Navigating Education Through Trauma: 5 tips to manage secondary traumatic stress for educators.
It is difficult to manage anything without a clear understanding of what exactly it is or how it is defined in most cases. Secondary Trauma for teachers is commonly referred to as secondary traumatic stress (STS), vicarious trauma, and/or compassionate fatigue. As we mentioned on our last blog in this series “Navigating Education Through Trauma: The Impact of Secondary Trauma on Educators”, there are many symptoms of STS and they are all the result of the emotional investment made by a caregiver. One research study on STS in schools found that more than 200 staff surveyed from across six schools reported very high levels of STS.
Tags : Professional Development, Cultural Responsive Teaching, Retention, Teacher Preparation, Teacher Evaluations, Discipline, Educational Leadership, School Climate, School Leadership, Mission, School, Trauma- informed Teaching
The Power Of Relationships: 8 Tips to help your team pay attention to results
This month’s five-part blog series "The Power of Relationships!" is loosely based on Patrick M. Lencioni's research that found five dysfunctional areas where teams tend to struggle, as described in his book, The Five Dysfunctions of a team. So far, we have discussed dysfunction #1, The Absence of Trust, and dysfunction #2, Fear of Conflict, and most recently dysfunction #3, The Lack of Commitment, and #4 Avoidance of Accountability. This week we will finish this series by discussing dysfunction #5, Inattention to Results. We will conclude our discussion on ways to help you overcome dysfunctions, leading you and your team to experience tremendous success and improved productivity. Remember, each of the five dysfunctions is interconnected, so when one level of dysfunction comes into play, there will likely be a domino effect. If you or someone on your team is unwilling to overcome the other dysfunctions, you and your team will not be effective in accomplishing your result, your mission. It’s important to understand that overcoming team dysfunction is not a once and done type of challenge. Highly successful teams are relentlessly focused on results. They are always seeking to become more effective by paying close attention to the areas where teams struggle the most and working to resolve dysfunction from its root.
Tags : Professional Development, Retention, Student Engagement, Teacher Evaluations, Classroom Management, Discipline, Educational Leadership, Core Values, School Climate, School Leadership, Mission, Vision, School Community, Commitment on Teams
The Power Of Relationships: Five (5) Tips To Get Your Team To Be More Accountable.
This month’s five-part blog series "The Power of Relationships!" is loosely based on Patrick M. Lencioni's research that found five dysfunctional areas where teams tend to struggle, as described in his book, The Five Dysfunctions of a team. So far, we have discussed dysfunction #1, The Absence of Trust, and dysfunction #2, Fear of Conflict, and most recently dysfunction #3, The Lack of Commitment. This week we will discuss dysfunction #4 Avoidance of Accountability. Throughout this series, we have discussed ways to help you overcome dysfunctions that will lead you and your team to experience tremendous success and improved productivity. Each of the dysfunctions discussed is interconnected, so when one level of dysfunction comes into play, there will likely be a domino effect. You must take the actions necessary to resolve dysfunction at its root cause instead of band-aiding the symptoms you recognize on the surface of your team. As a leader, resolving dysfunction often falls on the leader because a team will look to the leader for guidance and support; however, if you are not the leader, you still have a responsibility to lead in your area. When you actively seek to ease team dysfunction, it will not take long to see positive results and your team’s productivity skyrocket. “Teams that commit to decisions and standards of performance do not hesitate to hold one another accountable for adhering to those decisions and standards. What is more, they don’t rely on the team leader as the primary source of accountability, they go directly to their peers.”
Tags : Professional Development, Classroom Management, Educational Leadership, Core Values, School Climate, School Leadership, Mission, School, Resolving Conflict Within Teams, Commitment on Teams, accountable teams
The Power Of Relationships: Dysfunction #1
Our new five-part blog series kicks off this week and is dedicated to "The Power of Relationships!" Cultivating and maintaining strong relationships with various stakeholders is key to navigating change, crisis, and transformation. For educators, fostering relationships in which students and colleagues individually feel valued and respected is powerful and effective. Nurturing relationships so that become strong is especially important for new teachers as try to earn their colleagues' respect. If there isn’t a welcoming and sincere environment to step into they may worry about stepping on the toes of veteran teachers, as well as put up walls if they can’t recognize they are in safe place to adjust to their new surroundings. Teacher relationships with colleagues are important because they contribute to a positive school climate. Without strong relationships, dysfunction can take root, causing all kinds of unnecessary problems.