HPS FACILITATORS TOOLKIT
Contents
HPS Vision: 3
HPS Mission: 3
HPS Values: 3
Key Components: 4
Nga Mātāpono- HPS Principles 5
HPS Brochure 7
Overview 8
Flow chart of facilitation 8
Scoping 9
Identifying priority school communities 9
Preparation for first meeting 10
Profiling Your School 10
Top Tips 10
HPS lens over what schools already do 12
Stages of Inquiry Cycle Rubrics-reflective questions for facilitators 13
Talking to Schools-Where Should You Start? 17
Effective techniques you can use to recruit schools include: 17
Communicating 17
Positioning 17
Incentivising 17
What are the basic messages? 18
Effective messages you can use to recruit school communities include: 18
Stressing the benefits to the school community 18
Stressing the possible impact of the programme on key issues; HPS can 18
Engaging school communities - video case studies 19
COMPLIANCE WITH GENERAL LEGISLATION 23
THE DATA AND EVIDENCE GATHERED BY SCHOOLS 23
The inquiry process 30
Prioritised level of support 31
HPS Level of Integration Rubric 31
Database and reporting 38
Local, provider and national data and evidence 38
Evidence of HPS impact 39
The Purpose of the HPS planning tool is to; 39
The purpose of the HPS database is to; 39
Completing the template 40
Objectives, Activity and Outcomes 40
Objectives must: 40
Words to start activity statements... 41
Words to start outcome statements… 41
Partners and initiatives 42
Northern Region 42
Examples of effective practice 44
HPS National Strategic Framework
HPS Vision:
Kia tū rangatira ai te whānau i roto i ngā ao katoa
Whānau standing in any world confidently
E tū rangatira ana te Whānau, i roto i ngā āhuatanga katoa o te Ao
HPS Mission:
Kia hāpaitia, kia hikitia te rangatiratanga o ngā whānau, ka ora ai te iwi
To enhance Whānau well-being through evidence informed practice, with a focus on reducing inequities in health and educational outcomes
Mā te hāpai i ngā tikanga mātauranga e ora ai te whānau, e ōrite hoki te oranga me te mātauranga o te Iwi whānui
HPS Values:
Te Tiriti o Waitangi - partnership, participation, protection
Whanaungatanga - strengthening relationships
Kotahitanga - partnership in learning, reciprocity
Rangatiratanga - uplifting, growing, leadership
Key Components:
• A bi-cultural partnership between Māori & Pakeha
• An explicit focus on Māori, Pasifikā and vulnerable Whānau/families and or those experiencing the greatest inequities in the school community
• Underpinned by a theory of change
• An inquiry based approach (action research) where reflection and new learning constantly informs and refines the direction
• inquiry and actions in relation to:
• school community policies
• the school’s physical, social and cultural environment
• individual and school community knowledge, skills, attitudes and behaviours as well as their strengths and gaps
• family/Whānau and community links
• health, education and service contexts
• the HPS workforce working in partnership with schools, health and social services in a community “hub” approach
• The values drive practice at every level of HPS delivery.
Nga Mātāpono- HPS Principles
Principle / Explanation /Te Tiriti o Waitangi principle / · Active commitment to the Treaty of Waitangi
· Strengthened capacity to support Māori needs and aspirations through HPS
· Effective HPS bi-cultural frameworks/practice
· Indigenous evidence/knowledge informing practice
Rangatiratanga / · School community owned and driven
· Uphold self determination
· Embrace partnership and diversity
· Obtain informed school community consent
· Enhances learning outcomes of students
· Effective HPS leadership, frameworks and practice
· Student voice and leadership
Manaakitanga / · Equity and social justice
· Places the disempowered first
· Involves democratic processes
· Focus on prevention
· Developing safe and supportive infrastructure aimed at improving staff, student, parent and Whānau well being
· Act efficiently and with integrity
· Supports strengths-based processes and practices within school communities
Whānaungatanga / · Participation, leadership and empowerment of staff, students, parents/Whānau and the wider school community
· Respect collective and individual rights
· Equity and social justice
· Places the disempowered first
· Involves democratic processes
· School community owned and driven
· Uphold self determination
· Embrace partnership and diversity
· Obtain informed community consent
· Regularly celebrate successes
· Increased cross-agency support and collaboration in schools
· Student voice and leadership
Kaitiakitanga / · Developing safe and supportive infrastructure aimed at improving staff, student, parent and Whānau well being. Act efficiently and with integrity
· Supports strengths-based processes and practices within school communities
· Connects, coordinates and integrates the whole school community to enhance the environment
Wairuatanga / · Connects, coordinates and integrates the whole school community to enhance the environment
· Developing safe and supportive infrastructure aimed at improving staff, student, parent and Whānau well being. Act efficiently and with integrity
