Transcript teacher mental health competencies curriculum framework

TEACHER MENTAL HEALTH
COMPETENCIES CURRICULUM
FRAMEWORK
Please note the information from this
presentation is taken from the Weston,
Anderson-Butcher & Burke (2008) article which
introduces 6 principles for a comprehensive
curriculum framework.
*Citation: Weston, K.J., Anderson-Butcher, D., & Burke, R.W. (2008). Developing a
comprehensive curriculum framework for teacher preparation in expanded school
mental health. Advances in School Mental Health Promotion, 1(4), 25-41.
Background
• It has long been recognized that school reform
does not occur without the continuous
professional learning of teachers.1
• However, many reform efforts have failed
because teachers’ professional learning does not
necessarily result in a change to practice. 2
• If change does occur, “fidelity-drift” over time,
or abandonment of new practices in lieu of the
“next great thing” in education undermines
professional learning efforts. 3
Background
• To address these challenges, some researchers have
suggested moving teachers’ professional learning to
a “capacity-building” framework.4
• Capacity-building as a construct in the education
literature has been used to mean a variety of things.5
▫ Knowledge and skills
▫ Novice to expert progression; experts as change agents
▫ “Outside” expert practices brought “inside”
• Recently, the focus has shifted from individual
capacity to organizational or “social capacity.”6
Building Capacity for the SMH Agenda
• Why?
▫ The evidence on effective professional learning
indicates that it MUST be connected to the daily
practice of teachers.7
▫ The daily practice of teachers is inextricable
intertwined with the social and emotional needs of
students.
▫ Yet teachers overwhelmingly report feeling
unprepared to support students’ social and emotional
development.8
• How?
▫ Research is in its infancy regarding the best way to
build the capacity of teachers in this area.
“Wicked” Problems
• How do these efforts to build teachers’ SMH capacity connect
to the learning and achievement of their students?
• The relationship between teachers’ professional learning and
student academic achievement is not yet well understood.9
• Most research in this area involves small-scale professional
learning and is disconnected from important contextual
features such a leadership capacity, parent support, resource
access, environmental stressors, and policy influences.
• Moreover, measurement of outcomes related to teachers’
SMH competencies is problematic, as there are no standards
for professional teaching practice being utilized to guide
teacher growth in this area
A Case for Establishing Teacher Mental
Health Competencies
• Schools and districts could use the standards to set
local benchmarks and align their professional
learning activities to these benchmarks.
• The benchmarks become a way to measure the
“capacity status” both at the individual and
school/district levels.
• This “unpacking” of capacity at the local level may
be useful in identifying the setting-specific variables
that will influence the professional learning needs of
teachers and maximize the potential for SMH
learning activities to lead to improvements in
student outcomes.
Six Principles
1. The teacher demonstrates understanding and application of key policies and
laws that foster the delivery of effective and ethical learning supports in
schools.
2. The teacher demonstrates knowledge and skills related to provision of
learning supports that promote academic achievement, healthy
development, and overall school success.
3. The teacher demonstrates knowledge and skills in the collection and use of
data measuring student behaviors, affect, and attitudes, as they relate to
academic, social, and emotional needs and outcomes
4. The teacher possesses and demonstrates the skills to communicate
effectively and build relationships with others
5. The teacher engages multiple systems and people in practices that maximize
academic achievement, healthy development, and overall school success
6. The teacher demonstrates knowledge and skills that facilitate personal and
professional growth, development, and overall well-being
Six Principles
1. The teacher demonstrates understanding and application of key
policies and laws that foster the delivery of effective and ethical
learning supports in schools.
2. The teacher demonstrates knowledge and skills related to provision of
learning supports that promote academic achievement, healthy
development, and overall school success.
