Wellbeing before Learning - Adelaide Thinkers in Residence - SA ...
Wellbeing before Learning - Adelaide Thinkers in Residence - SA ...
Wellbeing before Learning - Adelaide Thinkers in Residence - SA ...
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<strong>Wellbe<strong>in</strong>g</strong> <strong>before</strong> <strong>Learn<strong>in</strong>g</strong><br />
Flourish<strong>in</strong>g students, successful schools<br />
<strong>Adelaide</strong> Convention Centre<br />
Monday 27 February 2012<br />
Keynote presentation by Dr Mart<strong>in</strong> Seligman<br />
WBL-6.<strong>in</strong>dd 1<br />
2/20/12 11:04:57 PM
About Prof Mart<strong>in</strong> Seligman<br />
Prof Mart<strong>in</strong> E.P. Seligman is one of the most widely know<br />
psychologists of our time. He has spent over 40 years work<strong>in</strong>g on<br />
the issues of depression, optimism and pessimism. His ‘learned<br />
helplessness’ theory is one of the most <strong>in</strong>fluential psychology<br />
theories of last century, shedd<strong>in</strong>g light on problems such as<br />
depression, child abuse and domestic violence.<br />
In 1996, Prof Seligman was elected President of the American<br />
Psychological Association, by the largest vote <strong>in</strong> modern history.<br />
S<strong>in</strong>ce 2000, his ma<strong>in</strong> mission has been the promotion of the field<br />
of positive psychology.<br />
Prof Seligman is currently work<strong>in</strong>g with the US Government on<br />
wellbe<strong>in</strong>g and resilience for the whole armed forces, focus<strong>in</strong>g<br />
on the use of positive psychology to combat post-traumatic<br />
stress and suicide rates. He has worked with both the US and<br />
UK governments <strong>in</strong> education sett<strong>in</strong>gs. He cont<strong>in</strong>ues to have a<br />
strong focus on tra<strong>in</strong><strong>in</strong>g psychologists <strong>in</strong> positive psychology -<br />
<strong>in</strong>dividuals whose practice can make the world a happier place,<br />
<strong>in</strong> a way that parallels cl<strong>in</strong>ical psychologists hav<strong>in</strong>g made the<br />
world a ‘less unhappy’ place.<br />
The program<br />
Conference open<strong>in</strong>g by Hon Grace Portolesi MP, M<strong>in</strong>ister for Education and Child Development<br />
9:00am<br />
10:30am<br />
11:00am<br />
12:30pm<br />
1:30pm<br />
Hall E<br />
Whole of School<br />
Approach<br />
to Positive<br />
Psychology: how<br />
do you do it?<br />
Meet<strong>in</strong>g Room 2 Meet<strong>in</strong>g Room 10<br />
Plenary – Mart<strong>in</strong> Seligman: Positive Education: By apply<strong>in</strong>g the pr<strong>in</strong>ciples of Positive<br />
Psychology to schools, can we teach young people how to have more wellbe<strong>in</strong>g <strong>in</strong><br />
their lives <strong>in</strong> addition to the traditional goal of do<strong>in</strong>g well at work?<br />
A Shared<br />
Preventative<br />
Approach: health<br />
and education<br />
services work<strong>in</strong>g<br />
together<br />
Shar<strong>in</strong>g Power:<br />
Who gets to def<strong>in</strong>e<br />
what wellbe<strong>in</strong>g<br />
actually means?<br />
Hall AD<br />
Morn<strong>in</strong>g Tea<br />
Lunch<br />
Plenary – Flourish<strong>in</strong>g Lives: Young people <strong>in</strong> conversation with Keith Bartley<br />
The Residency<br />
<strong>Wellbe<strong>in</strong>g</strong> and resilience: build<strong>in</strong>g a flourish<strong>in</strong>g state<br />
How can we create the conditions for every <strong>in</strong>dividual to flourish?<br />
How can we build wellbe<strong>in</strong>g and resilience <strong>in</strong>to the lives of our<br />
communities? What skills need to be developed for liv<strong>in</strong>g a<br />
happier, more mean<strong>in</strong>gful and engaged life and help prevent<br />
mental health issues becom<strong>in</strong>g problems?<br />
2:40pm<br />
3:00pm<br />
4:30pm<br />
Classroom reality:<br />
Positive Psychology<br />
<strong>in</strong> practice<br />
Positive education’s<br />
role <strong>in</strong> tra<strong>in</strong><strong>in</strong>g for<br />
future employment<br />
Plenary – wrap up with Keith Bartley<br />
Metrics of<br />
<strong>Wellbe<strong>in</strong>g</strong><br />
Afternoon Tea<br />
The challenge of Prof Mart<strong>in</strong> Seligman’s residency is to use his<br />
groundbreak<strong>in</strong>g research <strong>in</strong> measur<strong>in</strong>g the wellbe<strong>in</strong>g of an<br />
<strong>in</strong>dividual, school or organisation, to uncover what it takes to<br />
create a ‘flourish<strong>in</strong>g’ state.<br />
5:00pm<br />
Close<br />
‘Flourish<strong>in</strong>g’ focuses on the strengths and character of the<br />
<strong>in</strong>dividual to help build resilience to overcome challenges and<br />
