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Agenda:

Welcome: Introductions + Ice Breaker

Announcements: what’s new

Simona Baciu: The Teacher Within

Group Discussion & Q+A

Closing: Round Table

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Agenda:

Welcome: Introductions + Ice Breaker

Announcements: what’s new

Jenn from MINDs INC: Mindful Self-Compassion

Group Discussion & Q+A

Closing: Round Table

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Agenda:

Welcome: Introductions + Ice Breaker

Announcements: What’s New?

Megan from the WISE Center: Cognitive Self-Care, PERMA, and the Art of Saying No.

Group Discussion & Q+A

Closing: Round Table

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Megan from WISE Center recorded presentation: 

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Megan from WISE Center recorded presentation: 

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Cognitive Self-Care, PERMA, and The Art of Saying No.

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Agenda:

Welcome: Introductions + Ice Breaker

Announcements: what’s new

Johanna Ulseth: The Self Care Solution

Group Discussion: How to start a staff wellness group

Closing: Round Table

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Teacher Wellness Workshop_ Self-Care as a Source of Strength

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Agenda:

Welcome: Introductions/Ice Breaker

Announcements: what's new on Padlet

Nailah Cook: Creating Virtual SEL & Learning Opportunities for teachers, parents, and students.

Group discussion + Q&A

Closing: round table

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Agenda:

Welcome: Introductions and Icebreaker

Recap of our December meeting

Demoralization and Burnout: a discussion facilitated by Doris A. Santoro and Dr. Olga Acosta-Price

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Program on Empathy, Awareness, and Compassion in Education (PEACE)

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Program on Empathy, Awareness, and Compassion in Education (PEACE)

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Promoting Empathy and Compassion in Education (PEACE) / Edna Bennett Pierce Prevention Research Center

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We focus scientific attention on mindfulness, empathy, and compassion to improve health and well-being for children, youth, and their caregivers.

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Edna Bennett Pierce Prevention Research Center

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Agenda:

Welcome: Introductions and Icebreaker

Recap of our November meeting

Show-and-Tell: Virtual Room

Open and Honest Conversation about where we are today and where we are looking to go within Teacher Wellness (Disrupt Grind Culture)

Closing: Round Table

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YouTube videos with strategies and supports for Self-Care 

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YouTube videos with strategies and supports for Self-Care 

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The MedStar Georgetown University Hospital (MGUH) Center for Wellbeing in School Environments (WISE Center) provides comprehensive support for schools to implement aligned and comprehensive whole-school approaches for mental wellness. To accomplish this, we develop, refine, and deliver transformational mental health solutions for schools in underserved communities throughout Washington, DC.

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The Center for Health and Health Care in Schools

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The Center for Health and Health Care in Schools

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CHHCS is a leading expert in school-connected strategies that help vulnerable students, such as low-income, immigrant & refugee, and physically or emotionally challenged children, stay healthy and succeed in school.

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CHHCS is a leading expert in school-connected strategies that help vulnerable students, such as low-income, immigrant & refugee, and physically or emotionally challenged children, stay healthy and succeed in school.

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Trying to create a more equitable world?

Cool, you are in the right place.

The thing is, you have work to do! We all have work to do to create a more equitable and just society.

For starters, we must acknowledge, notice, and reflect on racist ideas, systems, and policies, which has persistently harmed and oppressed Black people and those of color and then commit to abolishing those harmful practices.

We must notice how racial trauma shows up in our schools. We must also commit to healing the hearts and minds of those who have been harmed by racist and oppressive policies!

CHECK OUT OUR SEL & RACIAL EQUITY RESOURCES

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Racial Equity Resources | Lessons For SEL

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Trying to create a more equitable world? Cool, you are in the right place. The thing is, you have work to do! We all have work to do to create a more equitable and just society.

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Okay I read what you are about, now what?

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Okay I read what you are about, now what?

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Great question! This page serves as a one-stop-shop for all the great things coming out of the Teacher Wellness Workgroup. Since our first meeting in May 2020, we've been collecting a myriad of information to support stakeholders invested in teacher wellness.

This website is organized by columns. The headings at the top of each one give an overview of the kind of information underneath. We have resources related to everything from professional development, to how to garner administrative buy-in within your school, to how to talk with kids about grief and loss. Since we have so many great resources we've collected, these columns are just some of the resources highlighted in our member meetings. If you are interested learning more about a specific topic, just send us an email at TeacherWellnessWorkgroup@gmail.com.

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BUILDING CAPACITY provides professional development and consulting services for behavior intervention. At our core, we strive to build capacity within ourselves and others for a growth mindset by communicating effectively, connecting often, and providing consistency within our strategies and skills.

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You Matter. Get Counted.

All residents must respond to the census by April 1, 2020. Respond online, by phone, or by mail.

All residents must respond to the census by April 1, 2020. Respond online, by phone, or by mail.

All residents must respond to the census by April 1, 2020. Respond online, by phone, or by mail.

We're here to take care of you. Learn about our new hours and clinic procedures.

We're here to take care of you. Learn about our new hours and clinic procedures.

We're here to take care of you. Learn about our new hours and clinic procedures.

Quality care is a human right.

Join our community of supporters to help make quality care accessible to all.

Signup For Our Newsletter

Introducing our new look

We are proud to introduce our new brand look which better reflects our ongoing mission to provide high quality services to all communities across Washington DC and Maryland. Click below to learn more about the reason for our transition and what it means to our participants and staff.

Watch Our Video

This health center is a Health Center Program grantee under 42 U.S.C. 254b, and a deemed Public Health Service employee under 42 U.S.C. 233(g)-(n).

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You Matter. Get Counted. All residents must respond to the census by April 1, 2020. Respond online, by phone, or by mail. All residents must respond to the census by April 1, 2020. Respond online, by phone, or by mail. All residents must respond to the census by April 1, 2020.

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11:11 Wellness | Creating Space for Joy, Resilience, and Sustainability in the Lives of Educators

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Work like this has helped me to be more present in the moment while teaching and to engage from a place of empathy when working with the children rather than simply reacting to their actions. It is work like this that will save the teaching profession and create teachers that are more equipped to face the challenges of teaching today.

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Supporting schools with comprehensive approaches for mental wellness.

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Meet Toni, a volunteer at Camp Forget-Me-Not
Help children heal from the worst moments of their lives
Toni's young cousin experienced the loss of her grandfather, grandmother, and mother. Her school counselor recommended Camp Forget-Me-Not.

