Special Offering! Summer SEL Institute (July 9, July 23 and August 1; Discounted Rates for TMI PLC Members)

A Special TMI/ENVISION Certification Program Offering!
 

3-Session Summer of SEL Institute 2019
 

July 9th, July 23rd and August 1st


How are your classrooms meeting the learning needs of Gen Z students?  

Before you answer, think about this: “An 8-year-old boy in the United States who grew up with a tablet will likely have more in common with an 8-year-old in China who used a similar mobile device than he will with his 70-year-old U.S. grandparents.”(1)   The time is NOW to align our practices to the students we teach.  

We cannot afford to wait another school day to bring Social Emotional Learning (SEL) into our daily practices.  SEL is central to the learning process.  Mindful Practices in the schoolhouse have been proven to increase students’ positive habits.  How awesome would it be for your school/district to implement both, integrated into your current curriculum, in a way that honors powerful practices already in place?

All our work is based on the NJ DOE SEL competencies and sub-competencies. SEL not only prepares students to be able to participate in learning experiences, it also increases students’ capacity to learn.  “Student learning is enhanced when teachers integrate social-emotional competencies with academic learning.”(2)  

There is growing empirical evidence regarding the positive impact of SEL.  The findings from a meta-analysis of 213 school-based SEL programs involving K-12 students demonstrated significantly improved social and emotional skills, attitudes and behavior.  Significantly, these students’ academic performance reflected an average of an 11 percentile point gain on standardized tests scores compared with students who did not receive the training.(3)

Like academic skills, SEL competencies are best developed when students and teachers are given the opportunity to continuously hone these skills and build upon them through daily practice and reinforcement.   This course is designed for turn-key implementation in the 2019-2020 school year.  Each day, time will be reserved to work on your specific school-based plan.  The focus is on self regulation through breath, movement, mindfulness and conscious elicitation of positive brain chemicals.  Participants will receive materials necessary to facilitate  implementation so that your culture and climate will be recognized as an environment where all the stakeholders in the school community feel safe, challenged, respected and celebrated. 

(1)Miller, Josh. “A 16-Year-Old Explains 10 Things You Need to Know About Generation Z.” SHRM, 30 Oct. 2018, www.shrm.org/hr-today/news/hr-magazine/1118/pages/a-16-year-old-explains....
(2) Elias et al., 2004. Social and Emotional Learning, Moral Education, and Character Education: A Comparative Analysis and a View Toward Convergence
(3) Durlak et al., 2011. The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions. ©ENVISION • McCarthy • ienvision@mac.comwww.envision.xyz



Summer SEL Institute: Program Agenda

     Session 1 (July 9, 2019):

A.  Rationale for incorporating Mindful Practices in your school/district

B.  Examine the NJDOE Social Emotional Competencies and Sub-competencies

C.  Starting Point - Mindfulness for Educators:  Mindfulness/stress management programs can help teachers develop coping and awareness        skills to reduce anxiety, depression, and improved health.  Professional development is always about what educators can do to improve their instructional practices. Recent research from the Curry School of Education, U of Va suggest that we expand our focus. In a study of of 234 teachers, representing K-12, they found that: “Teachers who regularly use stress-reducing strategies increase their abilities to cope with the demands of the career and are positioned to do a better job educating students.” (4) These findings strongly suggest that by prioritizing an educator’s social-emotional learning helps him or her to be there to participate in school wide SEL practices.

D.  Self-Regulation - Tools for students to identify their emotional state and appropriate responses to manage state.  Think: respond rather than react

E.  Breath practices - Breath is our commanding officer - learn how to use it.  We can’t always control what happens, but we can control how to deal with it!

F.  Considering data points to evaluate your SEL program

G.  Planning for Mindful SEL Integration into your school/district (data points, rubrics, indicators for fidelity)


(4) https://news.virginia.edu/content/curry-study-reducing-teachers-stress-l...


Session 2 (July 23, 2019):

A.  Neuroscience & Mindfulness - Talking neurotransmitters, student engagement and resiliency. These chemicals are can be triggered all the time, even by mundane events. Rather than thinking we, as educators, have no control over our students’ “state” of mind, science has proven that we can intentionally boost their neurotransmitters to elicit effective engagement and therefore learning states.