3. The teacher demonstrates knowledge and skills in the collection and use of
data measuring student behaviors, affect, and attitudes, as they relate to
academic, social, and emotional needs and outcomes
4. The teacher possesses and demonstrates the skills to communicate
effectively and build relationships with others
5. The teacher engages multiple systems and people in practices that maximize
academic achievement, healthy development, and overall school success
6. The teacher demonstrates knowledge and skills that facilitate personal and
professional growth, development, and overall well-being
Principle 1 - Knowledge
The teacher is able:
To explain how addressing non-academic barriers through learning supports
will contribute to student achievement, health development, and overall school
success
To illustrate to others the importance of the
teacher’s role in advocating for learning supports
for students and families
To identify and describe key policies
driving educational reform and provision of
learning supports in schools
To articulate professional standards and ethical principles
(such as confidentiality) that govern practice within
schools, including implications for teaching and learning
To identify and
describe regulations
related to protection of
student and family
rights and reporting of
child abuse and neglect
Principle 1 - Skill
The teacher:
Applies strategies that are respectful of students and family rights and privacy
Implements learning support
strategies aimed to address disparities,
disproportionality, and achievement
gaps
Advocates for policies
and practices that
support delivery of
learning supports for
students and families.
Is familiar with research on the positive
effects of learning supports on student
achievement, healthy development, and
overall school success
Applies culturally competent and ethical
practices
Advocates for students and families in
need of additional learning supports
Critically analyzes policies, laws,
and practices that drive
educational reform and the
provision of learning supports
within schools
Provides leadership for policies, laws and practices that foster
educational reform
Six Principles
1. The teacher demonstrates understanding and application of key policies and
laws that foster the delivery of effective and ethical learning supports in
schools.
2. The teacher demonstrates knowledge and skills related to
provision of learning supports that promote academic
achievement, healthy development, and overall school success.
3. The teacher demonstrates knowledge and skills in the collection and use of
data measuring student behaviors, affect, and attitudes, as they relate to
academic, social, and emotional needs and outcomes
4. The teacher possesses and demonstrates the skills to communicate
effectively and build relationships with others
5. The teacher engages multiple systems and people in practices that maximize
academic achievement, healthy development, and overall school success
6. The teacher demonstrates knowledge and skills that facilitate personal and
professional growth, development, and overall well-being
Principle 2 - Knowledge
The teacher is able:
To identify and describe the relationship between social and emotional wellbeing and academic success
To identify and describe risk and protective factors that influence
academic achievement and healthy development
To identify and describe evidence-based practices related to classroom
management, positive behavior supports, and safe and supportive learning
environments
To identify and describe the multi determinants of student behavior
To identify and describe solution-focused, individualized, and student-centered
accommodations and interventions that support student learning and well-being
To identify and describe classroom, evidence-based prevention strategies
designed to develop and enhance protective factors and reduce risk factors
among students
To demonstrate knowledge of resources for accessing information
about common mental health concerns
To identify and describe the value of full inclusion models to support students
with disabilities, including social-emotional and behavioral disabilities
To identify and describe his/her role in implementing intervention plans for
students with learning disabilities, mental illness, physical disabilities, or other
social, emotional, or behavioral needs
To demonstrate knowledge of crisis management and strategies to support student social and emotional needs during times of crisis
Principle 2 - Skills
The teacher:
Implements evidence-based strategies aimed at influencing risk and protective factors known
to affect academic achievement, healthy development, and overall school success
Uses proactive classroom management strategies and supportive,
developmentally appropriate teaching practices
Uses knowledge about the multiple
determinants of student behavior to motivate
and engage students in the classroom
Differentiates instruction and provides accommodations
according to students academic, social, emotional and
developmental needs
Refers students for appropriate learning supports within the
school and community on early identification of risk factors,
symptoms, and needs
Applies individual and classroom strategies as described in students’ intervention plans
Applies crisis management strategies to support student needs when
necessary
Is able to secure evidence-based curricula and other resources on best practices for providing student learning supports, and
integrates these into daily practice
Six Principles
1. The teacher demonstrates understanding and application of key policies and
laws that foster the delivery of effective and ethical learning supports in
schools.
2. The teacher demonstrates knowledge and skills related to provision of
learning supports that promote academic achievement, healthy
development, and overall school success.