" As parents, we always want to jump in and save the day, but we're not always equipped. Here at Camp Forget-Me-Not, she was able to expore her emotions and really realize that she was grieving. It was such a great experience for her that I wanted to give back myself."

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Wendt Center for Loss & Healing | Grief & Trauma Therapy

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We restore hope and healing to children and adults coping with grief, loss, violence and trauma, helping rebuild their emotional strength.

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Teacher Wellbeing by Ellen Ronalds Keene

Teacher Twirls by Namrita K. Rathlee

The Teacher Collaborative Podcast by The Teacher Collaborative

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Agenda:

Welcome: Introductions and Icebreaker

Personal Story of a Ward 6 Teacher

Group Discussion

Walkthrough of Bitmoji Resource

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We highlighted strategies that have been successful during a distanced-learning format.

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We discussed challenges and concerns people had with the start of the school year in a distanced-learning environment.

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Emily Griswold spoke on her personal journey towards wellness and how it led to the foundation of her company 11:11 Wellness.

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We discussed best strategies to getting administrator buy-in and building a wellness team from scratch.

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In our first TW meeting, we defined buzzwords like wellness, well-being and awareness, described the barriers to wellness across different schools, and strategize how to get buy-in from school administrators and staff.

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Tip Sheet Addressing Mental Health of Educators FINAL 2020

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Ms. Marina's Virtual Wellness Classrooms

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Trainings and tools for team-care at schools and nonprofits.

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Working inside schools and out in the community, our innovative programming skillfully blends art, music, and culture with social-emotional learning, conflict resolution, and mental health services to improve students' behavioral health outcomes and transform school cultures. Together, our continuum of services centers the needs of DC youth, unleashing their full potential.

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Working inside schools and out in the community, our innovative programming skillfully blends art, music, and culture with social-emotional learning, conflict resolution, and mental health services to improve students' behavioral health outcomes and transform school cultures. Together, our continuum of services centers the needs of DC youth, unleashing their full potential.

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The Teacher Within, A Mindful Journey Toward Well-Being for Teachers in the 21st Century

A Moment for Teachers, Self-Care for Busy Teachers

The Way of Mindful Education, Cultivating Well-Being in Teachers and Students

Self-Care Solution: Smart habits & simple practices to allow yourself to flourish.

Trauma Stewardship: An Everyday Guide to Caring for Self While Caring for Others.

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Educators and school personnel play a vital role in promoting mental health and well-being and identifying and responding to emerging mental illness in children and adolescents. However, they often have not received the education, training, and/or ongoing support needed to respond in the classroom.

To address this need,the MHTTC Network, in partnership with the National Center for School Mental Health at the University of Maryland School of Medicine, has developed a FREE self-guided online course, video library + resource collection, and a website focused on educator mental health literacy. The 3-part training package, Classroom WISE (Well-Being Information and Strategies for Educators), was informed by and co-developed with educators from across the nation.

These resources will present concrete, universal approaches to promoting student mental health and creating safe and supportive classroom environments, describe student behaviors that may indicate a mental health concern, and provide specific skills and strategies to engage and support students with mental health concerns. Catch a SNEAK PEEK below! Complete access to the training package is now available at www.classroomwise.org.

Note: We encourage you to share the information about Classroom WISE widely with your colleagues - a flyer to disseminate is availablehere.

Access Classroom WISE by visiting www.classroomwise.org

Classroom WISE Online Course Modules

Upon completion of this course, the educator will be equipped with strategies that can be used to promote student mental health and support students experiencing adversity, distress, and mental health challenges in the classroom. A detailed list of course objectives is available here.

The 5-hour self-paced course will be available on June 21, 2021, free of cost on the Healtheknowledge platform. The HealtheKnowledge online learning portal offers a wide variety of courses in the areas of improving health and healthcare services.

Course Certificate of Completion

A free certificate of completion will be provided to participants upon completion of the course requirements.

Classroom WISE Video Library

Access over 50 brief, high-impact and engaging videos of students and educators giving examples to help allstudents feel welcome in the classroom. The videos are embedded in the Classroom WISE online course and also available as stand-alone resources for educators and school personnel on the Classroom WISE website here.

Classroom WISE Resource Collection

Identifying Student Distress, Tips for Starting Mental Health Conversations, Creating Mental Health Bulletin Boards are just some of the Classroom WISE resources available. This ever-evolving collection includes resources created to supplement the Classroom WISE online course, as well as resources from other mental health and school organizations. Access this resource collection on the Classroom WISE website here.

Coming soon! A Companion Course to Classroom WISE

A new companion course to Classroom WISE, the Cultural Inclusiveness and Equity WISE (Well-Being Information and Strategies for Educators), is coming soon. Educators will learn how inequities in education impact student mental health and how implicit bias influences our perceptions and responses. Building on this foundation, educators will learn culturally inclusive classroom strategies to support student mental health. Learn more here!

Subscribe to our MHTTC monthly e-newsletter to receive updates on Classroom WISE, and gain access to other resources for educators and school personnel related to student mental health! Questions? Contact the MHTTC Network Coordinating Office at [email protected] .

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Now Available: Free Online Course for Educators on Mental Health Literacy

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Educators and school personnel play a vital role in promoting mental health and well-being and identifying and responding to emerging mental illness in children and adolescents. However, they often have not received the education, training, and/or ongoing support needed to respond in the classroom.

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The Teaching Well is a Bay Area-based nonprofit founded by teachers, for teachers, that takes an organizational health approach to education and works to interrupt the chronic teacher turnover cycle.

We enter into multi-year partnerships with school communities, and provide a variety of teacher- and systems-level interventions, including:

Professional development around areas like stress resilience, managing vicarious trauma exposure, healthy communication, and financial wellness

Mindful mentoring sessions with teachers to turn these concepts into habits

School site research to provide school communities a landscape analysis around campus sustainability

Executive-level leadership coaching to help administrators build healthy school systems informed by teacher voice

We know that children learn most effectively in nurturing, supportive environments, which is why we invest in teachers' capacities to strengthen healthy dialogue, emotional regulation, and mindful stress resilience. Our work is the "whole adult" counterpart to the "whole-child" approach.

Our Approach

The Teaching Well takes an organizational health approach to education by interrupting the chronic teacher turnover cycle at both the individual and systemic levels. We work in partnership with schools to more effectively leverage the brilliance of their educators, by providing tools for healthy dialogue, emotional regulation, and mindful stress resilience. Our work touches all educators on campuses we serve and is a catalyst to creating sustainable school systems.