B.  Working in the Trauma-informed classroom - create calm and safe brain states within ourselves and within the students who walk in with an activated fear response.

C.  Sensory Awareness - Mindful practice of “being in your own body”.  The only way to use your breath is to be aware of it.  To “be yourself” you have to first “know yourself”.  Raising awareness of stimulus and response.

D.  Executive Function & Mindfulness - Specific protocols and practices that specifically target the pre-frontal lobes.

E.  Mindful practices - Do nows; icebreakers; advisory; procedures and transitions (walking to lunch mindfully!)

F.  Brain Breaks - Every brain needs periodic rests during which neurotransmitters can be replenished and executive function can store the new material.  The more structured and targeted these breaks are the larger the student gain.

G.  Planning for Mindful SEL Integration into your school/district.


Session 3 (August 1, 2019):

A.  Compassionate communication - Language is like the water in which a fish swims.  It is all around us and out of our conscious awareness.  Becoming mindful whether our language is healthy or toxic.

B.  Conflict Resolution - When surveyed about bullying, many students express frustration with the amount of attention being placed on the negative behaviors, instead of teaching students ways in which they could deal with those behaviors.

C.  Movement - Bottom line is that due to the physiological architecture of the brain - emotion, body and reason are inseparable.  Movement is necessary for learning.

D.  Beginning a mindful school day - Ending a mindful school day - Practices to honor our learning space and “inoculate” our students who return to challenging home spaces.

E.  Mindful Student Ambassadors - determining how to create student led Mindful Practices in your school

F.  Mindful spaces in which to change behavior - RtI/I&RS; ISS; Recovery rooms; Detention

G.  Choosing data points to evaluate your Mindful SEL Program

H.  Mindful SEL Integration into your school/district


Ongoing (after our three days are over…):

  • Monthly Mindful Tips to sustain integration
  • In-school coaching is available for an additional fee


Goals and Objectives:

  • Integrate SEL into the culture of the school/district
  • Deepen Educators’ practices that support the students’ development of Self-Regulation;
  • Share and practice mindfulness skills and protocols to work with different youth populations;
  • Plan for implementation and sustainability of bringing SEL and Mindful practices into your school/district;
  • Integrate mindfulness in intervention spaces; 
  • Improve your students’ resiliency by helping students concentrate on their work, rather than on problems they may be experiencing at home or school;
  • Increase your students’ ability to self regulate;
  • Participate in our virtual space that will be a community of like-minded practitioners for reciprocal learning.

Sharon McCarthy - Brief Bio: 

Sharon McCarthy, national educational consultant, author, hypnotherapist, yoga enthusiast, Mindful Educator and lead shenaningator for ENVISION, uses her many years in the classroom to support all stakeholders in the educational system.  She jumps out of bed every morning with a smile on her face and curiosity in her soul — the better with which to be in a position to grow others.   She is grateful that she gets to use her passion in classrooms every month to support her purpose - demonstrating how to create equitable, juicy classrooms in which students have an opportunity to showcase their talents and their ability to self-regulate.  Folks have said of her workshops, “I came to learn how to transform children and was transformed myself!” 


Pricing to fit your budget!:

  • Single-Session Fee: $149/registrant ($99/registrant for TMI PLC Members)
  • Three-Session Fee: $424/registrant ($297/registrant for TMI PLC Members)
  • Teams of 4 or more (Three-Session Fee): $400.00/registrant ($275/registrant for TMI PLC Members)


Schedule:

9AM - 2PM with a working lunch

Optional:  We will conduct a Yoga & Meditation session each morning from 8:00 - 8:45 AM in the tranquil meditation space on campus.


Audience:

All PK-12 Teachers, Educational Specialists, and Administrators


Location:

Ramapo College of NJ (Rooms TBD)
 

To learn more about our Summer of SEL Institute...CLICK HERE!


 

Date: 
Tuesday, July 9, 2019 - 09:00 to Thursday, August 1, 2019 - 14:00
Cost per Registrant: 
$424
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Attachment(s): 
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Event Location: 
Ramapo College of NJ - Mahwah, NJ
Event Category: 
K-12 General

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