- Contact Mary-Anne
- +64 (021) 888 597
- mam@mary-annemurphy.com
- Waikato, New Zealand
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Our world has changed.
Never before in modern history have New Zealanders found themselves in a lockdown situation. Whilst the Covid19 lockdown has provided some incredible time for families and communities to reconnect, the adverse ripple effect on what the future holds for our youth is more uncertain than it has ever been.
Now, more than ever, our youth are having to plan-for and step into a world of volatility, uncertainty, complexity and ambiguity. As they look ahead into their future, they may be feeling an array of emotions; anxious, excited, unsure, energised or even overwhelmed. It’s a time when they are having to draw deep within their internal resources and find their inner strength and sense of self in order to step into this disrupted world.
My question to you as leaders who are charged with preparing our youth for their world, is to what extent are you supporting them to be ready? How are you supporting them to develop skills such as adaptability, self-confidence, straight-forwardness, empathy, optimism (to name a few)? These things are often called “soft-skills”, but ask any employer, and they will tell you they are THE skills. It is these skills our youth need more than ever in order to go strongly into their world.
In the education sector, we are great muddling, at doing a bit of this, and a bit of that, taking a very piecemeal approach. It is time to identify exactly where your youth are in these skills and strategically and collaboratively plan for their development. This includes research-based assessments, personalised development plans, and a wrap-around, triangulated support partnership that ensures they succeed.
This Unshakeable journey is about supporting our rangitahi to reconnect-with and be grounded in their own whakapapa, kainga tūturu and the values they provide in order for them to have a strong inner pou so as they step into their world. Like the roots of a tree, we want their feet to be grounded in where they come from, what they stand for and who they are in a way that allows their branches to reach high and grow strong.
Nurturing and supporting their growth are their whānau. As parents we don’t get a handbook on how to support our children to become emotionally strong. We often learn it from our own experiences growing up. Whilst this can sometimes hold us in good stead, often we find ourselves wondering what to do to support our tamariki.
Alongside the whānau and child is the school/kura. Growing teacher capability in how they can support the children they teach and their whānau is vital.
He Poutama: Unshakeable is about growing the emotional strength of an entire school community: child, whānau and teachers.
Grounded in who they are, where they come from and knowing and living their values.
A strong inner pou that holds them steady amidst an ever-changing world.
Able to recognise their own emotional state and regulate this by drawing upon strategies within their kete.
Able to use their voice to ask for what they need.
Have personal power in co-developing their learning journey alongside people who care deeply for them.
Know that they are loved and supported in this development by their whānau and kiako.
Feel deeply supported within the school family.
Bring their culture with them as an integral part of who they are and how they live.
Bring forth their ‘knowings’ and experiences as parents/caregivers.
Learn emotional intelligence strategies to support their children.
Grow their own kete of strategies for emotional regulation.
Deeply understand the elements of emotional intelligence and how to develop these competencies in their students (and selves).
Develop their own self-journeying towards understanding and reconnection and emotional intelligence to better support their own wellbeing, and that of their students.
Create an even deeper partnership with whānau to support the child.
Build deeper learning-centered, whole-hearted relationships with their students.
There is a deep essence of kotahitanga – unity between whānau, the child and the school. The child is enveloped in a committed, supported community who are learning and growing together. A common language and understanding across your school community is developed that supports each other to raise the vibration of how people are being with each other and within themselves.
Below is an overview of the partnership phases, content and timing.
LED
For schools who wish to have significant external facilitation guidance.
Schools who wish to utilise external facilitation to grow internal capability to lead and grow emotional intelligence development across students, staff and whanau.
Term 1 (x2 days):
Meeting with leadership re: action plan, collate student voice/in-class support, staff meeting, parent meeting.
Term 2 (x2 days):
Meeting with leadership re: action plan progress, collate student voice/in-class support, staff meeting, parent meeting.
Term 3 (x2 days):
Meeting with leadership re: action plan progress, collate student voice/in-class support, staff meeting, parent meeting..
Term 4 (x2 days):
Meeting with leadership re: action plan review, collate student voice/in-class support, staff meeting, parent meeting.
Plus: Online portal of teaching resources.
Plus: Online portal for staff professional learning
SUPPORTED
For schools who wish to have moderate facilitator guidance.
Schools who wish to grow internal capability to lead and grow emotional intelligence development across students and staff. This includes training one or more staff to become certified Emotional Capital Assessors, Coaches and Trainers.
Term 1:
Meeting with leadership re: action plan, collate student voice, staff meeting, parent meeting.
Term 2:
Meeting with leadership re: action plan progress, collate student voice/ in-class support, staff meeting, parent meeting.
Term 3:
Meeting with leadership re: action plan progress, collate student voice/ in-class support, staff meeting, parent meeting..
Term 4:
Meeting with leadership re: action plan review, collate student voice, staff meeting, parent meeting.
Plus: Online portal of teaching resources.
Plus: Online portal for staff professional learning
Plus: 1x in-school certified ECR coach training
SELF-SUSTAINING
For schools who wish to be fully self-sustaining. School communities who wish to grow internal capability to lead and grow emotional intelligence development across students, staff and whanau. This includes training one or more staff to become certified Emotional Capital Assessors, Coaches and Trainers. Schools who intend to use the ECR assessment tools.
Term 1:
Meeting with leadership re: action plan, collate student voice, staff meeting, parent meeting.
Term 4:
Meeting with leadership re: action plan review, collate student voice, staff meeting, parent meeting.
Plus: Online portal of teaching resources.
Plus: Online portal for staff professional learning
Plus: 1x in-school certified ECR coach training
Maybe you already have some MOE PLD funding tagged for Localised curriculum, or graduate profile development, or Wellbeing, or perhaps you wish to apply for some? We can use this avenue.
Or perhaps you wish to self-fund as a school community? We can do this also!
Contact me here to arrange a time to chat further about He Poutama: Unshakeable for your context.
© Copyright 2019 - Mary-Anne Murphy
I want to help you and your organisation.
Tell me what you need, and I’ll be in touch real soon.