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The Teaching Well is a Bay Area-based nonprofit founded by teachers, for teachers, that takes an organizational health approach to education and works to interrupt the chronic teacher turnover cycle.

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Ward 6: Stuart Hobson MS Wellness Committee Website

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Ward 6: Stuart Hobson MS Wellness Committee Website

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Our purpose is to: Build school-wide social-emotional learning (SEL) through awareness and ownership by STRENGTHENING adult SEL, PROMOTING SEL for students, and PROGRESS MONITORING for continuous improvement.

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BLACK LIVES MATTER at SCHOOL youtube video

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BLACK LIVES MATTER at SCHOOL youtube video

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Dr.Byron's work from Anacostia High School

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Dr.Byron's work from Anacostia High School

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Teaching Social Skills to Youth is Boys Town's trademark manual, offering the step-by-step component behaviors to 183 skills. The skills range from basic to complex and have been updated to reflect the challenges today's youth face. This third edition still includes hallmark treatment examples, demonstrating how and when to teach the skills. New insights and information, based on the latest research findings, have been added.

Also added are details about multi-tiered approaches to social and emotional learning, and how skills relate to executive function. The appendices highlight what skills to include when you want to focus on social and emotional competency, executive function processes, behavior problems and problem situations. Included is a digital content link offering reproducible skill posters for instructional use. 312 pgs.

"More than three in four teachers (77 percent) believe teaching SEL will increase standardized test scores and overall academic performance." -The Missing Piece: A Report for CASEL (Civic Enterprises, 2016)

Published by Boys Town Press

ISBN: 978-1-934490-70-9

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Teaching Social Skills to Youth, 3rd Edition

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Teaching Social Skills to Youth is Boys Town's trademark manual, offering the step-by-step component behaviors to 183 skills. The skills range from basic to complex and have been updated to reflect the challenges today's youth face. This third edition still includes hallmark treatment examples, demonstrating how and when to teach the skills.

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Over the past two decades, a consensus has emerged among educators, researchers, policymakers, and caregivers that social and emotional skills are important for youth (and adult) development.

The field of social-emotional learning (SEL) has rapidly evolved and expanded-resulting in an influx of approaches, resources, research, and tools for measuring, understanding, and developing students' social, emotional, and interpersonal skills.

Social-emotional learning curriculum providers specialize in delivering comprehensive, evidence-based programs that produce positive social, emotional, and academic outcomes for students.

But with so many different options to choose from, it can be overwhelming to know which curriculum providers or programs to select. What are the different types of SEL curricula, and what grade levels are they most appropriate for? What is important to consider when evaluating programs?

In this post, we'll share an overview of the landscape of social-emotional learning programs. including what criteria to consider when evaluating curriculum providers and a list of 20+ leading SEL programs and tools for K-12.

Download Now: Panorama's Social-Emotional Learning Assessment

I. List of SEL Curriculum Providers and Programs II. Why Should SEL Be a Strategic Focus in My District or School? III. What Should I Consider When Evaluating SEL Programs? IV. How Does Panorama Partner With SEL Curriculum Providers? V. Additional Resources
20+ Leading SEL Curriculum Providers and Programs

Lesson-Based, In-School or After School SEL Programs

Provider Name

Grade Levels

Evidence of Effectiveness

Area(s) of Focus

Panorama Playbook Partner?

Non-Curricular Approaches to SEL

Provider Name

Grade Levels

Evidence of Effectiveness

Area(s) of Focus

Panorama Playbook Partner

Responsive Classroom

K-8

Multiple quasi-experimental and randomized control trials

Interactive modeling and learning structures; classroom management; educational environment; social and emotional competencies; academic mindset; perseverance

No

Adult SEL Programs and Tools

Provider Name

Grade Levels

Evidence of Effectiveness

Area(s) of Focus

Panorama Playbook Partner

Adults

Mindfulness practice for educators; stress reduction; building adult social and emotional capacity

Yes

Why Should Social-Emotional Learning Be a Strategic Focus in My District or School?

According to a 2020 update from CASEL (the Collaborative for Academic, Social, and Emotional Learning), the definition of SEL is as follows:

Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.

Social-emotional learning (SEL) describes the mindsets, skills, attitudes, and feelings that help students succeed in school, career, and life. At its core, SEL focuses on students' fundamental needs for motivation, social connectedness, and self-regulation as prerequisites for learning. Educators may also refer to SEL as "non-cognitive skills," "interpersonal skills," "soft skills," "21st century skills," "character strengths," and "whole child development."
Social-emotional learning is an important part of a well-rounded education, and research shows that it is linked to academic success:

A 2017 meta-analysis from CASEL shows that investment in SEL has led to improved classroom behavior, better stress management, and 13 percent gains in academics.

A 2019 report from the Aspen Institute, "From a Nation at Risk to a Nation at Hope," compiles evidence confirming that supporting students' social, emotional, and cognitive development relates positively to traditional measures like attendance, grades, test scores, graduation rates, college and career readiness, and overall well-being.

The research is also promising when it comes to SEL curricula and programs:

Findings from 213 controlled studies indicate high-quality, evidence-based social and emotional learning programs produce a wide variety of positive outcomes for students, from improved attitudes to decreased behavioral issues to increased academic performance (Durlak et al., 2011 ).

SEL programs are proven to be one of the most successful interventions that districts and schools can implement in terms of promoting positive development and academic achievement in K-12 student populations.

A review of six SEL interventions in evidence-based curricula showed that for every $1 invested in SEL programming, there was an economic return of $11.

Social-Emotional Learning: From Assessment to Action

Effective SEL programs support the development of core competencies, including but not limited to: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making. Some are more focused on developing explicit SEL skills-such as emotion regulation-while others are designed to develop certain mindsets or character traits.

When paired with a valid and reliable assessment to measure students' social-emotional learning skills, SEL curricula can help districts understand and respond to student needs while measuring the impact of investments. Using data-driven insights to implement (and continuously improve) SEL curriculum is correlated to increases in perceptions of school climate, sense of belonging, and self-efficacy in students .

[Source: Panorama Education]

What Should I Consider When Evaluating SEL Programs?

There is no one-size-fits-all approach to social-emotional learning. Each classroom, school, after school program, and district is unique-as are the needs of each student in every school community. An elementary school in a suburb of Phoenix, Arizona will likely approach a search for an SEL program very differently from a middle school in New York City.

