Habits of Resilient Educators: Strategies for Thriving During Times of Anxiety, Doubt, and Constant Change

Habits of Resilient Educators: Strategies for Thriving During Times of Anxiety, Doubt, and Constant Change

Sunday, July 21, 2024:

8:00 AM - 4:00 PM

30 minute lunch break

$25 for Support Staff

$50 for NASA Members

$75 for Non-NASA Members

Due to Washoe County School District (WCSD) salary advancement requirements, WCSD participants will be asked to submit a brief written summation of how this professional learning event will transfer learning into practice before a certificate is issued. WCSD participants: please use the link provided on the Guidance/Link sheet for each event to submit. Lastly, when completing events that are (1) or more credits, please submit your tracker to the PGS Department in Washoe and to ahendersonnasa@gmail.com

Workshop Description:

Habits of both personal and professional practice are a catalyst for continuously improving your craft as a teacher and feeling confident and in control of your life. Join the authors of Habits of Resilient Educators (Corwin Press, 2024), to engage in an interactive experience around a framework of 9 habits of practice that meet modern educators where they are: employed in a field at the intersection of mundanity and sainthood. With guided activities participants will apply practices from the research based habits. Participants will:

• Examine the habit of establishing and upholding high expectations for all students, across all areas of teaching.
• Explore biases and academic identities that influence teaching practice as well as student learning experiences.
• Learn strategies to proactively approach feedback experiences with a purpose, engage intentionally with others, and apply feedback.
• Recognize connections between feedback, self-efficacy, and impact on student learning.
• Examine the connection between prioritization skills and teacher agency. Recognize common challenges (initiative overload, lack of positional authority), root causes, and indicators. Learn and practice responsive prioritization strategies.
• Identify root causes of negative influences. Learn skills for navigating causes effectively (norms, communication skills, sharing responsibility for student learning, etc.).
• Ground learning in personal goals to enhance your well-being, cultivate agency, and attain utmost impact on student learning.

Outcomes:

Understand how habits from the book's framework (Habits of Resilient Educators), when practiced with consistency, support teacher’s efficacy, personal well-being, and ability to manage the changes and complexities of contemporary school environments with success.

Understand how the habits of clarifying your purpose, navigating negativity, upholding high expectations for all students, prioritizing amidst a sea of initiatives, and getting and using feedback support teachers' professional expertise, cultivate agency, and enable high learning outcomes for all students.

Learn strategies for building capacity by practicing the habits described in the workshop at regular, consistent intervals for continuous improvement and optimal success, as well as how these strategies are enhanced when guided by collaboration with an instructional coach or peer collaboration group.

Teachers are more likely to experience high self-efficacy when they routinely practice self-regulation strategies such as seeking help or support, setting goals, and orienting their work towards mastery, or engaging in personal learning (Zee & Koomen, 2016). Teacher self-efficacy may have a reciprocal effect on both teachers’ and students’ feelings of well-being and personal accomplishment (Bandura, 1997; Goddard et al., 2004). Together, resilience and efficacy contribute to one's comprehensive bank of psychological capital, a contemporary term for a collection of skills that research suggests can be proactively developed to nurture thriving, happy individuals and organizations (Avey et al., 2011). We drew on research and experiences with highly effective teacher practices in the areas of equitable instruction, assessment for learning, effective PLC structures, utilizing data to inform instruction, and collaboration practices to instill meaningful connections between personal habits and professional practices. As a result, we derived the conclusion that the nine habits described in the book (several of which are described in this workshop) are the most likely to improve educator performance in today's environment and ultimately impact student learning.

Biographies of Presenters:

Dr. Lindsay Prendergast is the co-author of Habits of Resilient Educators: Strategies for Thriving During Times of Anxiety, Doubt, and Constant Change, a co-publication of Corwin, Learning Forward, and NWEA (2024). She has served in education across the globe for nearly two decades as a leadership coach, consultant, principal, and Special Education teacher. In her current role, Lindsay supports districts, schools, and teachers in fostering equitable teaching and learning as the Assistant Director of Learning Experiences for the Danielson Group (of Framework for Teaching). Her particular expertise lies in leading systems change in schools, assessment for learning, and instructional leadership. She regularly presents and publishes on the topics of coaching educators, leadership development, growth-focused supervision, and assessment practices for ASCD, Learning Forward, Corwin, Edutopia, AASA, EARCOS, AMLE, Cognia, and others.

Piper Lee is the co-author of Habits of Resilient Educators: Strategies for Thriving During Times of Anxiety, Doubt, and Constant Change, a co-publication of Corwin, Learning Forward, and NWEA (2024). Piper as over twenty-five years of experience in education including teaching, administration, instructional coaching, professional learning facilitation and leadership coaching. Her passion for student and adult learning, and improving effective teacher instruction and student success in learning ignited her pursuit of working as an instructional leadership coach at the national level. Over the course of her career Piper has served students, families, teachers, leadership teams, and undergraduate and graduate students. Most recently Piper has been supporting district leaders, principals, and educators around instructional leadership in one of the largest school districts in the country. While partnering with educators across the country, Piper has learned and lives the philosophy that rigorous relationships help to create transformative schools and impact every aspect of our lives.

ALL are welcome, including anyone in a non-administrative position!

Participants will earn .5 credit (7.5 hours) toward license renewal!

This workshop ALSO counts for step advancement in Clark and most Nevada School Districts!

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In CCSD, those in non-administrative licensed positions may count this workshop for license renewal AND ALSO 2.5 CUs - THOSE IN NON-ADMINISTRATIVE POSITIONS EARN BOTH!

In CCSD, administrators and professional-technical administrators may count this workshop for license renewal OR 2.5 hours toward step-advancement - not both for administrators.

Washoe County participants will be required to also register for this course in "MyPGS" in order to receive in-service credit toward salary advancement.

Become a NASA Member and register at a lower rate!

Anyone can become a NASA Member!

To become a NASA Member go to:

WWW.NASANV.ORG