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Strong schools are built by adults who keep learning together.
Providing Culturally Proficient and Trauma Informed Professional Development
Providing Culturally Proficient and Trauma Informed Professional Development
Strategies Include:
Strategies Include:
Allowing space for connection, listening, and healing among all adults in the school community: When educators have an opportunity to engage in self-care and process their own emotions, they are more likely to co-regulate, relate, and communicate in ways that help students express and manage their emotions, make sense of their experiences, and decrease the likelihood that a stressful event becomes traumatizing. To support healing and self-care, design safe and responsive spaces for educators to build relationships, support and reinvigorate one another, and collectively process their emotions and experiences.
Allowing space for connection, listening, and healing among all adults in the school community: When educators have an opportunity to engage in self-care and process their own emotions, they are more likely to co-regulate, relate, and communicate in ways that help students express and manage their emotions, make sense of their experiences, and decrease the likelihood that a stressful event becomes traumatizing. To support healing and self-care, design safe and responsive spaces for educators to build relationships, support and reinvigorate one another, and collectively process their emotions and experiences.
Establishing dedicated space, time, and agreements for staff to come together to build relationships and engage in collective healing.
Establishing dedicated space, time, and agreements for staff to come together to build relationships and engage in collective healing.
Creating opportunities for quick individual staff check-ins with school leaders.
Creating opportunities for quick individual staff check-ins with school leaders.
Ensuring new staff are paired with existing staff members to support their welcome into the community.
Ensuring new staff are paired with existing staff members to support their welcome into the community.
Fostering a culture of staff self-care. For example, ask all staff to assess their current self-care needs and develop a plan, including setting realistic boundaries around work. Engage community partners in providing selfcare activities (e.g., yoga, exercise, mindfulness). Encourage “self-care in the background,” such as different music, fragrances, or art that provide a source of stress relief.
Fostering a culture of staff self-care. For example, ask all staff to assess their current self-care needs and develop a plan, including setting realistic boundaries around work. Engage community partners in providing selfcare activities (e.g., yoga, exercise, mindfulness). Encourage “self-care in the background,” such as different music, fragrances, or art that provide a source of stress relief.
CASEL: SEL Roadmap for Reopening School (2.1)
Professional learning is strongest when it is ongoing rather than one-and-done, connected directly to educators’ daily work, collaborative, and includes opportunities to practice, receive feedback, reflect, and refine.
Professional learning is strongest when it is ongoing rather than one-and-done, connected directly to educators’ daily work, collaborative, and includes opportunities to practice, receive feedback, reflect, and refine.
Two Levels of Training: Orientation & Professional Development
Two Levels of Training: Orientation & Professional Development
Orientation
Orientation
Orientation supports staff in successfully navigating cultural norms and expectations. It may be an introduction for new hires, or as a refresher course for returning staff. Orientations establish the values of the school, alert staff of their obligations within the culture, and/or provide a mechanism to find resources and access additional support.
Orientation supports staff in successfully navigating cultural norms and expectations. It may be an introduction for new hires, or as a refresher course for returning staff. Orientations establish the values of the school, alert staff of their obligations within the culture, and/or provide a mechanism to find resources and access additional support.
Orientation may be accomplished in various ways including: providing overview sessions to new hires, distributing a comprehensive staff handout that outlines policies and procedures, directing staff to a library of professional and instructional resources (e.g., readings, informational handouts, Tier 1 Intervention Log, Request for Individual Student Assistance, Request for Implementation Assistance, lesson plan templates, student PowerPoints, etc.)
Orientation may be accomplished in various ways including: providing overview sessions to new hires, distributing a comprehensive staff handout that outlines policies and procedures, directing staff to a library of professional and instructional resources (e.g., readings, informational handouts, Tier 1 Intervention Log, Request for Individual Student Assistance, Request for Implementation Assistance, lesson plan templates, student PowerPoints, etc.)
Staff Professional Development - Professional Learning Cycle
Staff Professional Development - Professional Learning Cycle
Professional Development supports staff to improve their knowledge, competence, skill, and effectiveness. In SBCUSD, this means following a Professional Learning Cycle:
Professional Development supports staff to improve their knowledge, competence, skill, and effectiveness. In SBCUSD, this means following a Professional Learning Cycle:
LEARN - Introduce a new concept, skill or standard. Adopt frameworks, establish definitions and common language.
