SCRR’s Winter 2022 Network of Practice
Resourcing our Crisis Leadership by Learning Crisis Recovery & Renewal From Each Other
Rescheduled to December 8th, 2022!
November 3, 2022
11:00 a.m. – 1:30 p.m. PT / 1:00 – 3:30 p.m. CT / 2:00 – 4:30 p.m. ET (convert to your time zone)
Online via Zoom
What have we been learning together throughout our SCRR work? As we engage in our third year of school crisis recovery & renewal learning, what does recovery and renewal mean to us?
On December 8, 2022, we gather for a festival of presentations, shares, growing practices, reflections, and teach-ins from SCRR program participants, faculty, and presenters, and more.
We come together as a network to offer what school crisis recovery and renewal has meant, can mean, and where we are taking the work.
What might you experience?
- Peer and practitioner reflections from SCRR programming such as Trauma Informed School Systems for School Crisis Recovery & Renewal, the California State University Dominguez Hills Teacher Education Department’s trauma informed work, Learning from Loss Writer’s workshop, Oak Trees in a Storm training, our Life After Loss Host Training, or learnings and takeaways gleaned from our Summer Institute in August 2022, Boundaries for Joy: Centering Renewal in a Time of Unrest
The SCRR Winter Network of Practice Intended Audience
Our Winter Network of Practice is for anyone interested in learning more about key takeaways from each of our SCRR programmatic offerings and how participants- members of our SCRR community- have moved those ideas into practice in their communities.
- Anyone who is interested in what school crisis recovery and renewal can mean, feel, and look like,
- Participants of any SCRR programming (coaching, consulting, communities of practice, Summer or Winter Institutes, workshops)
- Researchers, scholars, or academia who are interested in learning from practitioners
- Educators, school based mental health professionals, clinicians, youth advocates, family and caregivers, and school community members who have gone through big things (e.g., however you define “crisis”)
- Those involved in the crisis readiness and response continuum
- Anyone providing support to school systems and behavioral health systems (e.g., technical assistance organizations or entities, NCTSN members, etc.)
Frequently Asked Questions
- Is this program eligible for Continuing Education Hours (CEH)? No
- Will this offering be recorded? No
- Do I need to attend the whole event? Nope! Come for some, one or all.
- Who can I contact if I have additional questions? Email us at scrr [at] cars-rp.org with “Winter SCRR Network of Practice” in the subject line.
- Faculty and Bios: Forthcoming with peer session submissions and acceptances
NOW HERE! Agenda & Session Descriptions
Welcome: 11:00 am – 11:30 am PT / 2:00 pm – 2:30 pm ET
- Grounding and settling
- Introduction to SCRR and Our Vision for Recovery and Renewal
- Reviewing our day together: introductions to the peer presentation sessions
Peer Presentations Round 1
11:35 am – 12:15 pm PT / 2:35 pm – 3:15 pm ET
Essential Principles of Practice – Supporting the 3 Rs – Recovery, Renewal and Resilience
Bill Stewart, ACEssentials – supporting school districts across Oregon & Lennie Bjornsen, ACEssentials
No plan for Recovery and Renewal would be complete without including Resilience….the 3 Rs. Join Bill and Lennie as they will share crucial ‘principles of practice’ that help maximize the likelihood of any 3 R plan you create being effective and equitable, now and in the future.
SCRR Program Connection: Trauma informed School Systems for Recovery & Renewal
Cultivating a Wellness Community of Practice in Teacher Education
Stephanie Cariaga, Assistant Professor, Teacher Ed Division, Cal State Dominguez Hills; Minhye Son – TED Assistant Professor; & Ashley Winnie, Clinical Coordinator and Adjunct Professor
Faculty from the Teacher Education Division at California State University, Dominguez Hills will share reflections, frameworks, and strategies drawn from a Community of Practice structure that was modeled and facilitated by SCRR’s Leora Wolf-Prusan and Oriana Ides. The Community of Practice was born out of a need to cultivate more community and ideological clarity, after recognizing the heavy impact of different stressors, grief, and complex trauma that faculty and students were navigating amidst (and even prior to the COVID-19 pandemic).
What emerged through embodied strategies, deep relationship building, and development of shared language was the importance of intentionally reflecting on and nurturing safety, belonging, and dignity – for faculty, students, and our larger communities.
SCRR Program Connection: Cultivating our Self & Collective Preservation Community of Practice
Crisis, healing and renewal is felt collectively- Expanding the “We” in our renewal work in Coatesville Area, PA
Laurie Shannon-Bailey, Founder and CEO Coatesville Area Juvenile Alliance & Anthony Stukes, LCSW Stukes Counseling and Therapeutic Solutions
Join Laurie & Anthony in conversation as she share on how the Alliance came together in the Coatesville (PA) Area, layers of crisis and trauma impacting CA communities, and how we are learning, pivoting, relationship-building, sharing, and being in righteous struggle to create true community-led and designed recovery, healing, and resources. This will be a panel discussion sharing what we have done, what we are learning, and what we are working to grow in and with and on behalf of Coatesville students, families, and community at large.SCRR Program Connection: Customized technical assistance
Do I have to carry this C.U.P.? Acknowledging the pain and the brokenness you are encountering when serving youth and parents when a loss or a death(s) occurs.
