Despite understanding the importance of trust in leadership, many leaders struggle to identify their strengths and areas for growth in trust-building. We will share our multi-year journey focused on developing trust-building leadership habits and the significant impact this has had on our school's climate and student learning opportunities. Join us to learn about the personal strategies we've implemented, the professional development sessions we've conducted with our administrative teams, and the training we've provided to teachers.
This training is intended for administrators, teachers, school staff members, school support, youth workers, social workers, and all the people who work with kids who wish to understand more about the process and the benefits it has on Trauma Informed De-Escalation benefits the whole school culture and climate. De-escalation should be exercised during a crisis to prevent a person from causing harm to you, themselves, or others. · 1. Verbal De-escalation consists of differentiated strategies to help minimize the number/length of crises and prepare people to deal with complex issues. 2. How crisis impacts the brain and body 3. How does brain development in teens influence crisis and de-escalation? 4. What is the role of trauma? 5. Tips for dealing with youth in crisis who may have trauma. 6. How can we make a difference through relationships and therapeutic understanding?
This training is intended for administrators, teachers, school staff members, school support staff, youth workers, social workers, and all the people who work with kids who wish to understand more about restorative practices and their benefits for the whole school culture and climate. Restorative Practices are an alternative response to misbehavior, harm, or misconduct that brings together all persons involved in conflicts in a personalized way that allows individuals to address damages accountability, move past shame and guilt, and develop solutions to rebuild stronger and restored relationships with each other, where communication, personal reflection, responsibility, and respect take a crucial role in growth moving forward. 1. Recognize the fundamental principles, concepts, and practices of a whole school approach to restorative practices. 2. Experience the circle process and review the elements of facilitating circles and conferences. 3. Learn a model for implementing and supporting restorative practices in your school.
In this session, we will share a real life example of how we designed a Guaranteed Viable Curriculum (GVC) for the Middle School Advisory program in Hawthorn District #73. We will explore the process including the vision, leadership team formation, data collection, planning, and implementation stages. We will discuss how to create a middle school advisory framework and evidence-based practices that foster positive, strengths-based relationships between staff and students. We will also explore Community Circles, and the role they play in cultivating learning environments that are safe, positive, and inclusive of all learners. Participants will learn how they can replicate the process for their specific school setting.
With 18 years of experience in both the classroom and as a district level administrator, Lindsay is an educator at heart. Lindsay's passion and talents are seamlessly embedding SEL and mindfulness practices into daily classroom routines, creating environments where trust and community... Read More →
In early 2022, as schools were coming out of two years of interrupted instruction, Clinton Junior High School received a “targeted” designation from the state. Limited infrastructure was in place in terms of a building leadership team whose purpose was to focus on academic achievement. Join the building principal and a teacher member of the school’s instructional support team as they share their experiences of addressing the achievement gap and fostering a mindset of continuous school improvement. Learn about the process of analyzing Math and ELA data and building staff capacity for strategic improvements in designation Year 1, as well as plans for moving forward in Year 2.
