by Dale Lewis, Tameka Porter, and Katie Allen Welcome to the final blog post in our series on teacher wellbeing. Part one introduced our series, part two provided strategies for teachers and leaders to navigate the Stages of Concern to support teacher wellbeing, and part three explored the Levels of Use to strengthen wellbeing through
by Dale Lewis, Tameka Porter, and Katie Allen Welcome to part three of our series on teacher wellbeing. Part one introduced our series, and part two provided strategies for teachers and leaders to navigate the Stages of Concern to support teacher wellbeing. If you followed the call-to-action at the close of our last blog post
by Dale Lewis and Tameka Porter Welcome back. If you have not had the chance to read the introduction to this blog series, you may do so here. We begin our journey into application of the Concerns-Based Adoption Model (CBAM) by contemplating how are teachers really doing right now? Are they taking on the stress
by Dale Lewis Several months ago, my colleague and our R12CC state co-lead for Kansas, Dr. Tameka Porter, authored a reflection on teacher wellbeing during the coronavirus pandemic. Noting that a variety of factors—both professional and personal—contribute to positive or negative wellness and wellbeing, Dr. Porter highlighted key leadership practices that foster positive teacher wellbeing.