Beverly Ann Canady, Director Of Imani Center/School-Based Services, The Bridge
Join Beverly Ann Canady as she shares the importance of self-care techniques, including fostering the understanding why pausing is essential in everyday movement and holding on to your (and our) joy or peace.
SCRR Program Connection: Re-writing Our Narratives: Cultivating Healing through Critical Literacy and Collective Care – A Critical Friends Group
Breaks & Session Transitions
12:15 pm – 12:30 pm PT / 3:15 pm – 3:30 pm ET
Peer Presentations Round 2
12:30 pm – 1:05 pm PT / 3:30 pm – 4:05 pm ET
Pedagogy and Power during a Pandemic
Janelle Naomi, Program Director at Inspiring Minds NYC
The Pandemic and resulting quarantine, virtual learning, and social distancing cost many of us our power and made us feel that we were powerless. Many POC had workplace oppressions, social difficulties, and internal struggles from being isolated from their families and peers.
Janelle shares how through the Rewriting Our Narratives friends groups, she was able to make connections to support herself and overcome the difficulties named and reclaim her power. The best part? Being able to share her story because she feels she exists in the current of her words.
SCRR Program Connection: Life After Loss Tables: The Educators Edition Inaugural Host Cohort with The Dinner Party
A Moment of Pause: Time to Cultivate Trauma-Informed Communication
Cherry Melissa Price, Educator, James McHenry Elementary School
Discussing the skills one needs to be a leader/coach who can effectively communicate with students and staff during and after a traumatic crisis. This includes establishing safety, listening, being empathetic, practicing self care, and offering suggestions but not making demands. In working with traumatized individuals we also want to help them recognize and build their strengths in order to facilitate their recovery. As we do so, we help them to build protective factors that prepare them to be even stronger and more resilient should they ever face another traumatic situation in the future. They may even be able to use their experiences to help and coach others.
SCRR Program Connection: Life After Loss Tables: A Moment of Pause: Time to Cultivate Trauma-Informed Communication.
A Model for Collective Care & Connection: Healing We All Need
Tracy Myers, Founder Middle Waters LLC
Wouldn’t it be nice to take a learning series that centers on your own wellness and healing? One that is inspired by the writings of women of color sharing their authentic truths and led by women of color that gently guide and invite you to be your own authentic whole self. That is the power of Oriana and Noor’s facilitation of Re-writing Our Narratives. Friends, join us to learn about the abundance of resources this offering provides and how it can impact your own circles. Many of us need to remember how to connect with ourselves and one another to rewrite narratives toward collective care.
SCRR Program Connection: Re-writing Our Narratives: Cultivating Healing through Critical Literacy and Collective Care – A Critical Friends Group.
Where do we begin? Locating our starting place in conflict repair as school leaders
Roberta Chavez, Faculty Chair for Golden Bridges School; Erika Kyte, Learn4Life Regional Social Worker; & Kris Bifulco, Suicide Postvention Coordinator for the Association of Oregon Community Mental Health Programs
This summer, SCRR offered an intensive series on generative conflict to support school leaders in fostering the skills and ways of being that move us towards repair after harm. In this conversation, Roberta, Erika & Kris reflect on the questions that emerged in the training: What does it look like to engage in generative conflict? How does it shift when all parties are willing, or one party isn’t? What is the starting point to repair in our school crisis leadership work (acknowledging rifts in the first place)? How do we create shared language in ourselves and on our teams? This session explores how to shift our learned patterns in how we approach anger, how our racialized identities, power dynamics and privileges inform our school conflict cultures, and the time factor: what does it feel like to return to harm when time has passed, or the crisis has “calmed”?
SCRR Program Connection: Oak Trees in a Storm: Growing our Skills for Generative Conflict with the Radicle Root Collective
Integration & Closing
1:05 pm – 1:30 pm PT / 4:05 pm – 4:30 pm ET
Peer Presenter Bios: Listed by alphabetized first name
Anthony Stukes is a psychotherapist with 25 years of experience providing services to adolescents, young adults and families in various therapeutic settings. He earned his bachelor’s degree in criminal justice from Temple University and attended Widener University to attain his Master’s in Social Work. In addition to providing individual, couples and family therapy at Stukes Counseling, Anthony has provided clinical consultation and direct support to multiple non-profit organizations in the tri state area.
