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Often, little attention is given or acknowledged to many educators who may experience trauma. When any forms of trauma are disregarded, educators suffer silently and may leave the field of education that they love to do. As a result, students may lose out on the high-powered, effective, and influential impact these individuals could have made on their lives. Families lose out on home-school partnerships, leaving schools with deficient qualified teachers. Creating a trauma-informed approach that includes educators must be considered and enacted for the well-being of all parties involved. 

This professional development will honor educators by allowing time and space to examine several areas of trauma and how it may affect their practice, families, and the school environment. Educators will be given time to share true feelings in a space of comfort, peace, and understanding while practicing tools and sharing giveaways for application. 

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It can be tricky sometimes to talk with parents in our role. We know parenting is a hard job and we also know that our families are always doing their best. But what happens when it seems like a family just doesn’t want to partner with you as a teacher? What happens when you unintentionally get frustrated with a parent for their reaction to a challenging day in the classroom with their child? Communicating effectively with parents can be more complicated than perhaps you thought it would be. Taken further, our conflicting beliefs about how to help support parents, while also letting them know some challenging feedback. This session will focus on specific ways to build relationships with parents quickly, as well as share ideas with one another about ways to connect with both the easiest and most distant families.

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Behavior is all about communication. It tells us something may not be okay. However, biting, running, throwing, and hitting are all developmentally appropriate - in some children in some environments. This session will help teachers recognize the difference between developmentally appropriate challenging behavior and that which might be a sign of a deeper issue. We will also discuss specific ways to minimize problem behavior regardless of its origin (either developmentally appropriate or something deeper). 

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This workshop incorporates speaking, open discussion, and interactive handouts and activities for participants to complete. It includes the following components:

• Defining terms, practice models and theories connected to stress, adversity and trauma awareness and understanding.

• Learning about trauma-informed tools, skills and approaches to use with the children and families to help promote safety and emotional regulation.

• Exposing participants to practical tools, skills and approaches they can apply to themselves to establish safety for themselves and manage their own emotions and be able to be present with and help the children and families they serve.

Register Here: https://lp.constantcontactpages.com/ev/reg/6qy5a7n/lp/9edee84b-dab7-4d0a-ba0d-271eb8ad0148

Participants in this interactive session will explore the juncture of early childhood trauma and brain development, and how both can impact the classroom environment. Key concepts of both early trauma and brain development will be discussed, as well as their relation. Participants will leave with research-based, intentional, teaching strategies and knowledge of how to create supportive environments for all children.

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There is a science to creating routines to increase our connection with the students, as well as they engagement in the classroom. Beyond that, having effective routines can do great things for classroom and behavior management. This session will teach the science of routine-building, as well as having participants practice applying the science to their “big” and “small” routines in the classroom.

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Building upon our collective knowledge from session one, an example of how the Science of Reading can be incorporated as part of bee-themed play and exploratory oral language development. Then, it’s your turn to play! We will have guided group time to design active language and literacy experiences rooted in scientific research.

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The Science of Reading isn’t just for elementary schools, it really begins in the early years. In this session we collaboratively unpack our questions and address the misconceptions about the Science of Reading. We will also highlight effective bee-themed instructional practices you are already doing and ones that can be implemented tomorrow to support the early literacy development of all young learners.

Register Here: https://lp.constantcontactpages.com/ev/reg/fbaehuy/lp/3dde169b-63c0-44d9-93a6-a036424b41eb

This workshop incorporates speaking, open discussion, and interactive handouts and activities for participants to complete. It includes the following components:

• Defining terms, practice models and theories connected to stress, adversity and trauma awareness and understanding.

• Learning about trauma-informed tools, skills and approaches to use with the children and families to help promote safety and emotional regulation.

• Exposing participants to practical tools, skills and approaches they can apply to themselves to establish safety for themselves and manage their own emotions and be able to be present with and help the children and families they serve.

Register Here: https://lp.constantcontactpages.com/ev/reg/r32y4um/lp/6978ee03-8436-4fbc-b780-a78044428671

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We all come into the early childhood profession wanting to help young children grow. It is a job that we love and the students who come through our doors steal our hearts. However, these last few years have been challenging in a variety of ways - and we can feel the weight of those challenges. And while we all believe in the power of self-care, it can be hard to prioritize and continue our own strategies for self-love and self-priority. This session will walk participants through the power of self-care, as well as cognitive blocks that keep us from both short- and long-term self-care success.

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This is a two-part series because it is so important. We will finish the content this session, as well as practice and troubleshoot ways this can be hard to do in the classroom.

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