build wellbe<strong>in</strong>g. This capacity creates better, stronger and<br />
more positive relationships between <strong>in</strong>dividuals, families and<br />
<strong>in</strong>stitutions.<br />
By <strong>in</strong>tegrat<strong>in</strong>g the tools of wellbe<strong>in</strong>g and resilience <strong>in</strong>to our<br />
communities we can beg<strong>in</strong> to deal with the causes of mental<br />
illness rather than its symptoms and give every <strong>in</strong>dividual the skills<br />
to flourish <strong>in</strong> their daily lives.<br />
Twitter<br />
We encourage you to jo<strong>in</strong> the conversation on twitter throughout<br />
the day. Chat between streams and keep the dialogue go<strong>in</strong>g after<br />
the conference. Make sure you use the official hash tag for the<br />
Seligman residency:#Flourish<strong>SA</strong><br />
WBL-6.<strong>in</strong>dd 2-3<br />
2/20/12 11:04:58 PM
Morn<strong>in</strong>g Breakout Session 1 - Hall E<br />
Whole of School Approach to Positive Psychology: how do you do it?<br />
Successful schools and early childhood services understand the importance of the work that they do all<br />
day every day to strengthen the wellbe<strong>in</strong>g of children and young people. They are able to show how they<br />
attend to wellbe<strong>in</strong>g <strong>in</strong> every aspect of their work. In this session, educational leaders will describe where<br />
and why they began, where they are now and where they hope to be <strong>in</strong> the future. They will share what<br />
they have learned along the way.<br />
chair: Garry Costello, Head of Schools,<br />
Department of Education and Child Development<br />
Prior to Garry’s appo<strong>in</strong>tment as Head of Schools, he was an English Coord<strong>in</strong>ator, Student Counsellor, Assistant<br />
Pr<strong>in</strong>cipal, Pr<strong>in</strong>cipal and Regional Director. Follow<strong>in</strong>g his appo<strong>in</strong>tment <strong>in</strong> 1997 as Pr<strong>in</strong>cipal, Mount Gambier High<br />
School the school began a journey of rapid improvement, demonstrat<strong>in</strong>g high-level success academically, <strong>in</strong><br />
the Arts, and <strong>in</strong> sport and vocational learn<strong>in</strong>g. He has been <strong>in</strong>volved as a presenter at a range of workshops/<br />
conferences for Pr<strong>in</strong>cipals and leaders around Australia and has taken part <strong>in</strong> a range of <strong>in</strong>ternational forums.<br />
Morn<strong>in</strong>g Breakout Session 2 – Meet<strong>in</strong>g Room 2<br />
A Shared Preventative Approach: health and education services work<strong>in</strong>g together<br />
We seek to safeguard the psychological and physical wellbe<strong>in</strong>g of children and young people through<br />
prevention and treatment strategies spann<strong>in</strong>g the health, education and family support sectors and<br />
<strong>in</strong>volv<strong>in</strong>g government, non-government and private agencies and practitioners.<br />
After decades of progress and improvement, the psychological and physical wellbe<strong>in</strong>g of children and<br />
young people is decl<strong>in</strong><strong>in</strong>g. In this session, panel members consider the timely question - how can health<br />
and education services work together on the common goal of enhanc<strong>in</strong>g the wellbe<strong>in</strong>g of children, young<br />
people and families?<br />
chair: Mark Diamond, Executive Manager,<br />
Strategy Implementation and Community Reform, Mental Health Unit, <strong>SA</strong> Health<br />
Mark Diamond is responsible for the implementation of Social Inclusion Board reforms relat<strong>in</strong>g to the community<br />
mental health sector <strong>in</strong> South Australia, <strong>in</strong>clud<strong>in</strong>g the reconfiguration and <strong>in</strong>tegration of community mental<br />
health services <strong>in</strong> the <strong>Adelaide</strong> metropolitan area. Mark has had senior management experience <strong>in</strong> three<br />
states of Australia over the past 20 years. Mark has a strong <strong>in</strong>terest <strong>in</strong> seek<strong>in</strong>g to improve health outcomes for<br />
particularly the most marg<strong>in</strong>alised and achiev<strong>in</strong>g susta<strong>in</strong>able health system reform.<br />
Panel:<br />
Dr Mathew White, Director of <strong>Wellbe<strong>in</strong>g</strong> and<br />
Positive Education, St Peter’s College<br />
Dr Mathew White is Director of <strong>Wellbe<strong>in</strong>g</strong> and<br />
Positive Education at St Peter’s College, where he<br />
teaches Year 12 IB English. Mathew was the first<br />
Head of Positive Education at Geelong Grammar<br />
School. He is a Fellow <strong>in</strong> the Melbourne Graduate<br />