3. The teacher demonstrates knowledge and skills in the collection
and use of data measuring student behaviors, affect, and
attitudes, as they relate to academic, social, and emotional needs
and outcomes
4. The teacher possesses and demonstrates the skills to communicate
effectively and build relationships with others
5. The teacher engages multiple systems and people in practices that maximize
academic achievement, healthy development, and overall school success
6. The teacher demonstrates knowledge and skills that facilitate personal and
professional growth, development, and overall well-being
Principle 3 - Knowledge
The teacher is able:
To identify a variety of evidence-based assessment strategies and tools that are
critical to the development, provision, and evaluation of learning supports in
schools
To demonstrate understanding of the importance of ongoing assessment in
determining progress and learning support intervention needs
To demonstrate knowledge of potential cultural biases inherent in certain assessment
strategies and tools
To identify and describe the ways in which individual, family, peer and
environmental risk and protective factors influence schools success,
achievement, and development
To identify early indicators of mental health problems or atypical social-emotional
development among students
To describe the characteristics of positive, safe, and supportive classrooms and schools
Principle 3 - Skill
The teacher is able:
To assess individual, family,
peer, and environmental risk
and protective factors among
students
To identify and record signs and
symptoms of students’ social and
emotional distress
To collect, analyze, synthesize, and use data for comprehensive decisionmaking about learning supports
To assess the impact of life
experiences, prior learning, and
cultural and community values on
student learning and well-being
To identify and record the
baseline developmental
strengths of students and
their growth during the
school year
To assess social and emotional factors in the classroom and school environment that facilitate or
impede student success
Six Principles
1. The teacher demonstrates understanding and application of key policies and
laws that foster the delivery of effective and ethical learning supports in
schools.
2. The teacher demonstrates knowledge and skills related to provision of
learning supports that promote academic achievement, healthy
development, and overall school success.
3. The teacher demonstrates knowledge and skills in the collection and use of
data measuring student behaviors, affect, and attitudes, as they relate to
academic, social, and emotional needs and outcomes
4. The teacher possesses and demonstrates the skills to
communicate effectively and build relationships with others
5. The teacher engages multiple systems and people in practices that maximize
academic achievement, healthy development, and overall school success
6. The teacher demonstrates knowledge and skills that facilitate personal and
professional growth, development, and overall well-being
Principle 4 – Knowledge
The teacher is able:
To articulate strategies for promoting caring and respectful relationships with others
To articulate both verbal and non-verbal communication
patterns
To articulate multiple barriers to effective communication
To demonstrate
knowledge of
communication
variances
attributed to
differences in
backgrounds,
cultures, and
languages
To articulate the importance
of communication in
resolving conflict
Principle 4 - Skills
The teacher:
Builds trust and demonstrates respect and tolerance for others at all times
Facilitates effective group processes through use of conflict resolution, group
problem solving, and strategic dynamics
Uses multiple, effective verbal and non-verbal communication channels in his or her
practice and communicates clearly and concisely
Communicates responsively and effectively with individuals of
different backgrounds, cultures, languages, behaviors, attitudes, and
beliefs
Examines his/her personal assumptions and biases that affect relationships and
communication with others
Listens responsively and thoughtfully, and refrains from exhibiting verbal or non-verbal
cues that hinder or discontinue the communication process
Synthesizes and describes the needs of students to others in order to provide
appropriate referrals and follow-up learning supports
Demonstrates skills in how to ask questions and stimulate discussion
Uses effective communication to demonstrate enthusiasm, compassion, patience, humility, and humor
Six Principles
1. The teacher demonstrates understanding and application of key policies and
laws that foster the delivery of effective and ethical learning supports in
schools.
2. The teacher demonstrates knowledge and skills related to provision of
learning supports that promote academic achievement, healthy
development, and overall school success.