Kotahitanga / · School community owned and driven
· Uphold self determination
· Embrace partnership and diversity
· Obtain informed community consent
· Connects, coordinates and integrates the whole school community to enhance the environment
Mana / · Participation, leadership and empowerment of staff, students, parents/Whānau and the wider school community
· Respect collective and individual rights
· Regularly celebrate successes
· Confident students with health enhancing values, attitudes and behaviours
· Student voice and leadership
Tika / · Supports strengths-based processes and practices within school communities
· Set realistic measurable goals, built on accurate data and scientific research/evidence
· Have necessary information/knowledge and resources
· Developing safe and supportive infrastructure aimed at improving staff, student, parent and Whānau well being. Act efficiently and with integrity
· Continual improvement is embraced through sound monitoring, evaluation and reflection processes
· Be competent and critically aware
· School community owned and driven
· Uphold self determination
· Embrace partnership and diversity
· Obtain informed community consent
· Focus on prevention
Whakawhitiwhiti korero / · School community owned and driven
· Uphold self determination
· Embrace partnership and diversity
· Obtain informed community consent
· Regularly celebrate successes
· Consistent and effective regional/local communications
HPS Brochure
Overview
Flow chart of facilitation
Scoping
Each service provider will need to scope the school communities in their area in order to identify those communities that are experiencing the greatest inequity in health, education and social outcomes. The type of evidence they could use to inform their decisions should include:
· Health and wellbeing data
· Population data. The could include ethnic composition, rates of rheumatic fever, immunization rates etc
· Education data. This could include decile, achievement data, ERO reports
· Rurality/isolation
· Access to services
· Strengths of the school community i.e. their existing ability to meet the health and wellbeing needs of their community
Identifying priority school communities
The scoping exercise will allow you to identify the school communities with the greatest needs in your area, who currently do not have in place the systems, processes or resources to meet those needs.
HPS FACILITATORS TOOLKIT| Page 4
Preparation for first meeting
Profiling Your School
In order to priortise your resources and prepare for your first meeting with a school it is important to gather and analyse all available data. This will help you to identify what kind of support is needed in a school community. It also shows that you are a respectful professional. You have taken the time to explore the community’s particular environment and needs before coming to the meeting and so have the basis for an informed discussion.
Top Tips
Useful data to collect when profiling schools includes:
Data / What / Where you can find itContact details / 1. School name & address,
2. School website address
3. Principal’s name and contact detail
4. School PHN and or SWIS contact details / 1-2 http://www.minedu.govt.nz/Parents/AllAges/SchoolSearch.aspx
School community Population / 1. Number of pupils enrolled
2. Ethnic composition
3. Next ERO Review: 1,2,3, years?
4. Māori , Pasifikā and special needs populations in your region
5. NCEA attainment
6. Boards of trustees
7. Truancy
8. Standown, suspensions, exclusions and expulsions
9. Student engagement
10. National standards attainment
11. Health data for the local school community held in Public Health units, primary health organisations, other agencies
12. Health and wellbeing programmes the school is involved in –info from above other agencies /school website
13. School’s charter maybe on the school website / http://www.ero.govt.nz/Early-Childhood-School-Reports/School-Reports
http://www.educationcounts.govt.nz/statistics/Māori _education
http://www.educationcounts.govt.nz/statistics/Pasifikā_education
http://www.educationcounts.govt.nz/statistics/special_education/ongoing_and_reviewable_resourcing_scheme_orrs
http://www.educationcounts.govt.nz/statistics/schooling/ncea-attainment
http://www.educationcounts.govt.nz/statistics/schooling/board_of_trustees
w.educationcounts.govt.nz/indicators/main/student-engagement-participation/1935
http://www.educationcounts.govt.nz/indicators/main/student-engagement-participation/80346
http://www.educationcounts.govt.nz/__data/assets/pdf_file/0005/28895/student-engagement-2007_V_3.pdf
http://www.educationcounts.govt.nz/publications/schooling/110941
See for example: http://www.ptengland.school.nz/index.php?mid=1,68
HPS lens over what schools already do
Stages of Inquiry Cycle Rubrics-reflective questions for facilitators
Stage of HPS inquiry / Description in HPS National Strategic Framework / Reflective questions / Tools / Activities? /Engagement / Establishing schools as a ‘partner in learning’ / What data/evidence do I have about health/wellbeing and educational outcomes in this school community?