Approaches and delivery methods for SEL curricula can vary widely. Some programs focus on character development, while others focus on building core competencies such as Social Awareness and Self-Management. Some are game oriented, while others are movement based or project based. Some offer curriculum for K-12, while others are only age-appropriate for middle school and high school students. Some are flexible and customizable, while others are quite uniform. And, with the shift to hybrid and remote learning models during the COVID-19 pandemic, many SEL curriculum providers have adapted their content for virtual delivery.

With this in mind, it can be daunting for decision-makers to understand the differences among various curriculum providers.

Fortunately, research from CASEL and the EASEL Lab at Harvard University provide a clear understanding of the factors that can make SEL programs more effective than others. The following guidelines can help you make an informed choice about which SEL programs are the best fit for your community of learners.

1. Understand which programs are "research-based" versus "evidence-based." The terms "research-based" and "evidence-based" are often used interchangeably to describe SEL programs. However, there is a significant difference. A curriculum that is "research-based" is one that is grounded in theories and empirical evidence. An "evidence-based" program has efficacy to back up claims of positive impacts on student behavior and/or academic performance. Evidence-based programs have been studied by researchers who were not involved in the creation of the content, and cannot profit from the outcomes of their research.

2. Recognize the importance of context and environments. SEL programming is about more than just targeting specific SEL skills. Effective programs must also acknowledge and address the broader community context in which children live and learn. Do curriculum providers take into account the environments and contexts in which children are living, learning, and growing when designing their lesson plans? How are caregivers and community-serving organizations involved in programming?

3. Look for programs with a variety of instructional methods. Effective SEL programs acknowledge that each student has a different learning style, and provide students with multiple opportunities for practicing SEL skills. Common instructional practices found in leading social-emotional learning programs include: didactic instruction, storytelling, SEL handouts or printouts, writing exercises, small group SEL lessons, culturally responsive lesson plans, drawing activities, song and dance, video-based exercises, skill practice, role play, and kinesthetic activities.

4. Consider implementation supports. When learning about an organization's approach to SEL programming, it's important to understand what types of supports they offer in terms of initial training, ongoing support, and professional development to ensure that their curriculum is implemented with fidelity.

5. In addition, look for SEL programs that include practices and resources for building adult capacity along with pedagogical guidance.Identify programs that target a key set of social-emotional skills across multiple domains, as well as programs that support adult competencies. Within a social-emotional learning curriculum, are specific skills targeted (in a developmentally-appropriate way) across multiple domains of development (e.g., executive functioning skills, social and interpersonal skills, and emotion regulation)?

How Does Panorama Partner With SEL Curriculum Providers?

Panorama Education partners with K-12 school and districts across the country to collect and analyze data about social-emotional learning, school climate, family engagement, and more.

Districts and schools that use Panorama's SEL measurement platform have access to evidence-based content and curriculum from leading social-emotional learning programs in Panorama's Playbook.

Playbook is an online professional learning library that equips teachers and school leaders with strategies and interventions for fostering a positive school culture and embedding SEL in K-12 classrooms. Every resource in Playbook aligns to topics on Panorama's SEL assessment so that educators can seamlessly shift from understanding data to implementing social-emotional learning activities in their classrooms and schools.

See the full list of Panorama's SEL Curriculum Partners.

Additional Resources

Interested in having your SEL program listed here? Contact us to submit a profile of your curriculum or tool!

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Social-Emotional Learning Curriculum: 20+ Leading SEL Programs

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Over the past two decades, a consensus has emerged among educators, researchers, policymakers, and caregivers that social and emotional skills are important for youth (and adult) development. The field of social-emotional learning (SEL) has rapidly evolved and expanded-resulting in an influx of approaches, resources, research, and tools for measuring, understanding, and developing students' social, emotional, and interpersonal skills.

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We are a team of dedicated educators, researchers, artists, and curriculum developers committed to creating top quality, fun, and user-friendly lessons for grades 6-12. We strive to inspire engaging discussions, meaningful relationships, and lasting social-emotional and academic skills. Our ultimate goal is to equip students for success in school and in life.

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School-Connect has been leading curriculum provider for academic and social-emotional skill-building in middle and high schools since 2006. Curriculum includes 80+ engaging and evidenced-based lessons co-written by Kathy Beland, Julea Douglass, and R. Keeth Matheny.

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National Alliance of Black School Educators (NABSE)

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Skip to content

The National Alliance of Black School Educators (NABSE) is the nation's premiere non-profit organization devoted to furthering the academic success for the nation's children - particularly children of African descent.

NABSE boasts an outreach to a distinguished group of preeminent educators including teachers, administrators, superintendents as well as corporate and institutional members.

Big 6 - National Priorities

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The National Alliance of Black School Educators (NABSE) is the nation's premiere non-profit organization devoted to furthering the academic success for the nation's children - particularly children of African descent. NABSE boasts an outreach to a distinguished group of preeminent educators incl ...

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Tap-In / Tap-Out: Giving Teachers Time to Recharge

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School counselors are "shouldering the tremendous responsibility of helping young people heal from the momentous events of the past year and ongoing traumas," write Justina Schlund and Amanda Fitzgerald for ASCD's In Service blog, and school leaders, they say, should prioritize counselors' wellbeing.

But there's no doubt that the stress of this disrupted school year is impacting all educators, and even under more normal circumstances, teachers are besieged by stressful, taxing conditions like overcrowded classrooms, long hours, crushing workloads that they often tote home, and the expectation that they meet the emotional and physical needs of all of their students.

While many of the larger problems that lead to widespread teacher burnout are not within the power of school leaders to change-class size, for example-others are. If the well-being of teachers is compromised by issues inherent to the school system, then dispensing vague or impractical guidance that places the onus to fix it on teachers is unfair, and won't work. Instead of "make space to restore your balance" or "find time to exercise more," schools need to acknowledge their role in the problem and put in place the structures, practices, and time for self-care, reflection, and general well-being among educators, school staff, and the leaders themselves.

Here are seven ideas on how to get started:

Survey Teachers-And Listen to Them: In an effort to help teachers and staff manage stress this year, school leaders at Arcadia High School, outside of Los Angeles, are developing "unconventional but extremely successful channels of support for not just our teachers but all of our staff-certificated and classified," writes assistant principal Michele Lew.

