Critical Information

K-12 teachers report the highest burnout rate of all U.S. professions, with more than four out of every 10 teachers noting that they feel burned out "always" or "very often" at work, according to a June 2022 Gallup poll. 

 

Resilience is the Key

Reward your top talent and/or your new hires for participating in this groundbreaking program to improve longevity and scale for the community.

The work of growing our resilience, or Prosilience, can be achieved through the following objectives:

  1. Identifying, understanding, expressing and negotiating our needs. Differentiating needs from wants, fears, impulses or drives, so we can discern acting from reacting.
  2. Learning when we operate out of fear, employing our protective mechanisms, diverting our resources away from getting our wants/needs met, so we can be more intentional.
  3. Building a meaningful support system with relationships that energize us.
  4. Learning how to adapt so we can rebound from adversity, problem solve and preserve energy.
  5. Minimize chronic/acute stress so we can dedicate our resources to meeting our needs. Stress inoculation or building our tolerance for discomfort is key.
  6. Improve our wellness activities so we are efficiently growing our physical health.
  7. Gaining skills/ proficiencies in getting our needs met (or SEL).
  8. Developing tools for organizing, motivating, disciplining and engaging with students for a rewarding teaching/learning environment.
  9. Prioritizing values to guide us during times of duress.
  10. Expand perspective to be more nimble.
Resilience begins with the self, then expands to class and school.
  • SELF
    Through both self-care and educator care, we help making educating fun again. Faculty will feel appreciative of their leadership for investing in their well-being, making your district stand apart from others.
  • STUDENT
    Job satisfaction improves when students are more engaged in learning. Stimulating learning and motivating participation is part of an overall constellation of classroom leadership.
  • SCHOOL
    Scaling nurturing classroom climate and school culture requires appreciation of group dynamics. Faculty who can balance process and content contribute to the health of the organization and enjoy their work.

Two modes for promoting resilience

Synchronous solutions…

The overarching goal of this program is retention. Through stress inoculation, faculty will use our unique Resilience Rubric, to prepare for the challenges of being an educator, causing burnout. Each member will construct a unique Prosilience Plan that helps identify and remediate risk factors, generated in both their personal and professional lives. There are two options:

Option #1 (Trailblazers): Each school identifies faculty with the greatest potential for success. These faculty members are led through a six month program to develop skills to help them become more successful. These faculty members will resonate success, inspiring others to greatness. In the second year, Resilience Advocates (RA's) will learn how to bring this work into their classrooms to promote student success.

Option #2 (New Hires): Faculty in their first two years of employment with the district. Our meetings will occur on the last Tuesday of each month (holiday exceptions), from 2:30-3:15, lasting approximately 45 minutes. During this time, an expert facilitator will guide the group through a combination of content and process, helping form an invaluable support net

 

Asynchronous solutions…

include on-demand video engagements on a range of topics from behavioral health to physical wellness. Faculty (and parents) can learn the rubric for developing greater resilience, to reduce stress and increase longevity. Enjoy a video montage on preventing burnout from our on-demand video engagements.

On-demand virtual engagements

Behavioral Health2

School Law: Teacher Freedom of Expression Part III

This is the third section of a three-part course on teachers' freedom of expression. It provides teachers with an understanding of their protections under the First Amendment.

Behavioral Health

Social Emotional Learning Part I: Overview

SELFIE means Social Emotional Learning For Individual Educators. Psychological health requires these skills to meet needs our (SEL). Embody this work for you and your students.

Behavioral Health

Social Emotional Learning Part II

Our growing dependency on technology means shrinking attention to our bodies. For children, this can make it more difficult to recognize their wants and needs, leading to long term problems.

Behavioral Health

Social Emotional Learning Part III

Our first step when intervening with a child is to assess their difficulty with feelings or behavior. We nearly always opt for behavior when the reality is a lack of ability to regulate emotion.

Behavioral Health

Social Emotional Learning Part IV

When students call out in class or kids interrupt you when you are speaking, is often due to their difficulty containing feelings. Helping them learn to be patient is critical to their growth.

Behavioral Health

Social Emotional Learning Part V

Examine the integration of our less- desirable selves and the use of self-reflective practices in the pursuit of growing self-worth/ identity. Self-reflective practitioners inspire students.

Behavioral Health

Social Emotional Learning Part VI

Children of all ages are on a quest for a sense of self. Middle and H.S. students especially, struggle every day to balance their needs for acceptance with uniqueness, while growing self-worth.

Behavioral Health

Social Emotional Learning Part VII

The omnipresent fear of school violence makes understanding aggression an essential element of educating and parenting. Learn different types of aggression as part of child development.

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Success Stories

Allen Pratt

"Whole School Health Through Psychosocial Emotional Learning highlights the importance of relationships, communication, and compassion for others. It presents a critical view in supporting, training, and retaining teachers through the lens of engaging and modeling behaviors that will help our rural students be better civic leaders and community members. My favorite quote from the book gives credit to the author's upbringing and modeling from his parents: 'We must experience the world through others so we can fully engage in educating all children. My father and mother modeled to me and my siblings how to experience the world through somebody else’s eyes, especially if their outer differences stirred up discomfort or displeasure, enriching all lives involved.' I recommend all leaders, teachers, and stakeholders secure their copy as they prepare for school."

Allen Pratt, Executive Director, National Rural Education Association (NREA)