TEACHER PROFESSIONAL LEAVE: INDIVIDUAL TEACHER

Wendy Donaldson
Spring Gully Primary School

KNOWLEDGE BANK
http://www.sofweb.vic.edu.au/knowledgebank
March 2006
Solving the Jigsaw Training
Changing the Culture of Violence
Wendy Donaldson wants to promote a culture,
language and understanding that encourages
discussion and constructive action on the issue
of violence, bullying, anxiety and a range of life
issues including loss and grief and the power in
groups.

Knowledge Bank for Teacher Professional Leave

Individual Teacher: Wendy Donaldson
1.

Title
Solving the Jigsaw Training Changing the Cultural of Violence

2.

Type of activity undertaken through Teacher Professional Leave.

12 months training program, 17 outside school training days,
weekly sessions in classroom, reflections and video viewing.

3.

Context of school
Spring Gully Primary School. Bendigo.
Student population 330.

4.

Area that TPL addresses

Welfare The aim of the Program is to promote a culture,
language and understanding that encourage discussion and
constructive action on the issues of violence, bullying, anxiety
and a range of life issues including loss and grief and the power
in groups.

5.

What you are trying to do or improve?

Develop skills in conflict resolution, assertive communication,
decision making and anger management. It promotes optimism
and resilience and reduces the effects of violence on young
people who have lived or are living with violence.
Jigsaw
strengthens relationships between students and school and
their families.

6.

What has been achieved?

Jigsaw has enabled Spring Gully Primary School to develop a
visible, credible and valued program that addresses violence
and builds a culture of well-being. It models strategies for
teachers and has strengthened the school environment and
addressed identified needs within our school.
At the beginning of 2005, we updated our welfare and bullying
policies. At that time, we had no formal program at Spring Gully
Primary School, we used our school values as a basis together
with a procedure for reporting and dealing with bullying but had
no preventative education in place.
Through activities, discussion and sharing, the students have
learnt strategies to deal with bullying, they have become
informed about bullying, what violence is and how to deal with
it. They have learnt a common language to assist them getting

the power back from bullies and seeking help if they need
support. Many students have given feedback that they feel
great they have stood up for themselves in a smart way.
Teachers have felt supported and the culture of their classrooms
has improved/developed where students feel they can share
their feelings and have felt connected to their peers.
I made weekly reflections on my classroom sessions, watched
videos modelling activities and language etc and reflected on
the training days/workshops. I ran two training sessions at staff
meetings and a session at our recent curriculum day, modelling
language, role-playing possible scenarios.
7.

What has been learnt?

Key Learning
Prevalence of violence in our
schools and Community.
Bullying is an ongoing issue in
all schools, although not always
obvious. Students need and
welcome strategies to empower
them and be part of open
discussions. Take bullying
seriously. The consequences
can be far-reaching.
As teachers, dont try and fix
the problem, support students
to deal with the issues that
impact their life through active
listening, providing/ teaching
strategies and caring.

8.

Learning activities that most

promoted learning
Trainer: Bernadette Wright.
EASE: Bendigo

Violence workshop
Loss and Grief Workshop
Weekly activities in classrooms
Eg. leaving resentments
behind
Eg. animals and feelings
Eg. the power of groups

How you have applied (or intend to apply) the learning to practice
The Jigsaw program has become part of who I am as a teacher
and form and important part in supporting students on a social
and emotional level. I support other teachers with their classes,
language and strategies. The activities that form the basis of
this Program give students excellent skills, strategies and
knowledge to assist them in life.

9.

How the application of the new knowledge/skills has impacted on

student learning outcomes?
Impact
Common language amongst
students.
A sense of Community within the
classroom where trust, respect and
empathy were most evident

Measures used
Anonymous survey of students
Teacher Survey
Observation.

amongst the classroom and

assisted in developing a culture of
belonging.
Students became empowered to
deal with issues in the school and
home life.
Teachers feel more confident with
supporting students.
Parent feedback letters from
parents in appreciation of the
Program and the impact on their
child.
Enormous personal and
professional growth through
increased awareness and
knowledge and practical
experience.
10.

Teacher feedback
Parent feedback
Student feedback

What you hope to achieve in the next six months, drawing on Teacher
Professional Leave learning.
2006:
Two target grades have been identified for weekly
session beginning Term 1. A third session will be in classrooms
deemed to require some education in this area and to support
teachers where issues are evident.
This Program touches
students in a variety of ways, and individual learning are often
dependent on the personal and family needs of each students.

11.

Further information on Leave

I undertook 20 training days outside school. I have received
BRIT qualifications as part of Diploma of Community Welfare
Work (7 units). I was able to work weekly with a Grade 4/5 of 29
students (25 sessions) and their teacher. I also conducted a
number of lessons in all Grade 4/5 classes, Grade 3s and my
Grade 6 classroom and have responded to the needs of
teachers, or requests from parents that there were bullying
issues. Another trainee was working with the other Grade 6s.
Teachers were always present, which allowed the teachers to
also pick up on language and strategies to better support their
students and to give direction towards the needs of their class.

12.

Contact details
Wendy Donaldson.
Spring Gully Primary School.
Tel: 03 5443 7230
Email: donaldson.wendy.s@edumail.vic.gov.au

ADDITIONAL INFORMATION
An electronic copy of the template is available on the following websites:
Teacher Professional leave -

http://www.sofweb.vic.edu.au/pd/tchdev/tpl/index.htm
Knowledge Bank http://www.sofweb.vic.edu.au/knowledgebank/whatsnew.asp