What kind of data/evidence does the school community collect?
What does the data/evidence tell us about health and education/wellbeing outcomes for the school community?
Are there any inequities? (particularly for Māori , Pasifikā and vulnerable groups)
Who are the groups experiencing the greatest inequities?
Why are these groups experiencing the greatest inequities?
What are the health and wellbeing factors that contribute to these inequities?
What strengths exist in your school community to improve outcomes for priority groups?
What other initiatives, agencies and services are working with the school community to improve outcomes for priority groups?
Are there targets or actions for these priority groups in the schools charter?
Does the school community see the value HPS can add to support the school in achieving their outcomes?
Inquiry / Needs assessment with whole school community to identify health/wellbeing priorities and contributing factors / What mechanisms are in place that enable the whole school community to collaboratively identify needs and actions?
What is working well, for whom and why?
Who are experiencing the greatest inequities in educational outcomes?
What are the contributing factors?
Of these contributing factors which relate to health and wellbeing?
Of these health and wellbeing factors which have the biggest impact/should be/have you prioritized for action?
What strengths in the school community can we/have you utilized to address these priorities/needs?
What other agencies/services/programmes need to be/have you connected to the school community to help us achieve these priorities/needs?
Planning / Actions and outcomes are co-constructed with the school community / Do the actions align with the identified need/priority and objectives?
Are the actions consistent with evidence-based best practice?
Are the roles and responsibilities clear?
Is there alignment between planned outcomes and HPS short, medium, long term outcomes?
What evidence could be used to demonstrate whether these outcomes have been achieved?
Is the action plan included as part of the school’s charter?
How will the action plan be included as part of the school’s cycle of self review?
How will the progress towards outcomes be monitored and reported?
Action / Differentiated support to build on school community capability and capacity / What support does each action require?
Are the actions being implemented as they were intended?
Are the actions achieving the expected outcomes?
What is working well and why?
What isn’t working and might need to be adapted?
Transformation / Evaluation, reflection, review and sharing / What outcomes have actually been achieved?
What lessons can be learned?
How will this be captured in the school charter?
Did any further areas of need arise during this process?
How will this journey be shared with the school community?
How will this journey be shared across other school communities?
What is the next step?
HPS FACILITATORS TOOLKIT| Page 4
Talking to Schools-Where Should You Start?
When contacting schools it is essential to get buy-in from as many individuals as possible. The Principal will be vital to the success of the programme in a school, but they can be hard to contact.
Deputy/Assistant Principals/Principals Secretary/Office person may therefore be useful as go-betweens, at least initially as can the teaching staff. The role of school board of trustees and parents (perhaps via the PTA), should not be underestimated – both of these groups, and pupils themselves, can lobby for healthy schools activity to be included in a school’s charter plans.
Effective techniques you can use to recruit schools include:
Communicating
• Talking to key personnel little and often, using messages that clearly demonstrate a knowledge and understanding of the school’s priorities and needs
• Acknowledging what is already going well- strengths in the school community
• Reaching Principals via cluster group meetings and consulting them about their charters and annual plans/targets in relation to Māori , Pasifikā and those with special education needs
• Ensuring personal communication among the school community (through local inter-agency meetings)
• Persuading third parties to recruit for you eg the school nurse, other schools or partner organisations
• Sharing data with partners and the School
• Being prepared to listen and offer a pragmatic, targeted intervention
Positioning
• Timing your approach to coincide with the school’s planning (inquiry) cycle
• Timing your approach to coincide with new members of the senior management team (SMT) joining the school
• Timing your approach to coincide with a school being put into (or leaving) special measures, provided you can persuade them of the real benefits of the programme
Incentivising
• Offering incentives to get involved, such as help and support with planning, monitoring and evaluation of actions, accessing resources
• Making use of local health and wellbeing strategies and initiatives to support the school community to improve outcomes
• Going in with an activity in mind linked to a particular school’s priorities e.g. grief and loss/resiliency
What are the basic messages?
It is important to stress that HPS is a resource offering support for the school community, not an agency coming to inspect standards. HPS should extend and enhance the work a school is already doing and, in particular, build on existing good practice and a school’s strengths.