Professional Development Opportunities
Professional Development Opportunities (at no cost)
- Adverse Childhood Experience Training ACEs Indiana
- Staff Well-being
- Educators and caregivers play a critical role in helping their students self-regulate and cope with stress, often ignoring their own needs in the process. This is especially true in times of crisis and uncertainty. To do this effectively, educators and caregivers need to care for themselves and manage their own stress load first.
- Building a caregiver self-regulation plan found here.
- Create opportunities for movement and breathing at staff meetings to model and emphasize healthy coping techniques
- Ensure that educators know where and how to receive extra support for their own mental wellness (community mental health partnership, etc.)
- Consider the integration of IDOE’s Science of Happiness into planned professional learning communities. Register with colleagues or a district team for accountability.
- The STAT curriculum is designed to help you understand Secondary Traumatic Stress (STS) and provide ways to mitigate its effects through the use of self-care techniques and a variety of helpful resources.
Professional Development Opportunities (at cost)
“A dysregulated adult will never regulate a dysregulated child.” -Dr. Lori Desautels
Video Resources for Regulation
Classroom Resources and Apps
- External, Co, and Self-Regulation
- Focused Attention Practices
Positive Self-Talk and Mantras, with Deanna Nibarger (for home and the classroom)
“All behavior is communication.” -Daniel Dennett
Community and trust building
- For example, “I can tell you practiced!” or “I noticed you supported your friend in need today.”
- Provide opportunities for collaborative learning games and facilitate the creation of group expectations with specific roles/responsibilities for each student before beginning (See Play/Engagement below)
- Help students identify a cause or problem that arose in their community over the past few months. Ask students to come up with action steps or solutions to these issues.
- Bring Change to Mind
Adjustment of Expectation
- This is a much needed time for those responsible for student/learning support to be connected as a team focusing on providing for students, families, and staff -- both now and in anticipation of when schools reopen. Most teams can be connected online; emails and conference phone calls are other means. (UCLA document)
Grief for Community
- Grief work-it may be helpful to provide support for students and families to process their grief over what was lost at the end of the school year.
- Getting Closure for transition grades
“In order to teach you, I must know you.” -Lisa Delpit
IDOE Resource - Toolkit
- Help students identify their personal strengths. Direct them to reflect on what they may have learned about themselves while being at home/out of school (i.e. strengths within their family role, new skills/talents, adaptability.etc.).
- Help students name their feelings- Provide a list of emotions and ask students to choose one or two each day which they identify with in order to build emotional awareness, vocabulary and empathy.
- The strategies above, connected to each of Indiana’s Social Emotional Learning Competencies, can be implemented in the first few weeks back to school. For more ideas, please visit the IDOE toolkit.
TSC : Mentor Text Resources
The Oatmeal (secondary)
“The brain is the last and grandest biological frontier, the most complex thing we have yet discovered in our universe. It contains hundreds of billions of cells interlinked through trillions of connections.” -James D. Watson
Mental Health Resources
Prevention and Early Intervention for Staff and Students needing additional support beyond the classroom:
Intensive Intervention for Staff and Students
Additional Mental Health Articles:
The Brain Brigade would like to take this opportunity to extend heartfelt thanks to all who participated in the development and creation of this document. Thank you to the IDOE for their never-ending support: Christy Berger, Lisa Truitt & Team, to the district leaders of the Tippecanoe School Corporation: Dr. Scott Hanback, Mr. Kirk Booe, Dr. Christy Fraley, Mrs. Amanda Brackett, Mr. Doug Allison & Dr. BeAnn Younker for holding space for this important re-entry work. Countless friends of the TSC, educators within the TSC, and stakeholders from our community provided significant contributions in resources and materials. We sincerely thank our mentors, colleagues, and fellow educators who lead by practice so others will mirror their lead.
“Alone we are smart, together we are brilliant.” -Steven Anderson