Our training is intensive and the methodology used is both experiential and participatory. Our model of Whole School Development was initially piloted in 1998 and has been refined as we have evaluated our experience over the past two years. In some cases schools have approached us directly for support, in other cases we have marketed ourselves or schools have been referred to us by a circuit manager. Each project begins with a needs analysis which entails interviews with staff and a workshop identifying strengths and weaknesses. A report is shared with the school and agreement is reached on the key areas of training to address the needs of the school.
Training takes place with both teachers and pupils.
Last year topics dealt with in our work with teachers included teambuilding, conflict handling, stress management and positive discipline for classroom management. We facilitated our Leadership for Learners programme with pupils which focused on communication, teambuilding, self-esteem and conflict handling. Workshops are evaluated and a report is compiled at the end of each term. The project concludes with a drawing up of action plans for the following year and a celebration of growth and development. Success in a particular school last year was identified in improved relationships, team work, a greater sense of responsibility, an appreciation for the environment, and a realisation that teachers personal well-being impacts on their teaching and they need to look after themselves.