But the school's leadership team didn't simply "impose what we imagined would serve [the team]." Instead, they checked in with teachers and staff via an online survey focused on wellness-and then they "listened when they told us what they needed." As a result, the school set up a help line where school staff can dial in for "mini check-in therapy sessions." They organized a series of 30-minute lessons on topics teachers identified in the survey as being of interest, such as mindfulness, positive psychology, and self-care strategies. Instead of telling teachers to try yoga, the school hired a local certified yoga instructor to offer staff virtual yoga classes each week, and to lead mindfulness and breathing exercises at the beginning of staff meetings.

Give Teachers an (Actual) Break: Teachers at Fall-Hamilton Elementary, in Nashville, practice a system called " tap-in/tap-out " which allows teachers to call on a colleague in the building via a quick text message to come relieve them from the classroom for a few minutes. It's a way to briefly step out of the classroom environment when things get overwhelming, take a breath, and get back on track. It also reinforces the idea that teachers aren't superheroes or martyrs; that it's important and perfectly OK to ask for help; and that colleagues in the school have each other's backs.

Stop Watching the Clock: Teachers "put in an incredible number of hours early in the morning, late at night, and during the weekend," write Oregon principals Rachael and John George for ASCD's In Service. So try cutting educators some slack when it comes to tracking work hours and time spent in the building (or online), these school leaders say.

If teachers "are getting their work done and are there for students, we should call it even," they write. As long as essential job functions are being fulfilled, "grading can happen in a coffee shop and online inservice training can be done at home in pajamas. It is all OK," they say. "Having that flexibility means the world to teachers, and we all know that they work way more than their contract requires anyway."

Create Shared Agreements: When self-care isn't reflected in the school culture, it falls to teachers to carve out time and resources to support themselves. But "self-care should become part of the school culture rather than a responsibility for individual staff members to seek out on their own," write Schlund and Fitzgerald. They suggest a good place to start is to create shared staff agreements to give teachers a say in setting parameters and norms around things like how staff "interact with and listen to one another," set "realistic boundaries around work," or establish routines "reflecting on their own wellbeing."

Plan for Regular and Informal Check-Ins: Regular quick morning check-ins with teachers-even just a few minutes at the classroom door-signal to teachers that you care enough to carve out time to see how they're feeling and coping with the demands of their classroom and workload. But check-ins don't always require pre-planning; sometimes an informal drop-in means a lot too. "Swing by, look for something positive, and then leave [the teacher] a sticky note on their desk telling them what you saw," writes teacher Kimmie Fink for WeAreTeachers.

Schedule Planning Time for Teachers: As teachers' responsibilities grow, so do their work hours-time that for many teachers crosses over into personal time, eating away at hours they desperately need to decompress and relax.

At Whitsitt Elementary School, in Nashville, principal Justin Uppinghouse developed a schedule that allows teachers regular chunks of time for collaboration and prep while students receive enrichment activities. The schedule also builds PD into the workday, "which ultimately improves our school's instructional capacity, student learning, and culture and climate," Uppinghouse writes. "In essence, my team and I have been intentional about prioritizing 'teacher time' while remaining focused on improving student achievement and building community partnerships."

Model and Support Wellness: Teacher stress levels can be on par with those of emergency room doctors and nurses, writes Katy Farber, a professional development coordinator. It's important for school leaders to set an example of wellness and self-care. "Encourage teachers to take breaks from work and set boundaries-and do so yourself as well," Farber writes. Take a quick walk outside during your work day. Practice not answering emails after 6 p.m. and let teachers know you won't be bugging them with emails-or expecting them to answer emails-on weekends.

Carve out a few minutes from the schoolwide schedule for meditation or quiet time each morning before the school day begins. Intentionally building these few minutes into the schedule, perhaps by lightening teachers' workload elsewhere, takes the burden off teachers and signals that wellness is a priority in the school's culture. And most importantly, "consider who on your staff might be experiencing significant stressors, and make it clear to them that you value their wellness and would like to help them develop a strategy to cope," Farber suggests.

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Schools, Not Teachers, Must Reduce Stress and Burnout-Here's How

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School counselors are "shouldering the tremendous responsibility of helping young people heal from the momentous events of the past year and ongoing traumas," write Justina Schlund and Amanda Fitzgerald for ASCD's In Service blog, and school leaders, they say, should prioritize counselors' wellbeing.

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By Justina Schlund and Amanda Fitzgerald
Stress is nothing new to school counselors. But as they continue to shoulder the tremendous responsibility of helping young people heal from the momentous events of the past year and ongoing traumas, education leaders need to renew a focus on school counselors' well-being. Although nearly all educators are experiencing heightened stress and anxiety, school counselors are often the first ones called in to help address crises and traumatic experiences. As we look to support the mental health of educators, we must also remember the school "helpers" who are often asked to place the needs of students, families, and colleagues before their own.

Social and emotional learning (SEL) is critical to maintaining the mental health and well-being of the school community. Over the last decade, we've seen schools and districts increasingly prioritize adult SEL by promoting self-care, supportive staff relationships, and opportunities for reflection and collaboration. This intentional focus combined with structures for additional mental health supports can bolster staff wellness, help prevent secondary trauma and compassion fatigue, and create supportive climates that allow school counselors to bring their full selves to work.

Below, we offer four strategies to promote school counselors' well-being and mental health.

Create agreements to connect, listen, and heal together.

We know that self-care is important for school counselors, but it's hard to prioritize if it's not reflected in the work climate and culture. Self-care should become part of the school culture rather than a responsibility for individual staff members to seek out on their own. Relationships are the foundation for supportive conditions that prioritize staff wellness and are built through connecting and listening to one another.

A good way to start establishing these conditions is by developing Staff Shared Agreements to talk about how staff interact with and listen to one another, as well as how to set realistic boundaries around work. For example, these agreements can help staff find ways to support and connect with one another virtually or in-person, define how they will model SEL when they communicate with students and families, create expectations around email and response times, or set up routines for reflecting on their own well-being.

Follow up on these agreements by carving out dedicated time and space for school counselors to come together with other school staff to build connections and engage in collective healing, through activities like staff circles or the three signature practices for adult SEL.

Check in on school counselors and normalize asking for support.

School counselors will have varied experiences and stressors during this time, and some may have additional mental health needs related to depression, anxiety, grief, or post-traumatic stress disorder.