School of Education at The University of Melbourne<br />
and a member of the St Mark’s College Education<br />
Committee, the first residential college of The<br />
University of <strong>Adelaide</strong>.<br />
Stephen Meek, Pr<strong>in</strong>cipal,<br />
Geelong Grammar School<br />
Stephen Meek has been Pr<strong>in</strong>cipal of Geelong<br />
Grammar School s<strong>in</strong>ce 2004, hav<strong>in</strong>g previously<br />
been Headmaster of a school <strong>in</strong> the UK for 9 years.<br />
At Geelong Grammar, he has overseen an ongo<strong>in</strong>g<br />
collaboration with Dr Mart<strong>in</strong> Seligman to develop<br />
Positive Education - a whole school approach to<br />
teach<strong>in</strong>g and learn<strong>in</strong>g the skills of wellbe<strong>in</strong>g from<br />
Early <strong>Learn<strong>in</strong>g</strong> to Year 12.<br />
Meredith Edwards, Pr<strong>in</strong>cipal,<br />
Woodville HS<br />
Meredith Edwards is the proud pr<strong>in</strong>cipal of a richly<br />
diverse and challeng<strong>in</strong>g school <strong>in</strong> the western suburbs<br />
of <strong>Adelaide</strong>. Under her leadership as both a Deputy<br />
Pr<strong>in</strong>cipal and then Pr<strong>in</strong>cipal for 14 years, the school<br />
has achieved national recognition for address<strong>in</strong>g the<br />
very real wellbe<strong>in</strong>g issues of all students, <strong>in</strong>clud<strong>in</strong>g<br />
those from Aborig<strong>in</strong>al backgrounds, backgrounds of<br />
poverty and those recently arrived <strong>in</strong> Australia.<br />
Associate Professor Lea Waters,<br />
University of Melbourne<br />
Associate Professor Lea Waters is an academic and<br />
a registered psychologist (MAPS) who holds a PhD<br />
<strong>in</strong> Organisational Psychology. She is the Director of<br />
the Masters <strong>in</strong> School Leadership at the Melbourne<br />
Graduate School of Education (MGSE), University<br />
of Melbourne and was awarded the Melbourne<br />
Graduate School of Education’s Teach<strong>in</strong>g Excellence<br />
Award, 2011. She is a known expert <strong>in</strong> the areas of<br />
Organisational Change, Organisational Psychology<br />
and Positive Psychology.<br />
Panel:<br />
Paul<strong>in</strong>e McEntee, Director, Child & Adolescent<br />
Mental Health Services<br />
Paul<strong>in</strong>e has responsibility for mental health services<br />
to children and young people across 70% of the state<br />
of South Australia. This <strong>in</strong>cludes community services<br />
across the state, the only psychiatric <strong>in</strong>patient service<br />
for children and young people <strong>in</strong> South Australia,<br />
per<strong>in</strong>atal mental health <strong>in</strong>patient services and a<br />
range of <strong>in</strong>tensive community based services<br />
Dr Brian Graetz,<br />
Senior Program Manager, beyondblue<br />
Dr Brian Graetz is the General Manager: Child<br />
and Youth at beyondblue: the national depression<br />
<strong>in</strong>itiative. He oversees national mental health<br />
programs <strong>in</strong> education (primary, secondary & tertiary)<br />
and early childhood sett<strong>in</strong>gs.<br />
Jan<strong>in</strong>e Harvey, Assistant Director,<br />
Child and Youth <strong>Wellbe<strong>in</strong>g</strong>, Department of<br />
Education and Child Development<br />
Jan<strong>in</strong>e Harvey taught for 16 years <strong>in</strong> a range of<br />
schools, and has extensive experience <strong>in</strong> the area<br />
of behaviour management. She is a member of the<br />
Veteran’s Education Board, the Community Protection<br />
Panel and the Council for the Care of Children.<br />
Jan<strong>in</strong>e is now Assistant Director of Child and Student<br />
<strong>Wellbe<strong>in</strong>g</strong> at the Department for Education and Child<br />
Development oversee<strong>in</strong>g a range of services related<br />
to vulnerable young people.<br />
Angela Congdon, Parent<br />
Angela is the parent of Grace, a year 11 student, who<br />
has a chronic health condition. She requires frequent<br />
and lengthy stays <strong>in</strong> hospital. Grace was educated<br />
with<strong>in</strong> the State Education System and is now<br />
undertak<strong>in</strong>g her f<strong>in</strong>al years of school<strong>in</strong>g outside of it.<br />
L<strong>in</strong>da Weddell, M<strong>in</strong>d Australia<br />
L<strong>in</strong>da Weddell is the Youth Project Officer at M<strong>in</strong>d<br />
Australia. This new position was established to scope<br />
current youth mental health services provided across<br />
South Australia, as well as gaps, with an aim to<br />
identify the best ways M<strong>in</strong>d can improve its services<br />
to young people aged 12 – 25. L<strong>in</strong>da br<strong>in</strong>gs years<br />
