emotional skills. Maybe create a happiness index with my students.

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School wide definition of well being that is endorsed and embraced by the community.
The development of a framework for what it will look like at UNIS.
How it will be embedded in the UNIS culture-practical steps that are sustainable over time with a change of staff.
Methods of celebrating well being at UNIS

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- Talk more with single subject teachers, especially regarding my PSPE approach to 'key' students.
- Investigate 'mindfulness'. I think it would be a great way to bring spirituality into the classroom, and community time is a great opportunity to facilitate this.

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Continue to create community within our grade level and reach out to other grade levels to strategize how we can further develop and model solid teacher relationships and share what's happening in our classrooms. Making sure well-being is of utmost importance.

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More discussions with my students about well-being; understanding the English language around well-being.
Consider the well-being of EAL students as they progress through levels - what's inspiring or inhibiting their growth?
3 Good Things a Day - http://www.actionforhappiness.org/take-action/find-three-good-things-each-day

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I need to use the earlier idea of asking kids what attitude they are taking/bringing to a lesson. DYLAN: or which 'strength' (DAY 2)!

Class/Grade need to highlight some specific PSPE foci to work on
ES School needs to revisit, review, revise/recreate, trial, review & improve the PSEL/AtL section of Report ASAP

Use the article "Wellbeing as Core School Business – What it is and Why it Matters" to highlight need for re-instatement of 1 or 2 Personal Days for staff a year that do not require justification/explanation by the staff member

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- Offering restorative yoga session for teacher after school;
- ASA yoga for kids
- Pointing one SDG for each unit covered to
- Using the grass platform in front of the canteen to connect more with the nature and having the kids do routine circle in there too.
- Looking at the different phases and matching some concept with our curriculum

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- Wondering: What happened to the wellness committee?
- Continue to be out every morning to greet students and parents as they arrive at school
- Can we be more interactive/welcoming to students and families as they arrive on campus in the morning?

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Chart of all CU and Outcomes. Ongoing Document which all teachers can add to to identify/show off where they are all covered. There could also be small areas on planners to show connections similar to ATLs.

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I would really like to be on a whole school committee based on the well being of the teachers.

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Continue the great work that K1 have started building up the relationships of the ECC teachers as a group.

Find time to collaborate with the specialist teachers (invite them to the SST meetings?) to talk about individual students and how we can support their needs better.

No email days!  All information must be delivered in person.

Continue to foster relationships with parents as they are our best resource to know if our children are really happy and flourishing.

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Really a lot time for  more reflection not only on their performance as a student but also their individual traits as a person that will make them experience more success and achievement in life here in school and in the wide wide world.

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I would like to continue to be part of this discussion about well being to celebrate what is already done and how I can provide support.

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I hope to focus much more on the emotional intelligence of my students and embracing failure when it happens (as part of life) rather than being too focused on performance skills.

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Regularly reflect on our practices in PSE/Wellbeing. Are we still keeping it as a priority? Scheduled into ES staff meetings and/or team meetings.

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Celebrate as a lower elementary school. Being intentional about the connections between the D- K2 teachers and students on the ECC playground.

ECC day of gratitude? Monthly?

https://greatergood.berkeley.edu/key

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1) Being a member of a UNIS cross-divisional Well-Being committee

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In class keep well-being in the forefront of everything I plan or create.
In the G5 team keep well-being on the table at all times.
Personally; actively seek ways to boost well-being so I can become a better person/ teacher

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- Random acts of kindness
- Purposefully provide authentic experiences into the daily life of the school

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Create a means of communication to support faculty share celebrations across the division.
Time for faculty to cross pollinate strategies across the divisions.
Continue to keep community and well being a strategic priority