Create routines to check in regularly with school counselors and support staff, such as five-minute chats at the beginning of the day for staff to share how they're feeling and reflect on their needs. It can also be helpful to establish simple routines that let school counselors and educators ask for support from colleagues when they need a quick break. For example, a teacher tap-in/tap-out protocol might be adapted to allow school counselors to ask colleagues to hold off sending students to their offices for a few minutes when they need a moment to recenter.

Ensure school counselors are aware of-and know how to access- employee assistance programs and wellness benefits that may provide access to community mental health providers and resources. Also, creating a confidential referral process, such as a dedicated phone line that protects the privacy of employees, is important for staff who are at higher risk for significant stress or trauma. This may mean ensuring access to community mental health providers who can offer extra resources.

Use this extraordinary time to innovate and tap into school counselors' "why".

Reconnecting with what drives us to this work is an important way to motivate and ground ourselves, especially when experiencing stress and burnout. Although the past months have often been overwhelming, this difficult time has also offered opportunities to innovate and to reconnect with why the work that school counselors do is so important.

Give school counselors opportunities and space to reflect on and share what they've learned from their unique experiences. What new strategies have they found to confront inequities and build meaningful relationships with students and families? How might these insights improve communities and structures moving forward? How can school counselors and educators work together toward creating a school culture free from racism and bias?

Set up formal or informal conversations with teams or colleagues to share best practices, talk about successes and challenges, and identify innovative ways to design inclusive spaces. You might want to try using protocols, such as National School Reform Faculty's Futures Protocol, to harness a team's brainstorming energy for paths forward.

Develop a professional learning plan with school counselors focused on adult SEL.

Studies have found that educators with stronger social and emotional competencies are less likely to report burnout, have higher job satisfaction, and demonstrate higher levels of patience and empathy. As school counselors face work-related stress, adult SEL can have positive effects on their outlook.

A good starting point is self-reflection. When staff reflect on their own lifelong process for developing social and emotional competencies, they gain insight into their own strengths and areas for improvement.

One strategy to consider is to support school counselors in taking a self-care inventory and noting coping mechanisms they use in stressful times. Recording reflections in a self-care journal can allow for a healthy space to explore feelings, seek out positive strategies, and fine tune the areas for improvement.

Build on this self-assessment by creating a plan for how to strengthen areas of growth. This might include developing coping and emotional regulation strategies. It may also include deepening self-awareness about individual perspectives and biases, strengthening cultural competence as part of social awareness, and developing relationship-building skills.
Justina Schlund is the senior director of content and field learning at the Collaborative for Academic, Social, and Emotional Learning (CASEL). Amanda Fitzgerald is the assistant deputy executive director of the American School Counselor Association.
As schools respond to the urgent mental health needs of all educators, we must also remember the needs of our school counselors. We hope these strategies continue to build on a culture of support and healing for every member of the school community.

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Who Helps the Helpers? SEL for School Counselors' Mental Health - ASCD Inservice

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By Justina Schlund and Amanda Fitzgerald Stress is nothing new to school counselors. But as they continue to shoulder the tremendous responsibility of helping young people heal from the momentous events of the past year and ongoing traumas, education leaders need to renew a focus on school counselors' well-being.

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Sydney Jensen: How can we support the emotional well-being of teachers?

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Teachers emotionally support our kids -- but who's supporting our teachers? In this eye-opening talk, educator Sydney Jensen explores how teachers are at risk of "secondary trauma" -- the idea that they absorb the emotional weight of their students' experiences -- and shows how schools can get creative in supporting everyone's mental health and wellness.

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Educator Wellbeing and Mindfulness in Today's World

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Educator Wellbeing and Mindfulness in Today's World

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When you bring additional fields into a conversion, Quickbase often finds inconsistencies. For example, say you're converting your Companies column into its own table. One company, Acme Corporation, has offices in New York, Dallas and Portland. So, when you add the City column to the conversion, Quickbase finds three different locations for Acme. A single value in the column you're converting can only match one value in any additional field. Quickbase needs you to clean up the extra cities before it can create your new table. To do so, you have one of two choices:

If you want to create three separate Acme records (Acme-New York, Acme-Dallas and Acme-Portland) click the Conform link at the top of the column.

If the dissimilar entries are mistakes (say Acme only has one office in New York and the other locations are data-entry errors) go back into your table and correct the inconsistencies-in this case, changing all locations to New York. Then try the conversion again.

Read more about converting a column into a table.

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When you bring additional fields into a conversion, Quickbase often finds inconsistencies. For example, say you're converting your Companies column into its own table. One company, Acme Corporation, has offices in New York, Dallas and Portland. So, when you add the City column to the conversion, Quickbase finds three different locations for Acme.

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OSSE Professional Learning Catalog Summer 2021

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OSSE Professional Learning Catalog Summer 2021

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Teachers' stress and anxiety have soared and their morale has plummeted during the pandemic, a flammable combination that could burn them out and lead them to leave their jobs. It's more important than ever, experts say, for districts to support their teachers by looking after their mental health.

Even before the pandemic, districts were paying more attention to teachers' mental and emotional wellness, offering sessions on mindfulness, yoga, exercise, and healthy eating. But COVID-19 has created wildfires of mental and emotional suffering across all job sectors, including teaching.

Teachers' jobs-stressful even before the pandemic-have become even tougher, with longer work hours, struggles to engage students remotely, repeated pivots from hybrid to remote to in-person instruction, not to mention fears that they-or their loved ones-could get COVID-19.

Those dynamics make it "particularly important right now" to tend to teachers' mental health, said Jill Cook, the president of the American School Counselor Association. "Districts need to understand that and take action," she said.

So how can districts make their teachers' mental health a priority? EdWeek sought out the advice of workplace mental health experts, researchers, and school districts that are prioritizing the issue. Here's what they said.

1) Talk openly about mental health issues, including your own

"Making mental health visible is key," said Darcy Gruttadaro, the director of the Center for Workplace Mental Health at the American Psychiatric Association Foundation. "We need leaders to talk about it. It's the 800-pound gorilla in the room."

District and school leaders should look for every opportunity to talk about how difficult the pandemic, and discussions on racial injustice, have been, and how "we all have mental health struggles," and need support, she said.

Administrators should take care not to overuse email in conveying their support for psychological wellness; there is no substitute for eye contact on such a sensitive, important topic, Gruttadaro said. District officials and principals should use Zoom and face-to-face meetings-schoolwide, or in smaller groups or one-on-one-to express concern, support, and commitment to providing care, she said.

It's also important for leaders to show their own vulnerability, experts say. Sharing their own struggles and self-care practices sends a powerful message that mental health struggles are normal and accepted, experts say.