of experience work<strong>in</strong>g with young people <strong>in</strong> the<br />
community, particularly <strong>in</strong> primary health care, and<br />
project management roles where youth participation<br />
pr<strong>in</strong>ciples are paramount.<br />
WBL-6.<strong>in</strong>dd 4-5<br />
2/20/12 11:04:58 PM
Morn<strong>in</strong>g Breakout Session 3 – Meet<strong>in</strong>g Room 3<br />
Shar<strong>in</strong>g Power: Who gets to def<strong>in</strong>e what wellbe<strong>in</strong>g actually means?<br />
When we talk about the use of positive psychology <strong>in</strong> schools, what power do students have and to what<br />
degree do young people get to shape the program and <strong>in</strong>fluence the decisions that affect their lives.<br />
In this session, we will hear young people talk about their experiences of be<strong>in</strong>g <strong>in</strong> schools with a culture<br />
that <strong>in</strong>tentionally fosters wellbe<strong>in</strong>g. Their views are counterpo<strong>in</strong>ted with the experience of senior<br />
educators who will outl<strong>in</strong>e the mechanisms that school communities use to empower young people and<br />
the challenges associated with shar<strong>in</strong>g power <strong>in</strong> traditional school environments.<br />
Plenary Session – Hall E, 12:30pm<br />
Keith Bartley, Chief Executive, Department of Education and Child Development<br />
Flourish<strong>in</strong>g lives: Young people <strong>in</strong> conversation with Keith Bartley<br />
Keith Bartley, Chief Executive of the new Department for Education and Child Development, will lead<br />
a conversation with four outstand<strong>in</strong>g young people about how they have developed their character<br />
strengths, and how they use these strengths to contribute to the community and lead mean<strong>in</strong>gful lives. The<br />
aim of this session is to learn from young people about what it means to have a flourish<strong>in</strong>g life, and how key<br />
<strong>in</strong>dividuals and <strong>in</strong>stitutions can play a part.<br />
chair: David Kelly, Deputy CEO, The Australian Centre for Social Innovation (TACSI)<br />
David Kelly is deputy CEO of the Australian Centre for Social Innovation. He is an experienced strategist,<br />
project coord<strong>in</strong>ator and program manager with a twenty five year commitment to work<strong>in</strong>g with disempowered<br />
communities. In the non-government sector, <strong>in</strong> local government and <strong>in</strong> his own bus<strong>in</strong>ess, he has achieved<br />
national recognition for creativity and <strong>in</strong>novation <strong>in</strong> community and cultural development and social enterprise.<br />
About Keith Bartley<br />
Keith Bartley commenced as Chief Executive for the Department<br />
for Education and Child Development (DECD <strong>in</strong> May 2011.<br />
He has 35 years experience <strong>in</strong> education as a teacher, leader<br />
and policy maker, with a strong record as a reformer.<br />
Panel:<br />
Xara Kaye, School Capta<strong>in</strong>, Geelong Grammar<br />
Xara Kaye is School Capta<strong>in</strong> at Geelong Grammar<br />
School <strong>in</strong> 2012. Xara jo<strong>in</strong>ed the School’s Year 9<br />
campus Timbertop <strong>in</strong> 2009 from her home <strong>in</strong> Canberra<br />
and currently boards full-time <strong>in</strong> Senior School. Xara<br />
has experienced explicit teach<strong>in</strong>g of Positive Education<br />
<strong>in</strong> Year 9 and Year 10 and has actively contributed to a<br />
range of school-wide Positive Education <strong>in</strong>itiatives.<br />
Tennessee Coulthard and Rohan Chopra,<br />
Students, Woodville High School<br />
Tennessee and Rohan are Year 12 students at<br />
Woodville High School. They have both been activley<br />
<strong>in</strong>volved throughout high school as student leaders.<br />
They were the first group of Woodville High School<br />
students to be tra<strong>in</strong>ed <strong>in</strong> the Youth Empowerment<br />
Process.<br />
John Vrodos, St Peter’s College student<br />
John Vrodos is a Year 12 student at St Peter’s College<br />
and Capta<strong>in</strong> of Farr House. He is study<strong>in</strong>g English,<br />
History, Physics, Chemistry and Italian as a candidate<br />
for of the International Baccalaureate Diploma. John<br />
has been <strong>in</strong>volved with The Smith Family Student<br />
Read<strong>in</strong>g Program and environmental projects at<br />
Sa<strong>in</strong>ts.<br />
Mary Camilleri, Pr<strong>in</strong>cipal, Marymount College<br />
Mary Camilleri, Pr<strong>in</strong>cipal at Marymount College, a<br />
Catholic girls’ middle school for Year 6-9.<br />
Mary has a strong commitment and belief <strong>in</strong> the<br />
