Evolution of a Trauma-Informed Educator – Spring 2023 Cohort

This program dives deeply into understanding the context in which learning is taking place. Neuroscience can help us understand what is happening for educators and students in moments of dysregulation, so teachers can learn how to support regulation for students and classrooms. You’ll learn to use brain and body state awareness to guide you in applying strategies and learn how to talk to others about the science behind the strategies you’re using. Exploring an embodied approach, we’ll focus on safety and belonging, along with promoting reflective self-awareness, all vital pieces in creating new options for behavior.  You will get support as you work through the challenges in doing this work, as you practice applying what you already know, while gaining multiple perspectives and new insights.

Watch this teaching clip from “Evolution of a Trauma-Informed Educator.” … Join this program and take a deep dive into understanding how to support yourself, your students, and other educators.

Live Webinar Dates: Recorded if unable to attend live

Special Bonus session for SEL coahces, school-based mental health providers, or anyone supporting adults in your building(s) Available 1/9/23

  1. January 23rd, 2023   5-6:30pm MST
  2. March 6th, 2023  5-6:30pm MST
  3. April 10th, 2023  5-6:30pm MST
  4. April 24th, 2023  5-6:30pm MST
  5. May 8th, 2023  5-6:30pm MST

Recorded lessons will be released on the following dates: January 9th, 2023 (Bonus Webinar) February 6th and 20th, March 20th and 27th.

On-line Consultation Groups: You will complete a brief survey to chose a consultation group that works for your schedule.

Program Cost: $359

 

Description

Educators, SEL and behavior coaches, and school-based mental health professionals 

18 hour, 3-month program includes:

  • Five – 1 ½ hour live webinars for teaching, activities, and discussion. 
  • Five – 1 ½ Recorded  classes
  • Three – 1 hour group consultations. We will attempt to organize the groups based on your role as an educator or as a school-based MH professional.

Bonus Webinar: Using a Developmental Mindsets Paradigm when Working with Other Adults

  • Identifying stages in a developmental continuum in doing SEL and trauma-informed work
  • Gaining skills in more effective partnering and collaborating
  • Understanding different roles you can play in supporting others

Class 1 Webinar: Preparing Brains to Learn

  • Linking brain and body states
  • 3 questions as clues to arousal state
  • Understanding self-regulation: The skills
  • Power Players

Class 2 Recording: The Process of developing self-regulation

  • Explicitly and intentionally teaching top-down skills
  • Creating bottom-up co-regulatory experiences

Class 3 Recording: Strategies for re-wiring brains and re-patterning nervous systems

  • Promoting connection and practical neuroscience
  • Being an external regulator and practical neuroscience

Classes 1-3 Learning Objectives:

  1. Participants will learn the neurobiology impacting behavior in moments of dysregulation.
  2. Participants will learn how brain states and body states impact students’ abilities to learn.
  3. Participants will gain skills in recognizing dysregulation in students so they can intervene before it continues to escalate.
  4. Participants will identify appropriate expectations and goals in different situations, and the neuroscience behind why some strategies are more effective at certain times.
  5. Participants will learn how to teach the skills involved in mastering the ability to self-regulate.
  6. Participants will examine ways to shift daily routines to include self-reflection which supports the re-wiring of brains and re-patterning of nervous systems.

Class 4 Webinar: Growing Windows of Tolerance & Shifting Perceptions

  • Using a regulatory lens in practice
  • Exploring what it means to be an external regulator
  • Behavior as attempts at regulation
  • Intentionally growing windows of tolerance

Class 5 Recording: The Neurobiology of Regulating Ourselves and Others

  • Activating the vagus nerve
  • Understanding cues of safety and threat

Class 6 Recording:  Practical Classroom Strategies

  • Discipline is proactive and reflective
  • Somatosensory regulation, Braindrops and Learning Tools

Classes 4-6 Learning Objectives:

  1. Participants will learn to look for clues about their own states of arousal.
  2. Participants will learn to regulate in moments of dysregulation, helping them avoid exhaustion and burnout.
  3. Participants will be able to apply proactive regulatory strategies throughout the school day.
  4. Participants will translate knowledge into creating environments that support self-awareness and self-reflection in students leading to the discovery of their own regulatory needs.
  5. Participants will learn how to support growing students’ windows of tolerance, to more effectively re-wire the brains and re-pattern the nervous systems of students to support learning and growth.
  6. Participants will explore how to incorporate these strategies and concepts in ways that best fit within their learning environments.

Class 7 Webinar: Relationship Challenges

  • The dynamics in difficult interactions
  • Understanding the internal world of the student
  • Stuck in a cycle of interacting
  • Setting boundaries that support growth

Class 8 Webinar: Balancing Challenge and Support in Layered Behavior Plans

  • The science of learning zones
  • Social-emotional and behavioral lagging skills
  •  Using a regulatory lens for support and building plans

Class 9 Webinar: Tying it all Together

  • Collecting data and tracking progress
  • Different and complimentary roles
  • Our own journeys

Classes 7-9 Learning Objectives:

  1. Participants will examine relationship dynamics and learn how to balance challenge with support.
  2. Participants will explore ways to promote cues of safety in the classroom.
  3. Participans will learn to set boundaries through this lens.
  4. Participants will learn how to use a regulatory perspective when creating support plans for students.
  5. Participants will analyze and compare their beliefs around scaffolding academic versus social-emotional, and behavioral support.
  6. Participants will explore ways to collect meaningful data to track progress to guide interventions.

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