Hilight’s Post

A Gallup Poll from 2022 found that K-12 educators had the highest burnout rate in the United States. Does this surprise you? From the 2022 poll, 44% of K-12 educators reported feeling burned out at work "always" or "very often." The second highest industry was almost 10 points behind him - 35% of college or university staff reported feeling burned out "always" or "very often" And professional services came in third at 33%. This means that educators are the most burned out group of U.S. workers, according to data Gallup collected by industry in 2022. Based on the recent events, do you anticipate this percentage has gone up or down for U.S. educators over the last two years? From what we've heard and witnessed in our trainings the last three years, these numbers are accurate and higher in some school settings. So then the bigger question becomes - What does this mean for our youth? And how can we sustainably shift these numbers, so educators' stress levels start to decrease rather than steadily increase? If these are questions you are asking yourself for your staff or your district, visit us at www.greenershepherd.com to learn more about the work we do. We are passionate about improving the quality of education by supporting our teachers, leadership, and school staff. We want the best education for our youth, and we know that supporting those who serve our students is the first step that's often overlooked. Our goal is to help educational leaders change these percentages in their schools and districts and start a downward trend. If you are looking for a partner to help you accomplish this, please contact us. - Kayla Becker and Nick Kuhle

Join us on August 7th at 12pm ET for "Improve Inclusive Practice by Evaluating Mindsets" with Sam Drazin from Changing Perspectives and Riley Mulcahy from The RILEY Project. Free CE credits available.   Register today: https://lnkd.in/eprrZfAY Understanding the mindsets of school staff is an essential step in determining the action steps needed to transform schools to inclusive learning communities for students with learning differences. This webinar will explore how school administrators can collect and use data on inclusive mindsets. During the webinar we will define what are the components of an inclusive mindsets, how understanding said mindsets is a vital component of school change, specific free tools available to administrators and strategies for analyzing data to inform decision making.

I appreciate the way Devin Vodicka breaks down his approach to tackling policy barriers, including a way to determine if they are only perceived barriers. Once policies at the local level have been identified and addressed, many districts realize they need to tackle state policy as well. States can help by making existing policy flexibility more transparent for district leaders. In South Carolina we created two guides: South Carolina’s Education Flexibility Guide and The South Carolina Playbook for Personalized, Competency Based Learning. When combined with Devin’s approach, tools like this can make the shifts to more learner centered approaches easier to navigate and give states data on existing policies that may also need to be revised. https://lnkd.in/ezbPnMqi https://lnkd.in/e92y84z6

CHANGE OF DATE FOR SESSION 2 !!!!!!! All five Working Together to Improve School Attendance sessions are now live and ready to book. Each session offers practical advice for Attendance Leaders on how to implement the new statutory guidance. Every session in the series is a standalone unit which support implementation of the new expectations. You may find it beneficial to book all of the sessions, or those you'd like to focus on. #schoolatendance #attendance #attendanceleaders #workingtogethertoimproveattendance #persistentabsence #severeabsence #supportfirst

A Conversation with a Skeptical School Teacher "Can We Really Find Time for STMs?" Said a Teacher. Today, I had an enlightening conversation with a school teacher who recently read my book on Student-Teacher Meetings (STMs). She congratulated me on the effort and praised the innovation behind the concept. However, she expressed a common concern: "Though it's quite innovative and shows your research on the topic, I don't think it can ever be applied in a system like ours. We're too occupied with other things, and having a student-teacher meet doesn't seem necessary because we keep talking to our students in class. Many students participate, some actively answer...so there are just a few who stay quiet, and some who are just unbearable because of their naughtiness. Having a procedural meeting doesn't seem to be coming in soon." I genuinely appreciated her honesty and concerns. She spoke for many educators, which made me reflect on why STMs are so crucial. Yes, we do interact with students during class, but how often do we connect with every single one of them? The quiet ones, the naughty ones, the introverts—how well do we truly know them? STMs aim to cover every student, not in the classroom where they might feel exposed, but in a 1:1 setting where they can speak freely. These meetings will help uncover their real personalities, their strengths, and their struggles. It’s not just about talking; it’s about connecting. Initiating STMs requires a wholehearted effort, but the rewards are immense. It will foster better connections between students and teachers, making the classroom a more inclusive and understanding environment. I'm glad she saw the potential in what I was saying, and I hope more educators will too. For paper back version of the book and to avaial a special discount visit my website : www.asthagill.com DM for promocode.

We say 'possible' As EVERY school's journey is and should be different! What we deliver cannot be achieved by simply reading a book, (although books can be a great starting point). From a book you will get a didactic paint-by-numbers approach to restorative practice, telling you how to do it, what rules to embed, what to write in your behaviour policy etc. All great ideas and effective to some degree but if you really really want to create and embed a restorative culture, you won't find how to do it in a book, you will find it in the hearts and minds of the young people, staff and other members of your school community, and every school’s journey will be different.  Our training will give you the tools, skills and knowledge to carve out what restorative practice means to you and once you've found it, you won't look back. If there was ever a time to become a restorative school, it’s now!

We say 'possible' As EVERY school's journey is and should be different! What we deliver cannot be achieved by simply reading a book, (although books can be a great starting point). From a book you will get a didactic paint-by-numbers approach to restorative practice, telling you how to do it, what rules to embed, what to write in your behaviour policy etc. All great ideas and effective to some degree but if you really really want to create and embed a restorative culture, you won't find how to do it in a book, you will find it in the hearts and minds of the young people, staff and other members of your school community, and every school’s journey will be different.  Our training will give you the tools, skills and knowledge to carve out what restorative practice means to you and once you've found it, you won't look back. If there was ever a time to become a restorative school, it’s now!

In a wide ranging conversation, Carisa Corrow & Gary Chapin of Educating for Good dig deep into the harm done by traditional grading and ask, “Is it even possible to grade equitably?” Check it out! https://lnkd.in/eWBWuTJa

We say 'possible' As EVERY school's journey is and should be different! What we deliver cannot be achieved by simply reading a book, (although books can be a great starting point). From a book you will get a didactic paint-by-numbers approach to restorative practice, telling you how to do it, what rules to embed, what to write in your behaviour policy etc. All great ideas and effective to some degree but if you really really want to create and embed a restorative culture, you won't find how to do it in a book, you will find it in the hearts and minds of the young people, staff and other members of your school community, and every school’s journey will be different.  Our training will give you the tools, skills and knowledge to carve out what restorative practice means to you and once you've found it, you won't look back. If there was ever a time to become a restorative school, it’s now!

We say 'possible' As EVERY school's journey is and should be different! What we deliver cannot be achieved by simply reading a book, (although books can be a great starting point). From a book you will get a didactic paint-by-numbers approach to restorative practice, telling you how to do it, what rules to embed, what to write in your behaviour policy etc. All great ideas and effective to some degree but if you really really want to create and embed a restorative culture, you won't find how to do it in a book, you will find it in the hearts and minds of the young people, staff and other members of your school community, and every school’s journey will be different.  Our training will give you the tools, skills and knowledge to carve out what restorative practice means to you and once you've found it, you won't look back. If there was ever a time to become a restorative school, it’s now!