3. The teacher demonstrates knowledge and skills in the collection and use of
data measuring student behaviors, affect, and attitudes, as they relate to
academic, social, and emotional needs and outcomes
4. The teacher possesses and demonstrates the skills to communicate
effectively and build relationships with others
5. The teacher engages multiple systems and people in practices
that maximize academic achievement, healthy development, and
overall school success
6. The teacher demonstrates knowledge and skills that facilitate personal and
professional growth, development, and overall well-being
Principle 5 - Knowledge
The teacher is able:
To articulate how multiple environmental influences-parents, families,
peers, social networks, and other informal helping systems-influence
students’ well –being and academic success
To explain the benefits of working collaboratively with the family and
others in support of student learning and well-being
To articulate essential principles of collaboration and group process
To articulate the critical importance of the family system in supporting
academic achievement, healthy development and well-being, and
overall school success
To recognize the variability and value of multiple family structures
To understand the unique culture and organizational structure of
school systems and their impact on school and classroom climate
To articulate how his/her teaching success is dependent on the support, encouragement, intervention, and assistance of others
To identify various school- and community- based resources available to support students and families
To articulate the differing roles and responsibilities of other helping professionals working in and with schools (the learning
support delivery system)
To explain how to navigate pre-referral processes in support of student learning and well-being
Principle 5 - Skill
The teacher:
Engages in effective teaming
structures and problemsolving activities with parents,
families, students, colleagues,
and other professionals in
response to early identified
needs among students (prereferral, intervention, and
evaluation assistance)
Engages individuals within and across systems in shared work for promotion
of healthy student development (physical, cognitive, and social-emotional) and
academic success
Uses organizational and cultural
perspectives in his/her work within
and across systems and effectively
applies collaboration strategies with
individuals of different backgrounds,
cultures, languages, behaviors,
attitudes, and beliefs
Navigates effectively the schoolcommunity resources within and
outside of the school in support of
student and family success and wellbeing
Refers students and families appropriately to needed school-and community-based resources in
support of whole child development and academic success
Six Principles
1. The teacher demonstrates understanding and application of key policies and
laws that foster the delivery of effective and ethical learning supports in
schools.
2. The teacher demonstrates knowledge and skills related to provision of
learning supports that promote academic achievement, healthy
development, and overall school success.
3. The teacher demonstrates knowledge and skills in the collection and use of
data measuring student behaviors, affect, and attitudes, as they relate to
academic, social, and emotional needs and outcomes
4. The teacher possesses and demonstrates the skills to communicate
effectively and build relationships with others
5. The teacher engages multiple systems and people in practices that maximize
academic achievement, healthy development, and overall school success
6. The teacher demonstrates knowledge and skills that facilitate
personal and professional growth, development, and overall
well-being
Principle 6 - Knowledge
The teacher is able:
To explain factors that lead to stress and burnout, as well as the negative outcomes associated
with their occurrence
To explain the relationships between personal
and professional stressors
To articulate best practices
related to physical and mental
self-care
To explain the value of professional
and personal growth opportunities in
order to achieve optimal performance
and job satisfaction
To articulate the impact on professional growth and teaching expertise that occurs
by developing and refining whole-child approaches to educating children
Principle 6 - Skills
The teacher is able:
Continually identifies and engages in opportunities to grow personally and
professionally
Engages in ongoing reflective practices by monitoring affect, values, biases,
beliefs, self-perceptions, and assumptions, and evaluation the impact of these
influences on others and self
Pursues opportunities to increase knowledge and skills in whole-child approaches to
education and provision of learning supports
Applies coping strategies to combat stressors and resolve tensions
between personal values, ideals, aspirations and professional role
expectations
Applies physical and mental self-care practices to reduce stress and burnout and
increase teaching effectiveness
Demonstrates a caring and nurturing attitude, yet establishes and maintains clear and
consistent boundaries between self and students
Develops and maintains a clear philosophy of teaching that is student-centered/family-centered and promotes student
learning and healthy development in academic, social-emotional, physical, and behavioral domains
Conclusion
• In general, there is a positive correlation between
teacher efficacy and effective instruction, positive
classroom management, and a willingness to work
with students who exhibit challenging behaviors10,
as well as student achievement.11
• Low efficacy can lead to feelings of inadequacy,
stress, and depersonalization or burnout.12
• Providing teachers with professional learning
opportunities in the area of SMH may improve their
self- and collective efficacies, and holds the promise
of increasing capacity and improving student
learning outcomes.
Conclusion
• Thank you!