The SCEA and CEWL are proud to offer free professional learning sessions for you and your team. Take a look at potential offerings below and contact Todd Scholl to discuss how we can meet your needs.

Adverse Childhood Experiences

Facilitator: Kara Lee
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​This training is an introductory presentation on ACEs, including data from the study, information on how early adversity as a child can impact adult health, and the steps we can take to address trauma in those we work with. (1.5-2 hours)

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An Introduction to the Compassionate Schools Approach

Facilitator: Kara Lee
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This module introduces participants to the Compassionate Schools framework. Compassionate Schools benefit all students who attend, but focus on students chronically exposed to stress and trauma in their lives. This is not a program, it is a process, and school communities are encouraged to explore their current strengths and develop a model that best serves their students. (1.5 hours)

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​Building Resilience in Those We Serve

Facilitator: TJ Rumler

With a mix of lecture-style information and experiential activities, this session is designed to lead attendees on a journey to becoming better resilience builders. Learn strategies shown to build resilience in children and families, as well as in ourselves.

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Building a Trauma-Informed School/Organization

Facilitator: TJ Rumler
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What is a trauma-informed school? Attendees will learn some of the characteristics of a trauma-informed school and leave with some strategies for change and implementation.

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​The Inner Work Before the Outer Work

Facilitator: Techa Smalls-Brown

​Session Description: This session is for educators at all experience levels. The focus of  The Inner Life of the Educator is renewing the inner lives of educational professionals. Helping educators renew their passion for the work they do. 

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Intrinsic Inspiration

Facilitator: Pete Stone
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Session Description: The vast majority of all human beings naturally enjoy learning, right? It’s what we do.  It’s our strongest instinct as a species that keeps us alive.  Yet, when we compare a kindergarten classroom to a high school classroom, or a professional development session, we quickly ask, “where has that fire for knowledge gone?”  People often point to a “lack of motivation” as the cause.  One reason motivational techniques often fail is they are approached from a defeating perspective from the start. In other words, there is an initial assumption that the educator or student is deficient in some area and in need of being “fixed” until aligning with outside metrics for success.  Just think how often school or work makes everyone focus on “their weaknesses” instead of celebrating and growing  strengths.  This technique is exhausting and ephemeral because it requires enormous energy or outside reinforcement to commit to someone else’s idea for “proven success” in areas we already feel inadequate in,  either through constant pumping up or reminders of scary consequences. 
 
In truth, it does not take enormous amounts of “will power,”  “self-discipline,” or fear of consequences to be more “motivated.”   Rather, all we need is to be inspired by understanding the root of human inspiration.  This session will help educators not start with a deficient approach to learning, but rather start with the belief that we are already miraculous and full of wonder.  Learning is an opportunity to build upon one’s own natural genius with perpetual growth into that bliss.  This growth mindset and intrinsic inspiration provides more opportunity for individuals to not measure themselves by outside metrics but find personal value in onward development of one’s unique self.  In this powerful session, Stone will show how he takes non-traditional learners or burned out educators and helps them become leaders in and out of the classroom.  Afterwards, you will have the tools and perspective shift to tap into unlimited inspiration for yourself and more naturally help others identify their own sustainable source of onward growth too.

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Introduction to Restorative Practices in Schools

Facilitator: TJ Rumler
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​Attendees will learn principles of Restorative Practices and experience types of circles.

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Mindfulness

Facilitator: Kara Lee
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Becoming trauma-informed means learning more about how our students and families react to triggers, as well as how we can help (or hinder) these reactions. In this module, participants will learn the science behind mindfulness, as well as strategies that can be easily incorporated into ones’ day. (1.5 hours)

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Resilience

Facilitator: Kara Lee
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This training focuses on how to help our students-- and ourselves-- strengthen skills of resilience. Evidence-based practices, research, and strategies will be provided. (1.5 hours)

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​Restorative Practices 101

Facilitator: Todd Scholl
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According to Mindful Schools, "Restorative practices promote a positive, orderly school environment. Students and all members of the school community can learn and practice self-discipline, empathy, and accountability. Restorative justice is an effective alternative to punitive responses to wrongdoing."