promotion of good mental health and wellbe<strong>in</strong>g for<br />
all members of the school community. The school’s<br />
Catholic identity and liv<strong>in</strong>g out the Good Samaritan<br />
values of hospitality, compassion, reconciliation and<br />
stewardship are what underp<strong>in</strong>s the many <strong>in</strong>itiatives<br />
undertaken <strong>in</strong> the school.<br />
Jen Parker, Youth Engagement Strategy<br />
Jen has been an educator for more than 30 years,<br />
predom<strong>in</strong>antly work<strong>in</strong>g <strong>in</strong> primary schools and<br />
communities across the Southern <strong>Adelaide</strong> region.<br />
She has a deep commitment to build<strong>in</strong>g capacity<br />
with<strong>in</strong> schools to meet the needs of all students.<br />
Currently, Jen provides leadership to the DECD Youth<br />
Development through Transitions Project work<strong>in</strong>g with<br />
8 regional Youth Development Coord<strong>in</strong>ators to support<br />
<strong>in</strong>creased engagement for students <strong>in</strong> years 5-9 across<br />
170 schools.<br />
Amy Walker, University of Pennsylvania<br />
Amy Walker graduated <strong>in</strong> 2010 with a Masters of<br />
Applied Positive Psychology from the University of<br />
Pennsylvania. She has over 10 years experience<br />
work<strong>in</strong>g as a teacher <strong>in</strong> schools <strong>in</strong> Melbourne, Peru and<br />
the United States. Amy currently works <strong>in</strong> the Positive<br />
Psychology Centre at the University of Pennsylvania.<br />
Panel:<br />
Brianna Wedd<strong>in</strong>g, Student<br />
Thom Mann<strong>in</strong>g, Student<br />
Shane Johns, Student<br />
Kira Taylor, Student<br />
He is a passionate believer <strong>in</strong> public education and its<br />
importance <strong>in</strong> shap<strong>in</strong>g the lives of young people, as well as<br />
valu<strong>in</strong>g teachers and early childhood practitioners and their key<br />
role <strong>in</strong> prepar<strong>in</strong>g young people for successful lives.<br />
Prior to tak<strong>in</strong>g up his position as Chief Executive of DECD,<br />
Mr Bartley was head of the General Teach<strong>in</strong>g Council for<br />
England. He was also the county of Oxfordshire’s first Director<br />
for Children, Young People and Families, and provided<br />
expertise to the UK government <strong>in</strong> a number of advisory<br />
capacities, contribut<strong>in</strong>g to the development of educational<br />
and regulatory policy.<br />
Keith moved from the UK to South Australia to take up his role<br />
as Chief Executive of DECD where he will build on the reforms<br />
be<strong>in</strong>g undertaken <strong>in</strong> South Australian public education to ensure<br />
that children, students and their families ga<strong>in</strong> the greatest<br />
possible benefit from public school<strong>in</strong>g <strong>in</strong> this state.<br />
WBL-6.<strong>in</strong>dd 6-7<br />
2/20/12 11:04:59 PM
Afternoon Breakout Session 1 – Hall E<br />
Classroom reality: Positive Psychology <strong>in</strong> practice<br />
What do educators need to know about the relationship between wellbe<strong>in</strong>g and educational achievement<br />
- <strong>in</strong> the broadest sense? How does this change the way we th<strong>in</strong>k about our <strong>in</strong>teractions and approaches to<br />
children and young people? In this session, panel members will br<strong>in</strong>g this topic to life - <strong>in</strong> the classroom,<br />
what does it look like, feel like and sound like?<br />
Afternoon Breakout Session 2 – Meet<strong>in</strong>g Room 2<br />
Positive education’s role <strong>in</strong> tra<strong>in</strong><strong>in</strong>g for future employment<br />
How well are young people prepared for the psychological challenges and opportunities of the modern<br />
workplace? Do we need skills for work or skills for wellbe<strong>in</strong>g? Are we driv<strong>in</strong>g this “either or” when really<br />
we need both? What must schools, universities, tra<strong>in</strong><strong>in</strong>g <strong>in</strong>stitutions, unions, and employers know and do<br />
as they prepare young people for productive and reward<strong>in</strong>g careers <strong>in</strong> a flourish<strong>in</strong>g economy?<br />
chair: Margot Foster, Program Manager, Teach<strong>in</strong>g for Effective <strong>Learn<strong>in</strong>g</strong>,<br />
Department of Education and Child Development<br />
Margot Foster has worked <strong>in</strong> the South Australian public education sector for 33 years – <strong>in</strong> the early, primary<br />
and middle years <strong>in</strong> complex schools as classroom teacher, science coord<strong>in</strong>ator and school leader, and then<br />
