Heading 1NDMTSS Conference
Description
Teachers have always needed to know and practice protective strategies in their social emotional first aid kits to manage the daily stressors of working on the front lines of a human-service oriented profession. That need has never been greater given the massive increase in uncertainty and unpredictability in the teaching profession and in one's personal life due to COVID.
In short, teaching is emotional labor-- the effort required to manage and metabolize strong emotions like anger, shame, guilt, anxiety, and overwhelm, as well as generate and stoke positive emotions like joy, hope, and compassion.
Stress significantly diminishes a teacher's capacity to regulate their negative emotions and cultivate positive emotions. Ironically, teachers who leave the profession often cite their inability to cope with their own emotional reactions to loss of control, unpredictability, and lack of purpose in their teaching as the primary reason for burnout.
There are many, many strategies and practices rooted in cognitive and affective neuroscience and social and behavioral sciences that teachers can learn, practice, and integrate into their personal and professional lives as teachers to metabolize stress, manage negative energy, protect themselves from the burnout cycle, and find joy in teaching the whole year through!
Learning Objectives
In this session, teachers will:
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Explore the core elements of the teacher burnout cycle and learn how to protect one's self from the 2 paths to burning out,
is an innovative professional development training designed to engage school staff, educators, and administrators in expanding their knowledge and embodiment of the foundational elements of holistic school wellness:
Social and Emotional Learning (SEL)
Well-Being
Embodied Equity
Our WHY
We believe that if we want to both teach and equip our students with the necessary skills, practices, and habits of mind of SEL, well-being, and anti-racist ways of being in the world that
inspire and enable another to live their life with joy and dignity,
WE must first be well, become skilled in our own SEL competencies, and embody a Presence that engenders trust and respect from our students.
Our HOW
We engage our core training topics in an integrated and innovative way--
we intentionally LEVERAGE the inherent stressors of the profession as the practice arena
for our SEL, Well-Being, and Embodied Equity development.
Just like the lotus flower draws all its nutrients to bloom from the muck in the pond, we can learn practical, yet powerful, strategies and practices that allow us to metabolize stress in a way that not only dramatically diminishes burnout, but burns stress as fuel to burn in to our calling and capacity to be of service to our students with our whole selves.
Stress can be an invaluable catalyst for growth and change!
Through our training, school personnel not only learn about the core features and competencies of SEL, well-being in a human-centered profession, and how to exude a presence of compassion, reverence, and respect for all students, they experience how to trans-form experiences of stress, personal triggers, and uncertainty into their greatest opportunity to actualize the key features of being well in our work and our personal lives.
Our FOCUS
Engage school personnel with strategies, practices, and experiences rooted in neuroscience, adult transformation theory, and mindfulness to increase awareness of and actualize their individual core competencies of SEL-- self-awareness, self-management, social awareness, relationship skills, and decision making.
Engage school personnel in experiencing and practicing the 4 elements of the cycle of well-being so to stave off burnout and moral injury while stoking their mental health, emotional resilience, and spiritual well-being (passion and purpose).
Explore the intersection between Transformative SEL, well-being, and anti-racist practices to cultivate "embodied equity"-- a way of being in relationship to all students that promotes resonance, respect, and belonging and trauma-informed spaces of learning.
Present SchoolsTM draws on research-based practices in
Mindfulness
Transformative SEL
Positive Neuropsychology
Adult Transformation Theory
Healing Centered Engagement
to create an interconnected sequence of sustained support sessions that integrate experiential practices that refine the mind, move the body, and revitalize the soul.
Our 8 hour training is designed to be offered in a consecutive session format.
We will work with you to customize a delivery model and format (virtual, in-person, or hybrid) that fits your district desires and needs.
We also offer a 1/2 day (4 hour) "retreat" format for this training.
*Complete inquiry form below to request information about a format and delivery model that works best for your school professionals.
School personnel earn
8 "clock hours" of professional learning engagement
We work with you to customize the investment cost of the training based on the total number of participants.
Session COMPONENTS
Intellect & Awareness
Direct instruction on current, research-based foundational knowledge and data about SEL, Educator/School Personnel Well-Being, and Anti-Racist Practices
Mental Health
Mindful mental health meditation practices that calm a busy mind, cultivate non-judgment, and expand perspective taking
Body Wellness
Gentle mindful moment practices that strengthen the parasympathetic nervous system's relaxation response
Integration
Put Into Practice training handbook that outlines detailed practices to integrate core concepts in one's personal and professional life
Training MODULES
Prioritizing Our Own SEL and Well-Being:
Staving off sacrifice syndrome and disrupting the dominate narratives that promote wearing burnout and fatigue as a badge of honor
Stress as the Starting Point (Part 1):
Metabolizing stress and triggers to stoke SEL and Well-Being
Stress as the Starting Point (Part 2):
Metabolizing "relationship stress" to stoke resonance, compassion, and connection with those in our care
Embodied Equity (Part 1):
Transformative SEL and Well-Being AS Social Justice Work with Nuhu Sims (Equity Director for Brooklyn Center Community Schools. MN)
Embodied Equity (Part 2):
Transformative SEL and Well-Being AS Social Justice Work with Nuhu Sims (Equity Director for Brooklyn Center Community Schools. MN)
Mirroring and Modeling Our SEL and Well-Being to Youth and Adolescents:
Understanding our attachment styles and relationship style to inform the way we respond (vs. react) to the youth in our schools
Mirroring and Modeling Our Embodied Equity to Youth and Students:
Exploring our bias, increasing critical consciousness of "bad othering," stoking unconditional positive regard for all students (beneath their behavior)
Establishing Your Well-Being Manifesto:
Creating a practical and practicable habit of mental, emotional, and soul health in and out of the school setting
Your Trainers
Nuhu Sims
Equity Director
Brooklyn Center Community Schools
Jen Clifden
Founder & Director
Present Teacher Training
Present Well-Being LLC
