Professional Development for GPA Instructional Staff

Here we’ll be posting daily professional development exercises for GPA instructional staff while working remotely.

August 12, 2020

For professional development today, we will be doing an exercise that is similar to the one we did during the school year.

Please send an e-mail directly to someone who you think stepped up, went above and beyond, or was a positive influence on you during ESY. You can simply CC me (Chantelle) or Lance, or once complete, send an e-mail letting us know you did the assignment.

Today’s training is entitled: You’re Doing a Great Job

This video talks about the importance of recess, but for our students this could also look like play time/gym/breaks. In addition, the same concept applies to adults and the importance of taking a break sometimes!

(Thanks to Dave H for this video suggestion! 🙂)

Questions:

1. How does taking a break impact a person’s ability to focus?
2. What is another positive impact of student’s being able to play or take a break?
3. Why is it important that adults also take time to take a break/rest/relax?

August 10, 2020

For professional development today, please watch the videos and answer the questions below.

Today’s training is entitled: Developmental Disabilities

“There is only one way to look at things until someone shows us how to look at them with different eyes”

Questions:

1. What are two known causes of intellectual disabilities?
2. True or False. Most people with intellectual disabilities can learn to care for their own basic needs and lead satisfying and productive lives in the community.
3. What are three factors that can contribute to preventing intellectual disabilities?

Questions:

1. How does empathy impact our ability to form relationships with our students?
2. How can empathy impact a staff member’s ability to successfully interact with their co-workers?
3. How can increasing empathy help to combat bullying behavior?

Questions:

1. According to the video, what are possible causes of Reactive Attachment Disorder?
2. If a child experiences separation does it mean they automatically have a RAD diagnosis? Is the diagnosis common?
3. What are some signs that may indicate a child could have a RAD diagnosis?
4. Why is consistency important to all students, but specifically with students that struggle with attachment?

Questions:

1. What are 3 examples of soft skills according to the video?
2. Why are soft skills important in the work place?
3. As a professional, please identify a soft skill that you are able to show on a consistent basis and also a soft skill that you could work to improve.

I’ve also included an optional video that includes some interesting information and helpful tips on practicing self care and why it is so important.

Take care and stay safe.

Please note this film has content that may be difficult to watch, but this is the potential reality that many of our depressed and/or anxious students deal with every day. If you feel you may struggle with viewing this content, e-mail me and you will be provided with an alternate assignment.

“When it comes to mental health conditions, we often treat them differently from other diseases like cancer, diabetes, or asthma…whether an illness effects your heart, your leg, or your brain, it’s still an illness and there should be no distinction.” –Michelle Obama

Questions:

1. What are some indicators that the character in the film was suffering from anxiety or depression?
2. Why do you think he struggled with talking to his parents? What do you think about their reaction when he tried to talk to them?
3. If you think a student is struggling with anxiety/depression, who should you speak to immediately?

Questions:

1. According to the video, why is it important for us to focus on the strengths that students have?
2. If a student is aware of their strengths, how might this help them during times of struggle?
3. When you focus on strengths, how does this impact performance? When you focus on weakness, how does this impact performance?

Questions:

1a. According to the video, where do solutions come from?

1b. What determines our perception?

2. If we can help students become more self aware, how will this likely impact their ability to come up with appropriate solutions to their problems?

3. Why is it important for staff to be self aware as well? How can increasing our self awareness help us become more effective with the students?

In addition, I have included a webinar on self care that is specifically geared towards people in the field of education (during the Covid-19 pandemic). It is optional, but I found it extremely helpful.

Naturally, people that work in this field give so much of themselves to others…this has especially been true during recent months. This means that many times they are left without kindness and compassion for themselves. Please keep doing things to help you take care of your mental health and well being. You deserve it.

Take care and have a good weekend.

Please respond by discussing a time you were proud of a student at GPA (without stating a specific name).

CONGRATULATIONS TO THE GRADUATING CLASS OF 2020!!