<strong>in</strong> a range of leadership positions. She is sought after as a speaker and currently works regularly with school<br />
and preschool leaders across <strong>SA</strong>, engag<strong>in</strong>g them <strong>in</strong> professional learn<strong>in</strong>g regard<strong>in</strong>g educational leadership,<br />
pedagogy and learn<strong>in</strong>g design.<br />
chair: Michelle McQuaid, Executive Director for Human Capital,<br />
PricewaterhouseCoopers Australia<br />
Michelle is an award-w<strong>in</strong>n<strong>in</strong>g researcher, teacher and designer, who is passionate about br<strong>in</strong>g<strong>in</strong>g out the best<br />
<strong>in</strong> people. Hav<strong>in</strong>g worked for lead<strong>in</strong>g organisations <strong>in</strong> London, New York and Australia and completed her<br />
Masters <strong>in</strong> Applied Positive Psychology at the University of Pennsylvania, Michelle’s recent adventures <strong>in</strong>clude:<br />
tra<strong>in</strong><strong>in</strong>g more 1,000 employees <strong>in</strong> us<strong>in</strong>g their Strengths to improve engagement and productivity;<br />
and deliver<strong>in</strong>g positive bus<strong>in</strong>ess workshops for more than 100 bus<strong>in</strong>ess executives with Mart<strong>in</strong> Seligman and<br />
David Cooperrider..<br />
Panel:<br />
Casey Bell, Early Childhood Teacher,<br />
Kalaya Childrens Centre<br />
Casey has worked at Kalaya Children’s Centre for<br />
the past three years, under the uncompromis<strong>in</strong>g<br />
guide that the wellbe<strong>in</strong>g of the children <strong>in</strong> her care<br />
is paramount to every decision. In addition to this<br />
is the wellbe<strong>in</strong>g of the children’s families and the<br />
k<strong>in</strong>dergarten community as a whole. She loves<br />
spend<strong>in</strong>g her days with the children danc<strong>in</strong>g,<br />
digg<strong>in</strong>g, read<strong>in</strong>g, pa<strong>in</strong>t<strong>in</strong>g and chatt<strong>in</strong>g.<br />
Walter Barbieri, Teacher, St Peter’s College<br />
After grow<strong>in</strong>g up <strong>in</strong> Milan and perform<strong>in</strong>g on<br />
Europe’s theatre festival scene, Walter Barbieri found<br />
his call<strong>in</strong>g <strong>in</strong> teach<strong>in</strong>g. With Honors and Masters<br />
Degrees <strong>in</strong> English and Drama from Exeter University,<br />
Walter has taught <strong>in</strong> three different countries, ref<strong>in</strong><strong>in</strong>g<br />
his skills as a Lead<strong>in</strong>g Practitioner <strong>in</strong> Devon, UK. S<strong>in</strong>ce<br />
2009, he has been teach<strong>in</strong>g English at St. Peter’s<br />
College, <strong>Adelaide</strong>, whilst juggl<strong>in</strong>g a PhD at Fl<strong>in</strong>ders<br />
University.<br />
Anne Hampshire,<br />
Head of Research and Advocacy,<br />
The Smith Family<br />
Anne has a background <strong>in</strong> education, research,<br />
social policy, and service <strong>in</strong>novation. She is currently<br />
Head of Research and Advocacy at The Smith<br />
Family, a national children’s charity provid<strong>in</strong>g long<br />
term-support for disadvantaged children and young<br />
people’s participation <strong>in</strong> education. Anne has over<br />
20 years’ experience work<strong>in</strong>g across the community<br />
and government sectors, <strong>in</strong>clud<strong>in</strong>g at national, state,<br />
regional and local levels. Anne has researched and<br />
written <strong>in</strong> a range of areas, <strong>in</strong>clud<strong>in</strong>g young people,<br />
children and families, and social capital.<br />
George Vickers-Willis, Student,<br />
Geelong Grammar School<br />
George Vickers-Willis is also School Capta<strong>in</strong> at<br />
Geelong Grammar School <strong>in</strong> 2012. Orig<strong>in</strong>ally from<br />
Torquay on Victoria’s south coast, George started<br />
at the School <strong>in</strong> Prep and currently boards full-time<br />
<strong>in</strong> Senior School. George is a keen guitarist and a<br />
member of the School tennis and football teams.<br />
Audrey Kent and Thomas Milham, Students,<br />
Birdwood High School<br />
Audrey and Thomas are Year 9 students <strong>in</strong>volved<br />
<strong>in</strong> Birdwood High School’s Academy of Innovative<br />
<strong>Learn<strong>in</strong>g</strong>. This flexible personalised learn<strong>in</strong>g<br />
programme has relationships at its core, result<strong>in</strong>g <strong>in</strong><br />
high levels of engagement and achievement.<br />
Panel:<br />
Stephen Meek, Pr<strong>in</strong>cipal,<br />
Geelong Grammar School<br />
Stephen Meek has been Pr<strong>in</strong>cipal of Geelong<br />
Grammar School s<strong>in</strong>ce 2004, hav<strong>in</strong>g previously<br />
