This presentation explores the practice of mindfulness for teachers. The rationale for this practice is explored for teachers to become more productive, more effective, and happier. Happier teachers create classrooms where students learn better. By practicing mindfulness, teachers can create and sustain positive environments in which students can thrive. A Mind Body meditation is included as the author leads viewers through a centering exercise.

This project provides a comprehensive overview of interagency collaboration in child welfare practice: it's three modules address the what, where, why, when, who, and how of collaborative practice; define collaboration in this context; provide a sound rationale for developing collaborations; outline strategies for overcoming barriers; explain the various stakeholders and systems involved; and describe the skills needed to build effective collaborations. The curriculum can be used on its own, or to augment existing courses or training sessions, and incorporates newly developed competencies on interagency collaboration in addition to CalSWEC core competencies. (149 pages)Black, J. (1998).

This curriculum was designed to teach social workers how to convey their knowledge of human development to the professionals who work with them in the field of child welfare. The five modules teach the principles of interprofessional collaboration, team building, communication styles, working with families in interprofessional teams, and addressing the interdisciplinary problems with which families and children have to cope. (188 pages)Rector, C., Garcia, B., & Foster D. (1997).

The materials in this module -- which include PowerPoint slides, two activity worksheets, and a LibGuide -- were developed for a 90-minute "back to basics" professional development workshop for college faculty and staff. The content provides a basic introduction to open educational resources, copyright, and open licenses.

Would you like to build and strengthen your Spanish program? Increase student buy-in to the Spanish language and culture you teach each day? National recognition for you and your students’ achievements? Find out what having your own chapter of Sociedad Honoraria Hispánica (SHH) can do for you!In this interactive session, attendees will learn the benefits of having a chapter of SHH, as well as how to establish, maintain and grow their own chapter. Prospective and current sponsors will benefit from the idea swap, synergy of brainstorming, and list of resources to build, sustain and grow their chapter of SHH.Rachel Twist, Gretna High School, rtwist@gpsne.org                         Theresa Jensen, Millard North High School, tmjensen@mpsomaha.org 

This book is your guide to blended teaching in K-12 spaces. It was designed to help both pre-service teachers and in-service teachers prepare their classes for blended teaching. This book begins by orienting you to the foundational dispositions and skills needed to support your blended teaching practice. Then you will be introduced to four key competencies for blended teaching:

Online Integration – ability to effectively combine online instruction with in-person instruction.
Data Practices – ability to use digital tools to monitor student activity and performance in order to guide student growth.
Personalizing Instruction – ability to implement a learning environment that allows for student customization of goals, pace, and/or learning path.
Online Interaction – ability to facilitate online interactions with and between students

Mr Jaco du Toit, Advisor for Communication & Information, UNESCO Regional Office for East Africa explains the UNESCO ICT Competency Framework for Teachers.

KICTCFT: The teacher to use collaborative teacher network tools and platforms to enhance their professional development. Specific Objectives: On completion of this unit you will be able to: 1] Identify collaborative teacher networks, 2] Discuss the advantages of collaborative networks, and 3] Participate in collaborative teacher networks.

Online resources to support the face to face orientation workshop for the Kenya ICT CFT Course.

KICTCFT: The teacher to set up his/her own Personal Learning Network (PLN) using a combination of technologies and tools. Specific Objectives: On completion of this unit you will be able to: 1] Discuss the benefits of Personal Learning Networks, and 2] Set up a combination of digital tools to access experts and online communities to support professional growth.

Archived session from the 2023 Arizona Regional OER Conference. Session Title: Keynote - Connection, Collaboration, and Creativity: An approach to synergistic efforts leading to greater impactThis resource includes the session abstract, presenters, PPT, and recording. 

This curriculum was developed as an empirical foundation for a practice model that facilitates collaboration toward providing the highest level of service for at-risk children and their families. It teaches collaboration in nine areas: legal issues, financial issues, health and mental health, education/school, family relationships, child management, support services, fair and equal treatment, and general satisfaction. It is organized around five competency areas: respecting the knowledge, skills, and experiences of others; building trust by meeting needs; facilitating communication; creating an atmosphere in which cultural tradition, values, and diversity are respected; and using negotiation skills. The curriculum is divided into five sections: Introduction to the Curriculum, Conducting the Training, Training Modules (two 3-hour modules for in-service training), Classroom Modules (for undergraduates and graduates), References and Annotated Bibliography. (345 pages)Pasztor, E. M., Goodman, C. C., Potts, M., Santana, M. I., & Runnels, R. A. (2002).

This curriculum, which may be used in whole or in part, offers an overview of kinship care including a brief historical context for this resource, funding associated with kinship care, and some of the legal issues that have shaped kinship care policy. Characteristics of kinship care providers and children are presented, along with a thorough examination of outcomes associated with kinship care. In addition, data on the number of children in foster care, kinship care in the context of the larger out-of-home care population, outcomes associated with kinship care versus non-kin care, and the discrepancy between AFDC and AFDC-FC payments in California and the role these differential payment rates may play in kinship care outcomes are provided. Last, child welfare workers' views about the primary differences between kinship foster parents and foster family parents, and changes in policy and practice are considered. (188 pages)Berrick, J. D., Needell, B., & Barth, R. P. (1995).

This four-part module has been developed as an initial component developed to prepare leaders of K-12 professional development to engage in independent study and initial exploration of culturally responsive teaching, the NGSS shifts, and relevant connections between NGSS and Common Core. This is part of a larger equity-focused professional development program designed for K-12 facilitators of NGSS working in Lane County.We will complete this module during the week of training in August. It brings together many already developed resources in new ways. This module was originally developed for the Oregon Science Project by Cristina Trecha and has been modified for use in the Lane County Science Project. If you have any feedback please email Dara Brennan or Nick Spicher. 

This curriculum on legal guardianship created by the permanency planning process can be used in whole or in part. It offers an overview of legal guardianship, including its history, role in the implementation of permanency planning, and some of the issues surrounding its use. In addition, it shares data collected from a focus group of California child welfare workers that candidly share the ways day-to-day practice differs from stated policy and discuss their views of how and why guardianship operates in the child welfare arena. A survey of county child welfare staff covers transracial placements, emancipation outcomes, and the details of the process in which the decision to recommend guardianship is made. (118 pages)Simmons, B., & Barth, R. P. (1995).

This curriculum addresses legislative, policy, and political analysis for child welfare issues; analysis of the impact of funding sources; content of legislation; policy decision-making processes; development of plans for advocating for legislation that will help people who receive child welfare services; strategies for social action; lobbying; political campaigning; and identifying opportunities for intervention. It includes material on federal and state child welfare policies and funding mechanisms with practice-related content, a list of websites that can be used to gather information on legislation, policy-making, and electoral campaigns, and class discussion topics and assignments. (194 pages)Hardina, D. (1997)

Archived session from the 2024 Arizona Regional OER Conference. Session Title: Librarian Panel: How to Best Utilize Your Campus Library to Support Your OER Work. This resource includes the session abstract, presenter(s), and recording. 

These are basic tools and resources for educators to use with students, including forms, templates and historic American newspapers