Abstract: Globally, developments in teaching wellbeing is at a stalemate. It’s acknowledged wellbeing issues abound in education and that teachers are the most important in-school factor contributing to student achievement, belonging, satisfaction and flourishing. While positive education has grown over the past decade, the inequality of access and how to integrate evidence-based teacher education programs in positive education remains a significant hurdle. This masterclass commences with an overview of the research of teachers’ impact on student achievement (Hattie, 2009), early career teacher attrition rates outlined by AITSL (2016 and Buchanan et al. 2013). We then turn to the research on teacher wellbeing including Price and McCallum (2015), Shepherd et al. (2016), White and Murray (2015; 2017); Kern and White (2018) and White (2018).  This masterclass explores various definitions around wellbeing and positive education including PERMA (Seligman, 2012), Huppert and So (2013), Price and McCallum (2015), Keyes, and Waters et al. (2017). This masterclass will challenge you to move beyond slogan-like approaches to wellbeing. You will: 1.       analyse existing research on teacher wellbeing 2.       evaluate key findings from positive psychology, wellbeing and positive education research in context of education  3.       create an evidence-based wellbeing education framework for initial teacher education through a Carpe Diem Learning Design Process developed by Professor Gilly SalmonThis masterclass replicates the Carpe Diem program enhancement process adopted by the University of Adelaide to create an evidence-based wellbeing education framework.

Biography: An award-winning educator, Associate Professor Mathew A. White PhD is a member of the Leadership Team and the Program Director for the Master of Education in School of Education at The University of Adelaide. He is the President-elect of the International Positive Psychology Association’s Education Division (IPPAEd). He is a Principal Fellow in Melbourne Graduate School of Education and an Associate Professor at The University of Melbourne and an Affiliate of the Wellbeing Institute at the University of Cambridge. Mathew's research focuses on wellbeing education. In particular, Mathew is interested in how leaders establish school cultures to enable positive learning and wellbeing environments. Mathew has co-edited three ground-breaking books on wellbeing education. The most recent being Future Directions in Wellbeing: Education, Organizations, and Policy (Springer, 2017). A highly sought-after speaker Mathew has delivered more than 100 keynotes, workshops and symposia in Asia, Europe, North America, Australia, New Zealand, Mexico and the United Kingdom. He has undertaken research consultancy with Catholic Education South Australia; Universidad TecMilenio, Mexico; Upper Canada College, Christ's College, New Zealand; and the Children's Hospital Education Research Institute at The Children's Hospital at Westmead. He is a Fellow of the Australian College of Educators and was awarded a National Leadership Award and a South Australian Leadership Medal by the Australian Council of Education Leadership. He is a member of the Australian Association for Research in Education (AARE) and the American Educational Research Association (AERA). Before joining The University of Adelaide, Mathew held senior leadership positions in schools for over a decade and has over 20 years senior secondary teaching experience. More details of his research ca be found at www.mathewwhite.org