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Educator Well-Being Conferences & Accelerating Academic Achievement for 37 years (1987)
Looking for relevant interesting professional development, college credits and rejuvenation?
Why not get all three at summer Institutes?
About this conference
- Interactive SI family SEL stress reducing components
- New PTIS: Positive Team Intervention System
- Being in the now
- Enhancing the group climate and culture of our schools
- Capturing effort
- Do you control your mind or does your mind control you?
- Reducing the fear of failure
- Live virtual or on-demand track options
University of Pacific Graduate Level Credits
3 credits (45 hours) – Passing grade: Attendance & journaling.
Letter grade: Passing requirements, plus written report on presenters
4 credits (60 hours) – Passing grade & letter grades same as 3 credits, plus one independent PBE day or book reading/report on Ingrid Rick’s Book, Focus.
Clock Hours Available (WA Teachers Only) – If you are wanting to earn clock hours for this course, you must register here first (Conference Only) and then contact North Central ESD for information on registering and paying for your clock hours.
Additional Links & Materials
Course Information
Course title: PDSI 9974
Promote Diversity, STEM, Educator Well-Being and Positive TEAM Intervention System (PTIS)
June 24-28, 2024
Location: Chehalis Middle School, Chehalis, WA
or Live Zoom
About this conference
Summer Institutes provides a unique opportunity to engage in a series of separate courses that help participants learn new and effective ways to teach with “whole education” strategies and motivate students. The process maximizes the effort of the learner to understand new knowledge in best practice research with opportunity for application, in order to master the strategies needed to equip students for success in the real world – whether creating foundations for early learning, preparing youth for college, or enhancing skills for students joining the workforce. This professional learning format is designed to encourage teachers to engage in experiential learning and positively affect their classroom practice to increase the relationship, mindset and grit of their students, and promote greater student outcomes.
Ingrid Ricks, New York Times Best Selling Author, Memoir Coach, and Inspirational Speaker
Fostering Emotional Well-Being and Academic Engagement Through Personal Narrative
Ingrid Ricks first discovered the healing power of personal narrative when she wrote her coming-of-age memoir. But it wasn’t until she began helping high school students write the personal stories they needed to share that she discovered its ability to foster the deep connections that promote empathy, unity, a passion for writing and overall academic engagement. In this in-depth three-part workshop, Ricks will share stories of transformational impact, drill down on her proven teaching process and discuss invaluable lessons learned working with thousands of middle and high school students to help educators leverage the power of personal narrative for their students.
- Create a safe space in your classroom
- Identify key questions to help your students hone in on their stories
- Utilize three simple story structure models and when to employ each of them
- Identify six easy narrative writing techniques guaranteed to elevate your students’ writing and bring their stories to life
- Review the Do’s and Don’ts to avoid pitfalls and ensure maximum program success
Participants will be provided with the Personal Narrative Curriculum Ricks developed for 9th graders that has been employed in several high schools. Lessons can be adapted for all ages.
Dr. Johnny Lake, Nationally Certified & Internationally Recognized Educator & Speaker
Focused on issues of race, culture, equity, inclusion, leadership, diversity, implicit bias community-building, cross-cultural interactions and ethics.
- The cultural, ethnic, racial, language and socioeconomic differences of our communities continue to be a serious challenge to developing a truly equitable and just society.
- Change has become a constant in our world. Personal change, community change, organizational and institutional change have become an ongoing part of our society whether we like it or not. We must think and teach creatively.
- The challenges for the twenty-first century are great, but, in the same breath, so are the opportunities. Again for one of the few times in our history we are having a serious discussion about what our democracy means for all persons.
- To prepare people for their changing roles in society requires that we provide them with knowledge, skills and attitudes to participate and function in a multicultural society, to communicate across cultures, to be successful in their personal, social and civic interactions.
Scott Ricardo, President/Founder Summer Institutes
Positive Team Classroom Management System (PTIS)
Scott Ricardo, the Founder and President of Summer Institutes, draws from his extensive 46 years of teaching and coaching experience to introduce the Positive Team Intervention System (PTIS). By integrating PBIS and restorative justice principles, PTIS offers a proven methodology for establishing exemplary classroom behavior across K-University settings. This innovative system empowers K-12 educators to cultivate caring teamwork and implement restorative discipline swiftly, enabling them to optimize instructional time and minimize disruptions caused by student misbehavior.
- Building Caring Relationships
- Establish a Concept of Team
- Maximizing Teaching Time
- 100% Student Engagement in Seconds
Exciting STEM Place-Based Education (PBE)
Immerse yourself in our renowned STEM PBE day, where teachers delve into local heritage, cultures, landscapes, and experiences. This immersive approach serves as a springboard for the exploration of language arts, mathematics, social studies, science, and other subjects across the curriculum. At the Mt. Rainier, educators engage in PBE studies tailored to the local school and community context.
STEM Place-Based Education (PBE) offers a holistic approach that addresses three integrated goals:
- Student Achievement
- Community Social and Economic Vitality
- Ecological Integrity
Summer Institutes Teacher Wellbeing Activities since 1987
Scott Ricardo has been a pioneer in prioritizing teacher wellbeing since the inception of Summer Institutes in 1987. His visionary approach began with the introduction of teacher wellness activities at the inaugural educators’ conference in Montesano, WA. In today’s educational landscape, the issue of teacher burnout has reached epidemic proportions.
- Research consistently demonstrates that when educators are physically and mentally healthy, content, and financially secure, they exhibit higher levels of teacher efficacy and gain a deeper understanding of classroom dynamics.
- Educators are better equipped to cultivate supportive and nurturing relationships with their students, leading to improved student-teacher interactions and fostering a positive school climate.
Invest in your wellbeing and professional fulfillment with Summer Institutes Teacher Wellbeing Activities. Join us in prioritizing your health and happiness, and let us support you in becoming the best educator you can be.
Your Outcomes from attendance will include:
- Learn best practices and current research to support diversity, student learning, and leadership principles
- Understand that grit includes motivation, hard work and a never give up attitude increases full potential.
- Gain new 2024 course curriculum ideas from Place Based Education STEM experiential field-based learning
- Understand that ‘relationships” is the most important “R” in education because it builds trust, honesty and integrity with all students.
- Learn new teaching/coaching techniques to develop positive relationships with students, parents, and staff in a “safe PTIS environment”.
- Update technology skills to use successfully in the classroom.
- Gain a broad knowledge of interdisciplinary topics and how to implement interdisciplinary studies into the curriculum.
- Role model “Whole Education” to help students excel.
- Evaluate educational opportunities and be better prepared to develop lessons that allow for alignment with ever evolving state standards.
- Participate in professional development that includes PLC collaboration time to discuss appropriate pacing, differentiate instruction and scaffolding to actively engage students in an environment that fosters learning.
- Focus efforts and outcomes towards growth in the Professional Teaching Standards of: The Learner and Learning, Content Knowledge, Instructional Practice, and Professional Responsibility.
- Create support and integration of goals and strategies in Certification and Interest