Ashley Winnie is an intervention and literacy specialist at the secondary level. She is currently a lecturer at CSU Dominguez Hills and a full-time Intervention Specialist at Environmental Charter High School in Gardena, CA. Ashley specializes in working with students who have specific learning needs, students who have experienced homelessness/foster care, and students who require intense academic and behavioral support. She works to develop curriculum and professional development centered on building teacher and school capacity in supporting students with these academic needs, ensuring that every child is treated as a blessing.
Beverly Canady is License Professional Counselor (LPC), ACS, and New Jersey Disaster Response Crisis Counselor. She serves parents, adolescents and families of diverse population on various topics and social issues that has interrupted one’s life movement and growth, Loss, grief, and death have been the topics which are currently emerging in her community .
Bill Stewart is an ACE/Trauma-Informed Schools consultant; Coordinator ACE Learning Collaborative; Coordinator ESD Chronic Absenteeism Collaborative; member SEL4OR/US leadership team; member of several university Teacher Prep Advisory groups; member of executive committee, Oregon Association of Central Office Administrators; member of advisory group, Oregon Dept of Education. Bill has been in education for 34 years, 26 in the classroom / 8 in administration.
Cherry Melissa Price, Educator, James McHenry Elementary School. An educator in Prince George’s County Public Schools in Maryland for 26 years, Chery holds a Master of Arts in Teaching, Secondary Education, Social Studies. In Cherry’s words: “The covid pandemic changed my views about education. Therefore, since 2020, trauma-informed education has become my passion. I have spent over 5000 hours studying trauma and resilience and their effect on children and families.” Cherry is currently enrolled in a two year online masters program in Trauma and Resilience in Educational Settings at Concordia University with an expected graduation date of May 2023 and is also a HOPE facilitator and an ACEs Master Presenter certified by the Maryland Family Tree, in partnership with the Maryland State Department of Education and the Maryland AWARE II grant program.
Erika Kyte is the Regional Social Worker for Learn4Life charter high schools in San Diego County. She has almost 20 years of experience in fostering evolution through authentic connection, particularly with students of all ages and families with newborns. Erika lives in La Jolla with her teenage son and Chihuahua.
Janelle Naomi Rouse is an educator and education consultant whose work has been focused on liberating the minds of members of the African Diaspora through decolonizing education and art. She has focused on building learning environments that are both culturally responsive and empowering. Janelle Naomi has served in several different capacities in schools up and down the east coast to support, teach, and lead.
Kris Bifulco Bio forthcoming
Lennie Bjornsen is a recently retired Director of Student and Family Supports, Gladstone School District; ACE/Trauma-Informed Schools consultant; Middle School improvement planning coordinator; member of the ACE Learning Collaborative; early learning system liaison; member SEL4OR network. Lennie has 45 years of experience in human services.
Minhye Son is an Assistant Professor of Teacher Education at California State University, Dominguez Hills. Grounded in sociocultural theories and critical frameworks, her scholarly interests focus on the intersections of language and power in the areas of teacher education and bilingual/multicultural education. At CSUDH, she has the privilege of serving future teachers to support their practice in developing critical and humanizing pedagogy informed by anti-racist and decolonizing approaches with an asset and strength-based lens.
Roberta Marguerite Chávez is an educator, dancer and artist. She completed her undergraduate and graduate studies in History at Stanford University, earned a certificate in Somatics from Saint Mary’s College of California, and completed Waldorf teacher training at Sacramento Waldorf School. Two years ago, she made a pandemic pivot from professional dancer and adjunct faculty at Saint Mary’s College of California to Faculty Chair at her son’s school, Golden Bridges School. She is an SF-CESS trained facilitator and has been engaged in exploring the intersections of Waldorf education, social justice and community healing wearing all three hats of parent, teacher and administrator simultaneously.
Stephanie Cariaga has served the wider Los Angeles community for sixteen years as a high school and middle school literacy teacher, founding member of the People’s Education Movement and co-organizer of the People’s Education Conference, and now an assistant professor in teacher education at California State University, Dominguez Hills. Rooted in radical feminist ways of knowing that center the body, wholeness, and justice, her teaching and research examines the intersections between trauma/healing-informed pedagogies, critical literacy, and critical teacher sustainability.
Tracy Myers is the Founder of Middle Waters LLC. Her mission is to resist white supremacy through the collective building of brave, transformative antiracist leaders through coaching and consulting, and specifically creating healing spaces for BIPOC.
Quotes from Spring 2022 Network of Practice participants
“It benefitted me by having a place where other like-minded professionals and providers could have to learn and hear from others. I also loved the resources that SCRR has made available to professionals and practitioners to access for free.”
“Through our work with SCRR, we’ve grown in many ways. Personally, I’ve grown in my understanding of Recovery and Renewal which continues to impact my work within my system.”
“This was a space to connect with other people who are doing hard things in hard times. I was appreciative of being in a space to reflect on the ways we have overcome and are overcoming so much.”
“I think the ideas and concepts [from the Spring NoP] are certainly going to impact how I work with schools and BIPOC communities.”