As a leader, you can include your therapy appointments in your public Outlook calendar, or mention that you see a therapist. Create a storytelling event where colleagues share their experiences with mental illness. Take a few days off and set your out-of-office message to say you won't be answering email so you can fully recharge.

All these things-embedded in a culture of support for a "mentally healthy workplace"-can encourage people to share their difficulties and seek help, said Natasha Krol, head of client services and a principal at Mind Share Partners, a nonprofit that advises organizations on workplace mental health.

Avoid burying your colleagues' emotional difficulties under a blanket of cheerful pep talk, says Carrie Kamm, the senior director of equity in the Oak Park Elementary School District 97 in Illinois.

"What doesn't work is toxic positivity," she said. "You have to respond to the temperature in the room. When you try to push past the energy in the room and just stick with the agenda, that's a problem for people."

2) Train your team to spot early signs of mental health struggles

Experts increasingly suggest mental health training for leadership teams. Kristi Wilson, the superintendent of the Buckeye Elementary school district in Arizona, has engaged a consultant to train district leaders, principals, and counselors in seeing that a work performance issue might be a mental health struggle in disguise. "It's about recognizing when you, or someone else, needs help," she said.

District and school leaders might also consider training a group of willing employees to serve as mental health ambassadors who build awareness and connect colleagues to resources. It's an increasingly popular strategy in the business world, and would translate well to K-12, Krol said.

Conducting regular surveys or using pulse checks such as this burnout self-test, as the Tulsa, Okla., district does, can help leaders track their teachers' wellness.

3) Ask yourself whether you fully recognize your teachers' needs

In a March survey by the EdWeek Research Center, 7 in 10 district leaders said teachers' emotional and physical well-being rank high on their priority list, but fewer than one-quarter of teachers said those things were a high priority in their districts. Asked what their schools or districts had done to support teachers' well-being, only 29 percent of district leaders-and 16 percent of teachers-said their school or district had provided adequate mental health benefits.

Mental health issues often hide in plain sight. Studies show employees are reluctant to share their struggles or ask for help. A 2019 study by Mind Share Partners found that even before the pandemic, 6 in 10 employees had experienced symptoms of mental illness in the past year, but most never told anyone at work about it.

4) Create ongoing systems of support, like virtual groups and call lines

Like most of the district leaders EdWeek interviewed for this story, Chicago's work to support its staff is part of a larger, ongoing program to build strong social-emotional support for students. As a part of that work, Chicago created virtual support groups for teachers, principals, and assistant principals, facilitated by staff from a community mental health partner and the district's office of social emotional learning.

Only a few teachers signed up for the "circles of support" group early in the year, but as more schools have reopened in the district, participation has picked up, said Hellen Antonopoulos, the district's executive director of social emotional learning. Increasingly, teachers are requesting sessions for their own schools, rather than connecting with their colleagues districtwide, Antonopoulos said.

When the district runs its "healing circles" for school administrators, it's careful to allow principals and assistant principals from the same school to sign up for separate groups, and it also has its outside partner conduct the sessions.

"We wanted it to be an opportunity to exhale, to meet with people who get it, and not to worry about something they share in confidence," Antonopoulos said.

The Tulsa district created teacher and principal call lines. District social workers and counselors, and staff from the office of student and family support services, help callers connect with support resources, or pay a visit to help, said Stephanie Andrews, the interim executive director of Tulsa's student-and-family office.

In one recent example, a school leader used the line to report that his teachers, who'd returned to on-campus teaching two weeks earlier, were miserable. Staffers from Andrews' office visited and saw that the teachers were grieving for all they'd lost during the pandemic.

"The trauma they experienced, but also the time they'd lost with their students, and the progress" were taking a toll, Andrews said. "Here they had worked really hard, and their students aren't where they thought they'd be academically."

Andrews' office called in grief therapists from a community partner group, who agreed to provide free weekly sessions to help teachers process their feelings.

5) Build a culture of check-ins

Many employees dread the time-suck of meetings. But they can be a key lever in building a mentally healthy workplace, experts said. For district and school leaders, those gatherings can be an opportunity to engender a culture in which genuine inquiries about colleagues' well-being-and supportive responses-are woven into daily practice.

In the Oak Park district, four "culture and climate coaches" have helped district and school leaders build emotional check-ins into nearly every meeting and professional learning day during the pandemic.

"I've changed how I hold meetings," said Kamm, of the Oak Park district. "I started telling people more often, 'If you're not able to do this today, that's OK,' and asking, 'Do you need a 15-minute coffee with me today?' I also increased my one-on-one check-ins with people from monthly to a few times a week."

6) Recognize that some employee groups may need more support than others

Black and Latinx employees, as well as those in the LGBTQ community, were far more likely to experience symptoms of mental illness, from anxiety and sadness to nightmares or paranoia, according to the Mind Share Partners study. And Black and Latinx employees are also much more likely than their white peers to have lost loved ones to COVID-19, or to have been sick themselves.

Don't assume all employees need the same supports or services, experts say. Through conversations, surveys, and other methods, inquire.

7) Reduce barriers to getting services within your employee assistance and health insurance programs

Leaders should find out how widely these services are used, and investigate what might be standing in the way, experts say. Teachers might have a tough time getting counseling through their health insurance plans, for instance, because in-network counselors are often booked months in advance or not taking new clients.

Gruttadaro advises district leaders to press their health insurers to beef up those networks. "Leverage your buying power," she said.

The Hamilton County school district, which serves Chattanooga, Tenn., tried to reduce barriers a different way. It waived the typical 60-day waiting period for full-time employees to use their health benefits, which include mental health care.

"We could see the stressors on our employees, the weight of the pandemic," said Penny Murray, the district's chief talent officer.

The district also made free, same-day virtual counseling available to all 6,000 employees, including its 1,000 part-timers, through the community partner that runs its school-based clinics.
EdWeek Librarian Maya Riser-Kositsky provided support for this article.

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Teachers' Mental Health Has Suffered in the Pandemic. Here's How Districts Can Help

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Teachers' stress and anxiety have soared and their morale has plummeted during the pandemic, a flammable combination that could burn them out and lead them to leave their jobs. It's more important than ever, experts say, for districts to support their teachers by looking after their mental health.

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Learn the history and context of the science behind Adverse Childhood Experiences (ACEs) and the biological/neurobiological effects of toxic stress. This is a basic overview of what and how ACEs affect children and adults. By understanding what is happening within our bodies, we can understand our own Protective Patterns better and choose our own personal resilience.

