|
Tier 1 examples |
| Streamline job demands and provide necessary resources |
Reduce unnecessary workload by eliminating paperwork and meetings that do not meet an explicit purpose Provide flexible hours and scheduling to meet diverse needs Discontinue practices staff agree are no longer effective and replace with evidenced based practices Survey educators about professional development topics for increasing effectiveness in role Apply to grants and additional funding opportunities, when possible, to increase physical and educational resources
|
| Increase individual and shared capacity to cope with stress and promote well-being |
Leadership commits to promote a positive culture and climate, optimize communication with and across educators, and implement shared decision making Leadership commits to provide positive feedback and support to staff Leadership offers school-wide professional development opportunities to increase stress management skills such as mindfulness, behavioral strategies, cognitive behavioral approaches, and stress reduction interventions (e.g., Self-Care Options for Resilient Educators program can be implemented school-wide) Leadership creates physical spaces in schools where such skills can be practiced (e.g., yoga or meditation room), and provides the time for staff to engage in practicing the skills (e.g., mindfulness hour) Create group spaces and opportunities to normalize talking about well-being and to problem-solve solutions to shared problems when appropriate
|
| Develop and support school values and norms that emphasize educator well-being |
Develop and/or incorporate school-wide wellness values (e.g., “Be kind to yourself and others,” “Clear communication, strong connection,” ‘Together we strive”) Reinforce staff for demonstrating shared values with preferred rewards (“I caught you being kind to yourself’ tickets distributed and exchanged for reinforcers such as special parking spot, pass to skip a meeting, educator of the week award) Encourage regular well-being checks at the start of faculty meetings (e.g., “Share the emotion of the day”) Encourage positive peer reporting (e.g., public board where staff can leave positive comments or express gratitude for peers)
|
| Increase opportunities for building healthy and supportive relationships between staff |
Leadership provides opportunities for social bonding and social support Examples could be coffee break time; structured group discussions during grade-level and/or faculty meetings; peer mentoring opportunities; “on-call” lists specifying who people should call for hands-on support in a specific area; “check-in” partners where each staff member has a designated partner that they check-in with regularly
|
|
Tier 2 examples |
| Targeted, small group trainings to strengthen specific skills as identified by assessments |
Opportunities to socialize by creating shared interest small groups (e.g., book club, walking lunch, yoga sessions, paint night, Bingo evening) Create counterpaces for BIPOC faculty or other opportunities to get together Create PLC that provide technical support or peer-to-peer problem-solving opportunities Encourage PLCs to cocreate wellness plans, implement them, and keep each other accountable
|
|
Tier 3 examples |
| Individualized services and supports provided in supportive and confidential one-to-one mentoring and coaching relationships |
Use coaches as needed to guide and support educators who need to further strengthen their instructional and behavioral management strategies Encourage the use of self-management strategies such as self-monitoring, goal setting, goal evaluation, self-reinforcement Individualized Energy Plan (Kelly-Vance, 2019) Self-Directed Stress Management Plan (Ansley et al., 2016; Blinder et al., 2018) Professional Improvement Plan developed to optimize strengths and problem-solve barriers
|
