Self-Leadership Collaborative, LLC
Self-Leadership Collaborative, LLC

Do you want to bring the Self-Leadership Collaborative to your school? 

This is the place to learn how it works or go directly to the bottom of this page to see introductory events for your community.
To inquire email us at: openspacejcs@gmail.com

SCHOOL WIDE MODEL FOR SEL: How It Works

The Self-Leadership Collaborative partners with educators and school communities to:

  • Understand and practice the core concepts of the Self-Leadership Collaborative to benefit individual well-being and everyday interactions, personally and professionally. 

  • Explore how to authentically integrate and apply the model with their students and the school at large, within the guidelines of the SLC framework.

There are four stages of engagement and collaboration:

  1. INVITATION/ INQUIRY: Key stakeholders as well the wider community partner with SLC to assess the need,  connect with a shared vision, and develop a customized plan for sustained culture change.

  2. INTRODUCTION: Whole communities share and explore the core concepts and skills of the SLC.

  3. IMPLEMENTATION: Invested community members participate in in-depth study and application of the model, for personal well being, peer coaching and student growth.

  4. INTEGRATION: Community leaders, formal and informal, champion holistic practice and culture shift, guiding system wide alignment with SLC core principles including for school policy, procedure, curriculum development and intervention and discipline strategy.

  There are three ways we engage and partner with educators and school districts:

  1. General Introduction to the SLC model: (Only includes Introduction stage)  We present core concepts and simple, practical skills of the model to large and diverse groups in the school community (leaders, teachers, parents, etc.)  through  1 - 2 hour presentations.

  2. Specialized Groups: (Can include Introduction and Implementation stage) In-depth, customized workshop series focused for specialized school personnel such as support staff (social workers, school counselors, psychiatrists) as well as health teachers, principals etc.

  3. Systemic Integration: (Includes all 4 stages) The whole community is introduced to the model and then and ambassadors learn, practice and implement the model throughout the district for a comprehensive, sustainable approach.

Self-Leadership is the “Umbrella”

The Self-Leadership Collaborative offers overarching philosophy, framework and practices that can apply to:

Guiding Principles and structure to inform policy, procedures and practices as well as overarching school culture and climate approach.

SEL: Social and Emotional Curriculum for students Pre-K - 12.

Professional Development: Staff training to 

  • improve understanding of and relationship with students.

  •  increase self-awareness and self-care.

Health curriculum: A framework to discuss healthy choices re: substance use, eating habits, sexual behaviors, self-care, relationships, etc.

Intervention: A model and tools for crisis, acute and on-going intervention (especially for administrators, school social workers, counselors and psychologists.)

Parent Education: A framework for positive parent education and day to day interactions.

Whole School “Implementation” Stage

Sample Year 1 Program Overview for School Staff/Faculty

Topics

Learning Objectives

Pause: Stress physiology and regulation/ mindfulness

  • Neuroscience of stress/ trauma and ways to shift physiology. 

  • Stress management/Mindfulness practice.

  • Recognition of where/when/why PAUSE is needed.

Connection to Present Moment 

  • Understand the physiology of stress and impact on performance.

  • Experience and learn practical stress reduction skills and practices to regulate and shift into optimal functioning.

Awareness of Self (Emotional Intelligence)

  • Outer and inner factors that influence performance

  • Self-awareness, self-regulation and reflective practices to access and operate from best self.

  • Skills for building self-compassion, courage and confidence.

  • Blocks: automatic, protective reactions - their source, function and ways to work with them.

Connection/Relationship to Self

  • Explore and experience the benefits of self-reflective practice that support self-awareness and optimal functioning. 

  • Consider the internal blocks/constraints to operating from best self and how we can develop a healthy internal relationship with self so as to be conscious and resilient while engaging with life challenges.

Understanding Others (Social Intelligence)

  • Understanding how to center ourselves for effective engagement

  • Communication and relationship skills

  • Handling challenging situations

  • Impact of trauma, attachment relationships and ACES.


Connection/Relationship to Other

  • Understand interpersonal dynamics and reasons for extreme behaviors/emotional reactions.

  • Practice skills to optimize relationships and respond effectively under stress.

  • Appreciate young people’s unique developmental needs and how to ‘emotion coach’ in order to “wire” optimal behavior.

Strategies and Skills for Effective Action (Problem Solving/Collaborative Learning)

  • How to assess what skills and motivation bring out the best in ourselves and others. 

  • Operating from collaborative relationships that support authentic learning and contribution to the community.

  • Approaches to expand application of skills in classroom, school practice  and culture.

Integration of Optimal Functioning in School Activities and Relationships:

  • Learn tools to assess and address underlying/root needs.

  • Explore integration of practices of the PAUSE model in daily relationships, classrooms, and school functioning to ensure repeated practice that embeds/ “rewires” new ways of being.

  • Design strategies for sustained practice and implementation, personal and professional.

SCHOOL BASED LEARNING EVENTS FOR
EDUCATORS & FAMILIES

To inquire, email: openspacejcs@gmail.com

Professional Development for your whole staff:

The Power of PAUSE: Cultivating Our Capacity to be Calm, Connected and Effective. 

This introductory series of learning events help you and your staff understand and implement the essence of social and emotional learning as captured in the practice of P.A.U.S.E - to benefit adult self care, relationships with students and school-wide culture.

  • The Essence of SEL (Social and Emotional Learning): How do we want to BE together? (1 hr)

  • The Heart of Wellness: Care for Self to Nurture Others (1 hr)

  • Connect, Learn, Thrive:  Bringing forth the best in our students, one interaction at a time (1 hr)

  • Cultivating a Culture of Compassion: Welcome, Acknowledge and Celebrate Diversity (1 hr)


Workshops for families and parents: The Power of PAUSE: Cultivating Our Capacity to be Calm, Connected and Effective.


Families are stressed right now - not only juggling the social, emotional and academic needs of their children (which are great) but responding to the enormous number of changes, losses and stressors at this time.  Bring together parents and family members in your community to learn the essential concepts and skills needed to stay connected, calm, and effective as they navigate through this time.  Offer families the relief and confidence that comes from  knowing how to nurture loving, peaceful, healthy relationships, even in this stressful time. 


Would you like to learn more about bringing these presentations to your community? 

Email: openspacejcs@gmail.com