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Celebrating Our Learnings - A Review of School Strengthening Work Plans

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Please click the link to help us understand your goals for this school year!

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Google Forms - create and analyze surveys, for free.

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https://padlet.com/Kaila_Craw/TWWG_first_year

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Please click the link and and fill out the survey to help us understand what you learned from TW workgroup this year!

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Google Forms - create and analyze surveys, for free.

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Welcome! You are invited to join a webinar: Building a Mindful Meditation Practice, 4-Day Series. After registering, you will receive a confirmation email about joining the webinar.

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Trainer: Anne Contreras Description: Establishing a daily meditation practice does not have to be a struggle. We will start a little at a time in order to help build a sustainable practice. The most important thing to do is to just show up and start.

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Welcome! You are invited to join a webinar: Building Connections: Social and Emotional Learning and Social Justice. After registering, you will receive a confirmation email about joining the webinar.

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The Building Connections webinar series explores how social and emotional learning (SEL) connects to topics that are top of mind for our community so we can strengthen the many systems that support our young people. CASEL is refining a specific form of SEL implementation that focuses explicitly on promoting social justice through increased school and civic engagement - called "Transformative SEL."

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1. Identify a site coordinator to serve as our primary point of contact and to coordinate communication with parents and students. 2. Share this opportunity with the parents of your bilingual Spanish and English-speaking high school students so they can provide their permission. 3.

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Social and Emotional Learning - Aperture Education

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Teaching is a highly stressful profession. In fact, research conducted by the American Federation of Teachers found that teachers are more stressed than the average employee working in fields other than education.

This is understandable, considering teachers face many obstacles throughout the school day. Contributing factors to teacher stress include the pressure to help all students to succeed, district bureaucracy, lack of autonomy, insufficient time and resources, and low pay (Haynes, 2014).

And of course, COVID-19 has made teaching even more stressful. Though teachers have handled the impacts of the pandemic extraordinarily well, COVID-19 has created many new stressors, including the conversion to online and distance learning, economic and financial difficulties, feelings of anxiety and isolation, etc. (MacIntyre, Gregersen, & Mercer, 2020).

When teachers are stressed, students feel that pressure, too. Overly stressed teachers can unknowingly contribute to increased behavior incidents and decreased engagement and performance. When teachers are not able to effectively manage stress, they also tend to burn out and some may choose to leave their profession. High teacher turnover results in teacher shortages and fewer experienced teachers in the field. Teacher attrition costs the U.S. up to $2.2 billion each year due to teachers leaving the profession or moving (Haynes, 2014).

We need to better support teachers and help them develop effective stress management skills, especially during and after the pandemic. A growing body of research shows that social and emotional learning, or SEL, can help (Jennings & Greenberg, 2009; Carson, Templin, & Weiss, 2006).

How SEL Can Help

Research shows that when teachers are able to effectively manage stress and the demands of teaching, their health and well-being improves and they are less likely to leave their profession (Greenberg, Brown, & Abenavoli, 2016; Ingersoll, 2001).

Teachers with strong social and emotional skills are also more effective at creating optimal learning environments for their students by reducing classroom conflict and behavior incidents and promoting cooperation and effective communication (Jennings & Greenberg, 2009, Eccles & Roeser, 1999; La Paro & Pianta, 2003).

In addition to creating healthy and productive learning environments, SEL promotes strong teacher-student relationships. These relationships are important because research shows that when students feel their teachers support and care about them, they are less likely to engage in disruptive behavior and are more likely to succeed academically (Jussim & Harber, 2005). Strong teacher-student relationships also improve school and classroom climate and help students feel more connected to their class, school, and learning (Darling-Hammond, Ancess, & Ort, 2002).

To learn more about teacher stress, how it impacts students, and how we can help teachers learn to manage stress to avoid burnout and improve student outcomes, fill out the form below to download our white paper, Reducing Teacher and Student Stress with SEL.

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[White Paper] Reducing Teacher and Student Stress with SEL - Social and Emotional Learning - Aperture Education

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Teaching is a highly stressful profession. In fact, research conducted by the American Federation of Teachers found that teachers are more stressed than the average employee working in fields other than education. This is understandable, considering teachers face many obstacles throughout the school day.

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Social and Emotional Learning - Aperture Education

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Social and emotional teaching practices are crucial for educator well-being, stress management, preparation for the classroom, and retention. In this webinar from Aperture Education's SEL Vision Summit, Aperture Education Director of Research & Development Jennifer Robitaille explains the importance of educator social and emotional training and teaching practices and provides actionable tips for getting started with your own social and emotional learning program for educators.

Through this webinar your will:

Gain a deeper understanding of the need to support educator SEL and well-being

Consider different approaches to promoting educator SEL

Learn practices and strategies you can share with your educators and staff

Fill out the form below to watch the webinar:

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[Webinar] Caring for Your Educators: Promoting Social and Emotional Teaching Practices - Social and Emotional Learning - Aperture Education

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Social and emotional teaching practices are crucial for educator well-being, stress management, preparation for the classroom, and retention. In this webinar from Aperture Education's SEL Vision Summit, Aperture Education Director of Research & Development Jennifer Robitaille explains the importance of educator social and emotional training and teaching practices and provides actionable tips for getting started with your own social and emotional learning program for educators.

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Welcome! You are invited to join a webinar: Culture of Care, 4-Day Series. After registering, you will receive a confirmation email about joining the webinar.

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Trainer: Pure Edge National Trainers Description: Delaware Department of Education, in collaboration with Pure Edge, Inc., will host a four-part Culture of Care institute for educators and leaders. The Culture of Care training prepares educators to deliver breathing, mindful movement, and relaxation exercises in the classroom and to train colleagues to do the same.

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Welcome! You are invited to join a webinar: Integrating Social, Emotional and Academic Success: A Comprehensive Approach led by Dr. Victor Carrion, Stanford University. After registering, you will receive a confirmation email about joining the webinar.

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Guest Speaker: Dr. Victor Carrion Description: Are you planning for the full return to school and looking for ways to integrate a comprehensive approach to your SST (Student Success Team) process? Join the expert team from Stanford University who will share research, case study, and practical strategies to plan for a plan that fits your school systems from Tier I, II, & III.

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The January 19 CoP meeting will focus on Staff Wellness. What aspect of Staff Wellness should we focus on?