Course Full-Waitlist Available
HYBRID: Online with edu2.0 including 4 face to face meetings
Instructor: Annie O’Shaughnessy
Hybrid Online Course
Dates: January 15 – April 30, 2018
Face to Face Dates: 1/22, 2/19, 3/19 and 4/16, 2018 Time: 4:00 – 7:00 pm
Optional: April 30 – Final Circle 4:00-6:00pm
Target Audience: Educators, therapists & helping professionals
This course was developed based on the premise that most teachers and students want to be part of a learning community where students feel:
● focused and relaxed.
● connected, honored and respected.
● engaged, curious and excited to learn.
● safe to take risks and speak authentically.
● supported to begin again after failure.
● challenged and willing to stretch their abilities.
In this course we will explore Mindfulness and Restorative Practices as foundational and interdependent practices central to developing this kind of learning community. While class meetings will be primarily experiential in order to develop an embodied understanding of mindful awareness and restorative work, online material and assignments will challenge participants to become fluent in the principles, science and research that support them. Emphasis is placed on each educator’s unique goals and teaching styles, providing structure, resources and support for the tricky, often challenging work of teaching content while building community and attending to the social and emotional needs of students. Finally, participants will experience the power of Mindfulness and Restorative Practices as tools within a reflective practice, looking closely together at our teaching life.
Restorative Practices and Mindfulness can be seen as interdependent. In a classroom where a teacher practices Mindfulness, an environment of compassionate curiosity arises. From this compassionate curiosity a different way of responding arises in the face of the challenging situations and unexpected behaviors from students and the challenging emotions and thoughts from within our own minds. This “different way” essentially expresses the basic principles of Restorative Practices: open and authentic communication with the goal of “righting wrongs,” building or re-building trust, and strengthening community. Further, the success of Restorative Practices depends on a teacher’s ability to remain a grounded, mindful, nonjudgmental presence while students develop the skills of relaxed, curious focus—both of which Mindfulness provides.
This course is for the educator or helping professional who is ready to commit to a full exploration of these principles and practices in a way that invites significant shifts in how he or she teaches, counsels or manages others.
Course Objectives Participants will:
– Learn about the science of mindfulness.
– Review research related to how mindful awareness activities and restorative practice (RP) affect classroom learning, executive functioning and behavior.
– Learn how to talk to students and colleagues about mindfulness and RP with intelligence and spirit.
– Develop a personal practice of mindfulness in and out of the classroom.
– Experience the Circle Process and have opportunities to lead.
– Use mindful investigation and analysis to improve teaching practice.
– Design and implement mindfulness activities that are developmentally appropriate and that feel authentic to the teacher.
– Learn how RP works to improve classroom culture, decrease behavioral incidents and increase positive academic risk-taking.
– Explore the many different ways RP can look in a classroom—from affective statements and compassionate inquiry to circle process and collaborative problem solving.
– Explore how RP can be woven into content instruction.
– Understand how Mindfulness and RP work interdependently.
includes book: Rechtschaffen, D. (2014). The Way of Mindful Education: Cultivating Well-Being in Teachers and Students
|Date:||September 20, 2017|
|Date:||September 20, 2017|
Standards are for Teaching
Standard 3: Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
Standard 8 : Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Standard 9: Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually
evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community) and adapts practice to meet the needs of each learner.
Standard 2: An education leader promotes the success of every learner by advocating, nurturing, and sustaining a school culture and instructional program conducive to learning and staff professional growth.
Standard 5: An education leader promotes the success of every learner by acting with integrity, fairness, and in an ethical
Facilitated by Liz Mirra
Dates: February 20, 2018; 8:30 am registration; 9-3:30 pm
Target Audience: Vermont Educators involved in NGSS Instruction
Next Generation Science Standards – 3-Dimensional Learning
· Science & Engineering Practices
· Crosscutting Concepts
· Disciplinary Core Ideas
The Next Generation Science Standards call for teachers to design and administer assessments that allow students to demonstrate three-dimensional learning. This is a significant shift from the way students have previously been assessed in science.
As the state of Vermont moves towards a new state science assessment aligned to the NGSS, educators need to become familiar with these shifts and develop a deeper understanding for what our students may be asked to do on the new state assessment.
In this workshop, we will explore:
· the vision for NGSS-aligned assessments
· the hallmarks of high-quality assessments aligned to the NGSS,
· analyze and explore resources and examples of classroom and state assessments aligned to the NGSS.
|Date:||August 30, 2017|
About our Facilitator: Liz Mirra is the Math and Science Coach at Springfield High School. She was involved in reviewing and providing feedback on the Next Generation Science Standards throughout their development. Liz has worked with numerous school districts providing professional development on science best practices and assistance with aligning curriculum to the new standards. She is a national presenter facilitating workshops on the NGSS. Liz was the 2011 recipient of the prestigious President’s Award for Excellence in Science Teaching.
Advanced Training in Collaborative & Proactive Solutions: Understanding and Helping Behaviorally Challenging Students
A 2-day Institute with Dr. Ross Greene
Dr. Ross Greene’s evidence-based, empirically-supported CPS model – as described in his books Lost at School and Lost & Found — has a track record for dramatically reducing discipline referrals, detentions, and suspensions, improving student behavior, and improving relationships and communication. The model represents a shift away from modifying behaviors and toward solving the problems that are causing that behavior. And the problem solving is collaborative and proactive rather than unilateral and reactive. It’s the future of school discipline…but it’s happening already in countless schools across the world.
Participants in this workshop will leave with an understanding of the underpinnings of the model, along with practical assessment and intervention tools that can be brought back to their schools.
The Assessment of Lagging Skills and Unsolved Problems (ALSUP)
Practice and Feedback: Using the ALSUP
Overview of The Three Plans
Overview of Plan B
Plan B Video, Practice, and Feedback
Implementation in Schools and with Nonverbal Youth
At the conclusion of the workshop, participants will be able to:
• Describe how different explanations for and interpretations of challenging behavior in kids can lead to dramatically different approaches to intervention, and why conventional reward and punishment procedures may not be effective for many challenging kids.
• Identify and assess the various cognitive skills that are central to adaptively handling life’s social, emotional, and behavioral challenges
• Identify and prioritize unsolved problems precipitating challenging behavior
• Describe the three basic mechanisms by which adults handle unsolved problems and unmet expectations in kids (Plans A, B, and C) and what is accomplished by each, and the three steps or “ingredients” of Plan B
• Describe how to effectively implement Plan B to solve problems, teach skills, and reduce the frequency and intensity of challenging behavior
*fee includes the book: Lost & Found: Helping Behaviorally Challenging Students
|Date:||June 30, 2017|
Ross W. Greene, Ph.D., is an American clinical child psychologist and the author of the books The Explosive Child, Lost at School, Lost and Found, and Raising Human Beings.” Dr. Greene is the developer of the research-based method now called Collaborative & Proactive Solutions.Read More