been Headmaster of a school <strong>in</strong> the UK for 9 years.<br />
At Geelong Grammar, he has overseen an ongo<strong>in</strong>g<br />
collaboration with Dr Mart<strong>in</strong> Seligman to develop<br />
Positive Education - a whole school approach to<br />
teach<strong>in</strong>g and learn<strong>in</strong>g the skills of wellbe<strong>in</strong>g from<br />
Early <strong>Learn<strong>in</strong>g</strong> to Year 12.<br />
Raymond Spencer, Chair,<br />
Economic Development Board<br />
In 2009, Raymond Spencer returned to Australia<br />
follows 35 years of liv<strong>in</strong>g and work<strong>in</strong>g <strong>in</strong> the U<strong>SA</strong>,<br />
India and Europe. Raymond is Chairman of The South<br />
Australian Health and Medical Research Institute<br />
(<strong>SA</strong>HMRI), Chairman of Capgem<strong>in</strong>i’s F<strong>in</strong>ancial Services<br />
Global Bus<strong>in</strong>ess Unit (FS GBU) and Chairman<br />
of Signostics Limited, a director of Rubicon Technology,<br />
Inc. (RBCN) a NASDAQ listed manufacturer of<br />
advanced electronic materials and a partner and<br />
member of the <strong>in</strong>vestment committee <strong>in</strong> three US<br />
based venture funds.<br />
Bethia McNeil, Programme Leader for Youth<br />
Transitions, The Young Foundation<br />
Bethia McNeil is Programme Leader for Youth Transitions<br />
at the Young Foundation, based <strong>in</strong> London.<br />
Bethia leads work around youth leadership, employability,<br />
social and emotional learn<strong>in</strong>g, and the impact<br />
of services for young people. Bethia has previously<br />
worked <strong>in</strong> post-16 teach<strong>in</strong>g, tra<strong>in</strong><strong>in</strong>g and youth policy.<br />
Phillipa Duigan, Director ICAN and Mentor<strong>in</strong>g,<br />
Department of Education and Child<br />
Development<br />
As Director, Youth Engagement and Inclusion, with<strong>in</strong><br />
Aborig<strong>in</strong>al, Student and Family Services <strong>in</strong> DECD,<br />
Pip is lead<strong>in</strong>g a state wide team implement<strong>in</strong>g a<br />
significant expansion of the successful school and<br />
community partnership model, Innovative Community<br />
Action Networks (ICAN) and the broadened Student<br />
Mentor<strong>in</strong>g and Youth Development through transitions<br />
programs with<strong>in</strong> DECD schools. Pip has a deep<br />
passion for and wide experience <strong>in</strong> work<strong>in</strong>g with<br />
disadvantaged students, through extensive leadership,<br />
policy development and program management<br />
roles.<br />
WBL-6.<strong>in</strong>dd 8-9<br />
2/20/12 11:05:00 PM
Afternoon Breakout Session 3 – Meet<strong>in</strong>g Room 3<br />
Metrics of <strong>Wellbe<strong>in</strong>g</strong><br />
Traditionally, education systems use literacy and numeracy tests and attendance rates to assess the<br />
educational performance of students. Child protection systems use rates of notification of adverse events<br />
to assess success, and child health systems use rates of illness. A grow<strong>in</strong>g body of evidence suggests that<br />
children’s wellbe<strong>in</strong>g is at least as important as these traditional measures, but how do we measure the<br />
wellbe<strong>in</strong>g of children and young people? How can we to construct a consistent and reliable approach to<br />
measur<strong>in</strong>g the wellbe<strong>in</strong>g of children from early childhood to the end of school<strong>in</strong>g?<br />
chair: Ben Temperly, Executive Director, Policy Directorate,<br />
Department of Education and Child Development<br />
As Head of Policy and Communications with DECD, Ben works as part of the Executive Leaders Group to<br />
contribute to the provision of high quality education to young South Australians and ma<strong>in</strong>ta<strong>in</strong> South Australia’s<br />
position of <strong>in</strong>fluence <strong>in</strong> the development of education policy at a national level.<br />
TuttiEnsemble<br />
Today’s lunchtime performance is by members of the Tutti Ensemble.<br />
The Tutti Ensemble is a recognised leader <strong>in</strong> community cultural development and disability culture <strong>in</strong><br />
South Australia. Tutti offers opportunities to both disabled and non-disabled people of all ages to become<br />
<strong>in</strong>volved <strong>in</strong> a range of concerts and music-theatre events through its socially <strong>in</strong>clusive choral program.<br />
In addition Tutti offers talented school leavers and emerg<strong>in</strong>g artists with a disability full-time professional<br />
tra<strong>in</strong><strong>in</strong>g across a broad range of artistic discipl<strong>in</strong>es.<br />
Visit www.tutti.org.au to f<strong>in</strong>d out more.<br />