“I’ll tell you one thing my teacher did for me…she believed in me so much, that she tricked me into believing in myself”.

Qusstions:

1. How did Mrs. Russ impact Victor’s life?
2. Please state one thing that impacted or inspired you from the video?
3. How can we use this video to help us in our roles at GPA with our students?

July 20, 2020

Our professional development today will be on grief and loss. We hope that everyone is able to attend the zoom memorial for Josh Ramos today at 11:30 a.m.

There are two videos and a meditation included above. You can choose to watch one of the videos or complete the meditation.

Please respond by stating one thing you gained from the video you chose to watch, or that you completed the meditation.

I’ve included a video below that helps to address the ongoing stress, anxiety, sadness, and uncertainty many people are feeling in relation to the Covid-19 pandemic. The video is optional, but may be helpful for some, especially in regards to being kind to yourself and taking care of your mental health and well being.

Dr. Brene Brown is featured in this video. IF you enjoy the video, I suggest watching some of her Tedtalks, they provide fantastic insight, education, and expertise in a variety of areas (she will also be included in our professional development next week).

Take care and stay safe.

Please explain the child welfare to adult prison pipeline that is referenced in the film.

1. What percentage of incarcerated youth have experienced some form of trauma?
2. Please explain each trauma response explained in the documentary (fight, flight, freeze).
3. How could moving placements impact a child?
4. The video states trauma informed care involves seeing behavior as an expression of trauma. What does this mean?
5. According to the video, what is the most important factor in a child’s ability to show resiliency following a traumatic experience?

Please respond by stating one thing you learned or found interesting about this portion of the documentary.

(More comprehensive questions will be given tomorrow)

Please respond by stating one thing you learned or found interesting about part one of the documentary.

(More comprehensive questions will be given, following the completion of the film)

Questions:

1. What are the three components listed in the video under “Impairments in Social Interaction and Communication”?
2. Why might a student with autism have trouble creating and keeping friendships?
3. What are the four components listed in the video under “Restricted and Repetitive Behaviors, Interest, and Activities”?
4. How might a fire drill impact a student that has autism?

In one large study, about 49% of children in grades 4–12 reported being bullied by other students at school at least once during the past month, whereas 30.8% reported bullying others during that time.

According to another study, the following percentages of middle schools students had experienced these various types of bullying: name calling (44.2 %); teasing (43.3 %); spreading rumors or lies (36.3%); pushing or shoving (32.4%); hitting, slapping, or kicking (29.2%); leaving out (28.5%); threatening (27.4%); stealing belongings (27.3%); sexual comments or gestures (23.7%); e-mail or blogging (9.9%).

Questions:

1. In our school, we are trained to address all behaviors using the Teaching Family Model. When staff intervene immediately and consistently to address inappropriate behaviors, how does this help to create a level of safety for a student who could be the victim of bullying behavior?
2. Why do you think it is important to immediately report any incidents of potential bullying, even if you have doubts about the situation or you don’t have all the details?
3. What can we do as staff to help create a safe, comfortable learning environment for our students at GPA?

Welcome back! Professional development for ESY will be the same as the school year; please respond in the same format and manner (people with last names A-L will respond to me, people with last names M-Z will respond to Lance). We heard your feedback and applied it to the trainings we developed for the next six weeks. As always, if there is a topic you enjoyed or would like to learn more about, please feel free to express that at any time.

As we learned in previous trainings, traumatic experiences can greatly impact a student’s ability to focus and learn in the classroom. In addition, when a student does not have adequate resources or support to deal with the experience(s), the effect can be magnified.

There are four young people that are portrayed in this video. They each have their own unique story and experiences.

1. Please state one traumatic experience that each student had to endure. Then state how this experience might have impacted their ability to function in school.

• Barret Peotker:
• Alex Hart-Upendo:
• Reyna Saldana:
• TJ Esser:

2. Please explain in your own words the correlation between mental health and the youth suicide rate.