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The pilot program - The Courage Way: Growing a school culture of trust, collaboration & integrity – has been designed by Courage & Renewal® Facilitators, Mennie Scapens and Sandy Robertson, to strengthen teachers’ well-being, self-awareness and resilience, and to foster a high-trust, collaborative school culture. The program comprises three one-day teacher retreats, spread over the first three terms of the year.

To effect sustained cultural change, the program has been designed to become an annual fixture of a school’s PLD plan to be offered to a new group of teachers every year.

The Dio teachers’ feedback has been so positive that the program is being offered again this year to a new group of teachers. Nineteen teachers have already applied to participate.

Another positive outcome of the program has been the formation of a regular Community of Practice at Diocesan, as all participants wanted to continue to meet for professional support and shared reflective practice.

The Courage & Renewal® Approach

The approach to personal and organisational development is based on the work of Parker J. Palmer, author of The Courage to Teach: Exploring the inner landscape of a teacher’s life. Palmer says that the most important thing that teachers bring to their work is themselves – their identity and integrity.

It's important to note that Courage & Renewal programs do not follow a set curriculum but are designed by facilitators for specific audiences and purposes. However, they all share a set of values, principles and practices that aim to create supportive and inclusive communities of reflection and belonging.

Program Structure & Content

Term One Retreat: We Teach Who We Are

Participants reflected on their personal qualities, strengths and limits, values and beliefs that they bring to their teaching, and their personal journey to becoming a teacher. They reflected on how it takes courage to be a teacher — courage to show up in their classrooms no matter what might be going on in their lives, creative courage to experiment and try new things, and social courage to risk being vulnerable in social settings by showing up true to themselves and their personal values.

They considered how reflective practice is vital for personal and professional growth and renewal, and how our task-oriented culture emphasizes achievement and busyness and seldom allows sufficient time for reflection. This means that teachers need to carve this time out for themselves.

Term Two Retreat: The Courageous Teacher

Trust was the general theme for the Day Two program, because the primary source of one’s courage comes from trust in oneself and trust in one another. Trust is the magic ingredient that enables us to achieve so much, on our own and together.

A deeper exploration of the Courage & Renewal Touchstones, and their potential for growing high-trust communities. The importance of establishing group guidelines for creating safe and trustworthy workspace.

Participants also reflected on the gifts and challenges of community, the things that can get in the way of community, and the importance of trust for personal and collegial resilience.

Term Three Retreat: Embracing Paradox & Complexity

Paradox was the theme for Day Three. An appreciation of paradox requires dialectical thinking, rather than binary, either-or thinking. It helps us approach life’s polarities as ‘both-ands’ and to hold polarized situations in ways that can open us to new insights and possibilities, helping us to navigate complex and challenging situations more openly, creatively and with greater intellectual humility.

Teachers also explored the potential of paradox in classroom design and dynamics and considered six paradoxes of engaging learning environments.

Teachers were also introduced to the practice of Appreciative Enquiry, a practice of Intention (what we hope for in the world) and Attention (paying close attention for little signs of it showing up), and the idea that what one pays attention to grows. It encourages us to focus on desired positive outcomes and to bring our best selves to a situation.

Main themes that emerged from teacher evaluations

Several key themes emerged from the teachers’ feedback:

(a) The value of reflective practice for professional development

This program has given me so many tools and opportunities to deepen my reflection around my teaching practice and the communities that support me. It has been hugely beneficial to hear others share their ideas, thoughts and experiences.

— Mel Skews, T.I.C, Chemistry

I need to take some time to reflect on my practices and daily work to grow.

— Anonymous

(b) The importance of self-care and rest for personal and professional wellbeing.

Having (the need for rest and reflection) presented as a valuable goal validates what often feels counter-cultural and not always supported by school structures.

I have been reminded that taking time to be still is an important part of being an effective leader and teacher. It is not selfish or wasted time.

– Susy Carryer, HOF, English

Start planning in some ‘quiet’ time, not just when you need it … but because it is a positive, preventative, constructive contributor into your life.

— Anonymous

If our cup is full, we do a better job in the classroom.

— Erica Clarke, Junior School Librarian

(c) The value of trustworthy, collegial community

Lots of thinking and reflection about trust. Really opened channels for me to consider my relationship with myself, but also with my colleagues/faculty/community, etc.

— Anonymous

I feel so much more empowered to express my doubts/concerns in an environment of trust. What a gift!

— Shona McIntyre-Bull

I feel encouraged to recommend this program to other staff members – if everyone on the staff had this level of trust, the teamwork would only elevate the culture.

— Erica Clarke

I enjoyed talking with and listening to others from the school community. It is affirming to hear about others’ experiences and views – to know I am not alone in my experiences. It’s great to get the opportunity to talk with others from other areas in the school and hear their perspective and will be positive in days ahead to see more familiar faces around campus

— Anonymous

(d) Time pressure

When I feel so consumed with tasks and helping others, it was a moment for me to look after myself, connect with myself and renew myself with who I am, so I can show up to be my best version.

— Nicole Lewis, Deputy Principal, Junior School.

This series has given me the most precious commodity – time. Time to reflect and grow in a safe and nurturing space.

— Neil Cheetham, Year 13 Dean

Time. It is precious and we never have enough. However, time, space and silence are so valuable to feel full. Unfortunately, time for the self is harder and harder to get, but so important to be your best for others.

— Paige Zinn, Assistant HOF, English.

Program Outcomes

Participant evaluations clearly indicated that the pilot program had achieved all of its stated objectives, namely:

1. Improved self-awareness, resilience and well-being.

2. Renewed professional energy and engagement, and clarity of purpose.

3. Improved connection and communication with students and colleagues (this is particularly apparent within the group of participants). All participants intend to continue meeting at the school for regular sessions of shared reflective practice.

4. Improved mindful listening and generative questioning skills.

5. Improved reflective practice and mindfulness.

6. A deeper understanding of complexity and tension, and improved emotional capacity to help navigate challenging situations.

7. Teachers are applying the principles and practices they experienced in their classroom, collegial and personal settings.

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Some final words from the teachers’ evaluations …

As a teacher, PD is always about everyone else – what I can do for them (students). This was about putting my oxygen mask on, so I have energy for others.

— Paige Zinn, Assistant HOF, English

A sense of calmness, reprioritising, perspective, wonder. Today’s session (Session 3) connected everything together.

— Nicole Lewis, Deputy Principal, Junior School

I feel so much more at peace with myself. Teaching does actually bring me joy. After 18½ years in past schools, perhaps I had lost the joy. Comfort isn’t always a good thing. Change is actually good, even though I was scared of it.

— Vicki Coney, Year 6 Teacher

My wellbeing has significantly improved. I was in a deep state of burnout and considering leaving the profession. It has helped me take stock and look at other perspectives from my colleagues and listen to my inner voice. I have made peace with aspects of the profession that I cannot control, and I’ve started to make small changes where I can.

— Anonymous

This has definitely contributed to my well-being this year. It is uplifting and has helped me to stay positive through some very difficult challenges.

— Erica Clarke, Junior School Librarian

This program is very refreshing. I often leave PD sessions feeling overwhelmed, there is so much I can/could be doing. Never have the time to unpack the new learnings and so often there is no outcome/change. Today I have recognised the need for calm and reflection in order to grow.

— Mathematics Teacher

Other PD I’ve done has been fast-paced and lacked reflection time. This really brought our group together and I’m excited for the further development of these new relationships.

— Tessa Lambert, Science Teacher

The best thing I’ve done for myself, both personally and professionally, in a long time.

— Anonymous

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Hear more from the participants in this .

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