Jo Ann opened the morning with a brief slide deck covering the intersection of racial equity and working restoratively. See slides attached separately. She reminded the group that this is the 2ndconvening we’ve held focused on re-entry and the “new normal.” The recording for the first convening can be found here: RECORDING: https://schoolclimateconsultants.com/ (
scroll down on page click on the tab for Convening/Video Documents). [note to Elizabeth: as soon as that is done…probably today, I can give you the exact name of the tab)
SAVE THE DATE: We are planning to hold our next convening on Friday, July 17th from 9-11am.
RESOURCES SHARED DURING TODAY’S CONVENING
· Abolitionist Teaching, 1.5 hrs, recorded here.
· Clear Masks Vendor:
· Various SEL Models: Explore SEL by Harvard GSE, Click here
· Bridgeport Student SEL Survey: Click here
· Bridgeport Student SEL Survey Results: Click here
· State of Illinois SEL Standards: Click here
· Morale Pals: Opt-in, adults in the building leave each other encouraging message, etc. (like Secret Santa)
· Hands up: Grade level teams have designated times to go through entire list of students, when name is called, adults do positive shoutout or mention a struggle that student is facing. If no one shares about a student, adults flag for follow up.
· Book Rec: My Grandmother's Hands: Racialized Trauma and the Pathway to Mending Our Heads and Bodies. Click here
· CT State Priorities – includes SEL. Click herefor full text.
o “The CSDE had established social and emotional well-being as a priority pre-COVID-19, given its relationship to improving conditions for learning and ultimately improving students’ school and life outcomes. The COVID-19 related trauma, anxiety, and distance from the relationships formed at school during the long period of class cancellation, have intensified the need for quality social emotional supports for students as well as educators.
§ CARES Act funding will augment the development of a statewide social and emotional learning (SEL) framework that will support educator professional learning and implementation of evidenced-based programs.
§ Provide professional learning through RESCs and SERC to support educators in providing social and emotional supports;
§ Provide resources to districts for delivery of general behavioral and mental health screening;
§ Promote implementation of universal SEL curriculum/programming at the district level and secure resources for outreach or professional learning on Equity, Implicit Bias and Inclusion.”
o Gill Lopez, P. (2019). Self-care: Mind-body best practice. In M. A. Bray & C. Maykel (Eds.) Promoting Mind–Body Health in Schools: Interventions for Mental Health Professionals. Washington D.C.: American Psychological Association.
o Gill Lopez, P. (2017). Self-care: The missing piece in best practice, Part 2. Communique’ Vol. 45 (5).
o Gill Lopez, P. (2016). Self-care: The missing piece in best practice, Part 1. Communique’ Vol. 45 (4).
· Implicit Bias and Mindfulness: Gill Lopez, P. (2020). Teacher know thyself: Implicit bias and mindfulness. In S. B. Storms, S. K. Donovan, & T. P. Williams (Eds.) Breaking Down Silos: Innovation, Collaboration, and EDI Across Disciplines. Rowman and Littlefield.
· From a program that has reopened: Do not underestimate the level of staff stress. Some staff will have lost family members to Covid. Some have underlying conditions and worry about returning to work. Put into place a solid wellbeing plan for staff.
· A sense that some will feel the need to make up for lost academic time, at the expense of building relationships and establishing a sense of safety, care, and predictability for students.
· In response to the trauma from Covid and racial injustice, people may clamp down on instruction because that’s their safe place and something they can control. Addressing these challenges feels too big to tackle, and adults might default to focus on teaching as a method of avoiding/controlling what they can control.
· We are on our own journeys to become aware of our own biases. How do we get our staff to take the journey seriously too? Also, trepidation about diving into race and bias work with staff without skill and capacity-building first.
· While teachers prepare to go back into the classroom, they also maintain anxiety about improving online learning in case we need to return to it.
· Leadership must emphasize that the social emotional piece comes first.
o Messaging on priorities need to come from the top.
o Make SEL a part of what teachers know they’ll be evaluated on.
o Teachers need to be able to be compliant and meet students’ needs. Standards need to match students’ needs.
· Building leadership must model self-care for other adults in the building. Build it into the schedule.
o Teachers can then model for students, build routines and rituals that students can engage with to build community and practice their own self-care. (Routines that can be conducted remotely too.) Routines are important because one of the foremost things kids and adults will need upon return is knowing what’s coming next.
o Have a wellness leader or a group of wellness leaders in every building. Every student and parent/caregiver can be accounted for. The wellness leader isn’t responsible for the relationship, but for accounting for the relationship. It’s explicit and measurable. Similar structure for staff/adults in the building too; make success plans for the adults too.
· Develop re-entry models around SEL. Work SEL into existing academic curricula. (waiting for link)
· Provide opportunities for people to share their stories and be heard. Include families too.
· Clear masks so students can see facial expressions (waiting for link – Eq emailed Judy)
· Let us know if you prefer a different day/time for these gatherings
· Let us know if you would like to focus on a certain theme
· Save the date: Friday, July 17th, 9-11am