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Self-Awareness Training

Facilitator: Chanda Jefferson

When is the last time that you felt stressed? What was your body’s reaction? In the session, participants will explore the Science of Stress and the body’s physiological responses. The facilitator leads participants through mindfulness exercises based on the powerful practices of MindKindness and helps participants develop strategies to improve their quality of life. This presentation can be adapted for educational leaders, teachers, and student groups.

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Self-Care for Helping Professionals

Facilitator: TJ Rumler
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In this presentation attendees will learn about the importance of self-care and how neglecting ourselves impacts our lives and the lives of those we serve. Types of self-care are explored, and attendees are walked through questions and exercises to help develop a self-care plan.

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​Self-Care for Educators

Facilitator: Todd Scholl
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Educators pour themselves into their work, spending countless hours ensuring their students' needs are met. Too often, the demands of the profession result in educators neglecting their own physical, mental, and emotional well-being. It is not selfish for educators to make time for self-care. Educators must make their own wellness a priority. Wellness includes good nutrition, regular exercise, adequate sleep, and developing healthier habits. Wellness programs should be a standard component of all districts and schools. Investing in our educators' well-being is essential to prevent burnout and foster good health.

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Simplicity - Reclaim Learning and Life By Doing Less

Facilitator: Pete Stone

Session Description: This session is a major help to anyone suffering from burnout and getting diminishing results despite how hard they work or all the “new things” she or he keeps trying. The great challenge is we live in a world that wrongly equates being busy with being productive.  Likewise,  this is one of the best professional developments to attend because instead of adding more to educators’ already filled plates, Stone will help participants develop the tools to get more meaningful work done by confidently learning to do less.   He has extensively studied the Pareto Principle or 80/20 rule in great depth to find ways to apply this philosophy to the education profession.  Essentially, this principle acknowledges that only 20-10% of our actions accounts for nearly 80 - 90% of the results we seek.  Most of the other actions we spend our time stressing out over or being “voluntold” to do, not only don’t help, but actually get in the way of solutions that do.  The good news is you probably already know or are doing what’s most important, and by simply learning how to identify activities to eliminate, you’ll maximize positive results at work and in life.  This session will help you master the skill of addition by subtraction to allow the best you that is already there to simply shine.
             
Think of public education and even ourselves as an over medicated patient.  Some medicine helps, but too much causes diminished or conflicted results. When results are bad, people often think about prescribing even more; the problem perpetuates. This session is critical in helping educators rid their career and lives of all the unnecessary meds or “best practices” that are actually getting in the way of true success, freedom, and feeling good. This approach has worked so well for Stone that his English EOC students collectively scored the highest pass rate in the school’s and district’s history.  The best part is that no one got burned out in the process.  The class took walks outside most days, wrote poetry, and did the things that make school fun.  This powerful session will help you develop the tools to regain your passion and focus for what matters most, get stellar results, and again have more fun and joy in the process.

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​Stress Management for Teachers 

Facilitator: Todd Scholl
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Teaching is stressful. From the stresses of duty to the larger stresses of school violence, educators are under pressure. Many outstanding educators leave the profession within their first five years. Those that remain in the profession can easily become burned out. In this session, we will learn about  free, easy, and secular approaches to managing stress that are scientifically validated.

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​Trauma-Informed Basics

Facilitator: Todd Scholl
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Many students enter our classrooms dealing with trauma, toxic stress, and other issues that impact their ability to learn. Unfortunately, many educators have not been given the training needed to address these issues in accordance with our best understanding of neuroscience and psychology. As educators become trauma-informed, they become better positioned to provide the best responses, interventions, and resources to help all students achieve their greatest potential.

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