Oct 15, Nov 14, Jan 16, Mar 19
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Oct 16, Dec 4, Feb 7, Mar 19
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Oct 17, Dec 5, Feb 12, Apr 17
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Oct 18, Dec 12, Feb 22, Apr 11
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Oct 22, Dec 3, Jan 15, Mar 12
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Oct 25-26, Dec 7, Feb 8, Apr 12
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Nov 2, Dec 5, Jan 17, Mar 12
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Nov 16, Feb 5, Mar 8, May 3
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1) If your school isn't already a member, encourage them to join
here
!
2) Register for our upcoming events, and keep an eye out for our spring schedule of workshops. 3) Get in touch and let us know what kind of professional learning opportunities you're looking for. 4) Have expertise to share? Contact us about writing a blog post or leading a workshop. 5) Join our mailing list to stay up to date on all our future workshops and events. |
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A message from the
Executive Director,
LISA HANEY
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As we move into the fall, our energy wanes and we're triggered more easily. Learning to be in the present moment enables us to cultivate awareness of our emotions and make choices that foster our resilience.
On a clear day, the view of the Golden Gate Bridge from the Manson Room at the Bay School, where so many CATDC workshops take place, is spectacular. I often speak to the symbolic resonance of this structure for educators engaged in professional development, reminding us of what is possible with thoughtful design and hard work, and signifying movement between where we are and where we want to be.
I am not sure how one could be in the field of education without holding out hope for human progress. Even as meet our students where they are, we hold a vision for what they will become. Then we get down to the evermore challenging endeavor of designing and delivering the learning experiences they need to be creative thinkers and compassionate problem solvers while also building the school communities that support them to thrive.
These days, we also need to do double the work to boost our reserves of resilience. More than ever, we need practices and perspectives that sustain us as as well as our students, the focus of this month's Buzz.
Broadening the lens can also be helpful when we find our energy or hope waning. In this inspiring TED Talk, Daring Classrooms, Brené Brown makes important connections between her vulnerability research and resilience, acknowledging the difficulty of this profession and the pivotal role educators can play in the lives of their students. As she puts it, "teachers are working on the hardest edges of love," a key perspective as we endeavor to stay in the present moment, or take the long view.
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Playing on the Same Team: Building a Bigger Community Across Schools
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By Lori Cohen, The Bay School of San Francisco
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I recently visited a peer school in the Bay Area, a place where a few of CATDC's Teaching Foundations "alumni" worked and a place where one of my colleagues was teaching a class for the first time. I thought it would be fun to do a site visit and see teachers in their element. I also knew that taking a day away from the busy demands of my job would require shifting a lot in my schedule, prioritizing one way of spending my time over another. While blocking out a day for site visits required me to reschedule and shift my calendar, I'm so glad I did it. I left my site visit more energized, inspired, and hopeful about the future of our young people. I had the privilege of spending my day rooting for my colleagues, and that moment solidified the cause I've committed to: the core belief that in this endeavor we call education, we're all on the same team.
Read online...
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Teaching Self-Regulation in the Early Grades
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By Lori Desautels, Edutopia
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For children who have adverse childhood experiences (ACEs), co-regulation is at the heart of teaching-and of discipline. These children need assistance regulating their nervous system before they can learn new coping strategies and understand the consequences of their choices and decisions.
We don't hesitate to teach our students the reading or math skills they need to be successful, and emotional and behavioral skills should be no different. Students with ACEs may come to school having little experience with impulse control and emotional regulation. They may struggle with paying attention. These are executive function skill sets our students need to be academically, socially, and emotionally successful.
The strategies described here are Tier One strategies in a Response to Intervention model for discipline and engagement. Co-regulation is beneficial for all students, and these brain-aligned preventative strategies aid all students in regulating their responses and developing relationships. They can be a part of our procedures, routines, morning meetings, and bell work, easing all transitions throughout the day.
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Cultivating Mindfulness for Educators
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By Alison Cohen and Michael Gonchar, The New York Times
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Teaching can be
a stressful job
- and so can being a principal.
Practicing mindfulness can serve as a valuable antidote to the stress many educators experience in juggling the competing demands common during the school day. Patricia A. Jennings's
study
on the
CARE for Teachers
program, published this year, suggests that mindfulness-based interventions can "increase teacher social and emotional competence and the quality of classroom interactions." Mindfulness practice has also been shown to
alter the brain structure of practitioners
in positive ways, improve concentration and emotional self-regulation, and decrease burnout symptoms, among many other benefits.
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