LEARN - Introduce a new concept, skill or standard. Adopt frameworks, establish definitions and common language.
PLAN - Process and discuss the new concept, skill or standard. Collaborate with peers to deepen individual and collective understanding in order to prepare for implementation.
PLAN - Process and discuss the new concept, skill or standard. Collaborate with peers to deepen individual and collective understanding in order to prepare for implementation.
PRACTICE - Conduct targeted observations for the purpose of providing rigorous, meaningful, and impactful feedback and coaching support to teachers specific to the learned content.
PRACTICE - Conduct targeted observations for the purpose of providing rigorous, meaningful, and impactful feedback and coaching support to teachers specific to the learned content.
REFINE - Provide opportunities to replicate effective practice through model lessons, co-teaching, lesson study, coaching cycles, and classroom visitations. (Data Collection Forms: Acknowledging Appropriate Behavior, Correcting Errors)
REFINE - Provide opportunities to replicate effective practice through model lessons, co-teaching, lesson study, coaching cycles, and classroom visitations. (Data Collection Forms: Acknowledging Appropriate Behavior, Correcting Errors)
What we learn together changes what students experience every day.
What we learn together changes what students experience every day.
Whole Staff Professional Development
Whole Staff Professional Development
Resources and sample PD:
Tier 1 Systems - Tier 1 Systems Training - Team Resources
Expectations - Developing/Teaching Classroom Expectations/Routines
Acknowledgement & Correction -
Acknowledgment & Correction; Affective Statements
In-Class Acknowledgment System
In-Class Continuum of Consequences
School-Wide Behavior Response Flowchart
Affective Statements; Restorative Questions
Active Supervision - 1, Active Supervision - 2, Active Supervision - 3, Facilitate Equity - Active Supervision
Better tools. Stronger practices. Greater impact.
Better tools. Stronger practices. Greater impact.
Classroom Teacher Professional Development
Classroom Teacher Professional Development
Effective Classroom Practice
In order for staff to confidently implement Effective Classroom Practices (Proactive, Instructive, Restorative), it will be necessary to provide Professional Development that allows time for staff to systematically work through the PD Cycle.
In order for staff to confidently implement Effective Classroom Practices (Proactive, Instructive, Restorative), it will be necessary to provide Professional Development that allows time for staff to systematically work through the PD Cycle.
Step 1: identifying which Effective Classroom Practices will be the school-wide focus each year.
Step 1: identifying which Effective Classroom Practices will be the school-wide focus each year.
Step 2: determining who will receive the training and whether they will be Orientations and/or Professional Developments.
Step 2: determining who will receive the training and whether they will be Orientations and/or Professional Developments.
Effective Classroom Practices Sample Professional Development
Provide staff PD - What are the Effective Classroom Practices:
Overviews: ECP - Overview; ECP - Proactive & Instructive; ECP - Proactive; ECP - Instructive; ECP - Restorative
Provide staff PD - How to implement Effective Classroom Practices:
Proactive - Developing/Teaching Classroom Expectations; Co-Regulation Strategies Handout; Active Supervision - 1; Active Supervision - 2; Active Supervision - 3;
Instructive - Precorrection Article; Precorrection; Acknowledgment & Correction;
Restorative - Affective Statements; Restorative Questions; Restorative Conversations; Community Building Circles (Greeting Round; Activity Round; Sharing Round; Elementary Lesson Plan; Secondary Lesson Plan; Reading; Manual)
Sample Effective Classroom Practices Resources: Action Plan, Fidelity Tool; Effective Classroom Practices Data Collection Tool; ECP Feedback Tool; Self Monitoring and Request for Assistance Form
Additional Readings and Supports
Additional Readings and Supports
Information adapted from: CO-PBIS; FLPBIS; PBIS of Georgia; MO-SWPBIS Handbook/Tier One Implementation GuideImages obtained from Google Images and/or chatgbt.com
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