Panel:<br />
Associate Professor Lea Waters,<br />
University of Melbourne<br />
Associate Professor Lea Waters is an academic and<br />
a registered psychologist (MAPS) who holds a PhD<br />
<strong>in</strong> Organisational Psychology. She is the Director of<br />
the Masters <strong>in</strong> School Leadership at the Melbourne<br />
Graduate School of Education (MGSE), University of<br />
Melbourne and was awarded the<br />
Melbourne Graduate School of Education’s Teach<strong>in</strong>g<br />
Excellence Award, 2011. She is a known expert <strong>in</strong> the<br />
areas of Organisational Change, Organisational<br />
Psychology and Positive Psychology.<br />
David Engelhardt, Project Manager Bus<strong>in</strong>ess<br />
Intelligence, Department of Education and<br />
Child Development<br />
David Engelhardt is responsible for the performance<br />
analysis, report<strong>in</strong>g, evaluation, performance<br />
report<strong>in</strong>g, data governance and data l<strong>in</strong>kage<br />
activities of the Department of Education and Child<br />
Development. He is lead<strong>in</strong>g the development of a<br />
new report<strong>in</strong>g and bus<strong>in</strong>ess development capability,<br />
<strong>in</strong>tegrat<strong>in</strong>g data sources cover<strong>in</strong>g both departmental<br />
responsibilities and data relat<strong>in</strong>g to the broader<br />
determ<strong>in</strong>ants of learn<strong>in</strong>g and development with<strong>in</strong> the<br />
context of both state priorities and the COAG Reform<br />
Agenda.<br />
Krist<strong>in</strong>a Birchmore,<br />
Women’s Health Statewide<br />
Krist<strong>in</strong>a Birchmore (BSW) is Senior Social Worker at<br />
Women’s Health Statewide, Mental Health Program<br />
Area. Her current focus is the development and<br />
delivery of tra<strong>in</strong><strong>in</strong>g and group work on mental health<br />
and wellbe<strong>in</strong>g work. Krist<strong>in</strong>a has worked extensively<br />
<strong>in</strong> the field of gendered violence <strong>in</strong> the areas of<br />
research, provision of lectures, practice and tra<strong>in</strong><strong>in</strong>g.<br />
Her current research <strong>in</strong>terest is work<strong>in</strong>g towards the<br />
completion of her PhD at the University of South<br />
Australia.<br />
AN INITIATIVE OF<br />
Major residency partners<br />
<strong>SA</strong> Health<br />
THANK YOU<br />
Thank you to Aesop for their generous contribution to the conference bags and gifts.<br />
WBL-6.<strong>in</strong>dd 10-11<br />
2/20/12 11:05:01 PM
The <strong>Adelaide</strong> <strong>Th<strong>in</strong>kers</strong> <strong>in</strong> <strong>Residence</strong> Program<br />
Developed <strong>in</strong> South Australia <strong>in</strong> 2003, the <strong>Adelaide</strong> <strong>Th<strong>in</strong>kers</strong> <strong>in</strong> <strong>Residence</strong> program br<strong>in</strong>gs new ideas <strong>in</strong>to<br />
the state and translates them <strong>in</strong>to practical solutions to improve the lives of the people who live here.<br />
The program sets out to:<br />
• generate new th<strong>in</strong>k<strong>in</strong>g<br />
• <strong>in</strong>spire momentum<br />
• provoke change; and,<br />
• activate results for the people of South Australia<br />
In eight years of operation, the <strong>Adelaide</strong> <strong>Th<strong>in</strong>kers</strong> <strong>in</strong> <strong>Residence</strong> program has delivered positive changes<br />
<strong>in</strong> South Australia <strong>in</strong> a rapid timeframe.<br />
S<strong>in</strong>ce 2003, the program has resulted <strong>in</strong> more than $200 million of <strong>in</strong>vestment <strong>in</strong> programs and<br />
<strong>in</strong>frastructure, both <strong>in</strong> South Australia and across the nation.<br />
Residencies have looked at subjects <strong>in</strong>clud<strong>in</strong>g health, education, water, technology, climate change,<br />
transport, design and road safety.<br />
Visit www.th<strong>in</strong>kers.sa.gov.au<br />
Residency partners<br />
Department of the Premier and Cab<strong>in</strong>et<br />
Department of Education and Child Development<br />
St Peter’s College, <strong>Adelaide</strong>, Australia<br />
<strong>SA</strong> Health: Mental Health Unit<br />
PricewaterhouseCoopers<br />
The Australian Centre for Social Innovation (TACSI)<br />
The Smith Family<br />
beyondblue<br />
M<strong>in</strong>dMatters<br />
Reach Foundation<br />
Integrated Design Commission<br />
Catholic Education <strong>SA</strong><br />
The University of <strong>Adelaide</strong><br />
Fl<strong>in</strong>ders University<br />
University of South Australia<br />
Department for Communities and Social Inclusion<br />
WBL-6.<strong>in</strong>dd 12<br />
2/20/12 11:05:01 PM