Full course description
Date and time
Session 1 - 19 July 2022, 4.00 pm to 5.30 pm
Session 2 - 9 August 2022, 4.00 pm to 5.30 pm
Session 3 - 6 September 2022, 4.00 pm to 5.30 pm
Online – a Zoom link will be provided 24 hours prior to the event
This learning event is right for you if you are an Educational Leader and/ or Directors of ECEC services, interested in expanding your skill set and capabilities in supporting your key stakeholders wellbeing and mental health.
For the last three years the ECEC field has seen no respite or reprieve and as such the level of exhaustion in the field is increasing, even though the field remains strongly committed to providing excellence in early childhood education. As such ISV in partnership with BeYou is seeking to offer the field supports to enable actions and conversations in mental health and wellbeing. This series will focus on three main areas. Firstly, the educator and leaders’ mental health and well-being, secondly, creating safe educational environments for all key stakeholders (staff, children, and parents) and finally being accessing and applying the BELTS Tool which can be used by educators to gauge the social and emotional well being of a child in their service. All sessions will be online and have the additonal option of a more personalised conversation within the service, should a a deeper dive into the resources offered by BeYou be required.
Supporting the mental health and wellbeing of staff is critical when ensuring the educational environment for our children and families. This partnership with BeYou will give you and your team the skills sets, language and confidence needed when supporting your peers and families dealing with mental health challenges.
This learning event supports creating best practice toward meeting the following VRQA standard(s):
Curriculum and Student Learning – Student learning outcomes
Care, Safety and Welfare of Students – Safe environment
Care, Safety and Welfare of Students – Child safety
Care, Safety and Welfare of Students – Attendance monitoring
Relevant Teaching Standards
4. Create and maintain supportive and safe learning environments
6. Engage in professional learning
7. Engage professionally with colleagues, parents/carers and the community
- understanding of the stressors, stress behaviors, and protective factors in your workplace
- strategies to reduce and respond to stressors for yourself and others.
- greater understanding of the key features which support welcoming, friendly and safe learning communities
- opportnity to developing mentally healthy communities support everyone
- tools such as BELTS observational tool
- practical applications for the BELTS tool when having difficult conversations with families
Blaire has more than 10 years' experience in early learning services with a strong commitment to building educator capacity. She was formerly a pedagogical leader, guiding the implementation of educator theory and practice. Blaire has an interest in children's community participation and its influence on wellbeing.
Sandy has had extensive and varied experience in the early years during her time as a social worker, teacher and in the area of mental health promotion. She has a demonstrated commitment to promoting and supporting the mental health and wellbeing of children and families and a special interest in educator wellbeing.
Paola has many years’ experience in the early childhood sector both as an educator in a variety of settings and as a child & family practitioner within the context of child protection. Paola is passionate about the importance of prevention and early intervention strategies as well as systemic change, as the keys to laying strong foundations for positive mental health and well-being in early childhood and improving children, families & educator’s lifelong outcomes.
Helen has worked in the educational field for some 28 years. She has developed professional learning opportunities in the areas of curriculum design, differentiation, professional learning communities, literacy and numeracy and artistic learning strategies, and is a trained Cognitive Coach. Prior to entering the primary and secondary areas, Helen worked extensively as an early childhood practitioner predominately in low socio-economic areas and multicultural communities. Helen has completed her Master’s in Education by research and is now completing her Doctoral studies in ‘collective efficacy in education’.