University of Maine Educators Institute

June 22-23, 2022 • Virtual Event

Supporting Emotional and Behavioral Well-Being in School Communities

University of Maine Educators Institute

From Surviving to Thriving

Professional Development: June 22-23, 2022
Graduate Course: June 13-July 15, 2022

Registration Options

The University of Maine’s College of Education and Human Development is proud to host its first institute in collaboration with the Maine Department of Education. This year’s program will offer content and strategies across six strands:

  1. Diversity, Equity, Inclusion, and Justice
  2. Positive Behavioral Intervention Support (PBIS)
  3. Trauma and Resilience
  4. Social-Emotional Learning (SEL)
  5. Student-Centered Learning
  6. Exploring Wabanaki Studies

The event will feature renowned experts in these areas from Maine and beyond. Participants will engage in interactive workshops as individuals or as part of a school-based team. This year’s two-day virtual event will occur on June 22 and 23, 2022. Participants can elect to earn CEUs or may choose to enroll in one of two graduate course options.

For more information, contact Raphael Okutoro at 207.581.4750 or

Keynote Speakers

Diversity, Equity, Inclusion, and Justice

Photo of Rebecca Buchanan

Rebecca Buchanan
Strand Leader

This strand will examine how to make schools and classrooms more welcoming, accessible, equitable and just spaces. Workshops will examine the interrelationships between difference, identity, power and privilege in order to design educational spaces and instructional opportunities that develop multicultural awareness using culturally sustaining materials. Participants will have time to create plans for how they will integrate strand experiences and lessons into their practice.

Workshop 1: Teacher Advocacy for an Assets-Based Education of Multilingual Learners.

Presenter: Ming-Tso Chien

According to the 2017 figures from the U.S. Census, approximately 12 million or about 22% of children ages 5 to 17 speak a language other than English at home. This diversity of home language use has important implications for the socioemotional as well as academic welfare of the multilingual learners in the U.S. Through discussions, case studies, and reflections, participants in this workshop will examine their attitudes toward linguistic diversity in schools, explore what constitutes a deficit- or assets-focused mindset with regard to the education of multilingual learners, as well as brainstorm strategies that promote multilingual learners’ assets and create a personal advocacy plan to counter deficit-based perspectives or support and promote the assets of multilingual learners.

Workshop 2: Foundational Practices for Creating Inclusive and Welcoming Schools for LGBTQ+ Youth

Presenter: August Sender

This workshop will be delivered by OUT Maine, the state’s only agency that focuses exclusively on LGBTQ+ youth.  August Sender, OUT Maine’s Training Coordinator, will discuss the importance of supporting LGBTQ+ youth in school, as well as explore the foundational practices, laws, and rights that protect and affirm LGBTQ+ students as determined by the Maine DOE and Maine Human Rights Commission.

Workshop 3: Importance of Inclusion Within Schools And Communities

Presenter: Connor Archer

This presentation will be focused on inclusion within schools and communities. Topics from personal experiences and program solutions will be shared in this presentation. Collaboration opportunities will also be discussed on better ways to connect schools and community partners together to achieve programming for ALL children and young adults.

Trauma and Resilience

Photo of Sherry Brown
Sherry Pineau Brown
Strand Leader

Pre-pandemic, the trauma-informed school movement had begun to grapple with the effects of adverse childhood experiences (ACEs) and complex trauma on student behavior and academic achievement. Now, as we move forward, we have the opportunity to use what has been learned and create truly resilient schools. This strand is designed to move participants to a deeper understanding of not only trauma, but also student and educator resilience. Participants will gain a deeper knowledge of the science and stewardship of trauma, see examples of programs that have centered student voice and experiential learning, reflect on their personal resilience, and learn about the crucial role educational leaders play in building resilient schools.

Workshop 1: Brain 201: Practical Interventions for Supporting Regulated Brains in Schools

Presenter: Bear Shea

While we have seen an increase in our student’s emotional and behavioral responses related to the pandemic, we know that creating accessible spaces and strong relationships has always been a cornerstone of excellent education. This session will combine brain science and relational approaches to examine practical ways to reduce student fear-based responses and negative coping behaviors while increasing engagement and positive risk-taking. While this presentation builds on information from the MDOE Survival Brain 101 training, it is not a prerequisite, as all fundamentals will be covered in this session.


  • Understanding of neurobiological response to stress, threat, and safety.
  • New perspectives to approach emotional responses and negative behavior intervention and prevention
  • Practical tools to create spaces and relationships that promote regulated brains.
Workshop 2: Trauma-Responsive Schooling: Centering Student Voice in Healing

Presenters: Cat Biddle & Mark Tappan

Our presentation draws on five years of research in partnership with Maine elementary schools to supercharge your school’s approach to addressing students’ social and emotional needs and supporting a school-wide environment that promotes healing by foregrounding student voices and youth-adult partnerships in the classroom. We will present our framework for student-empowered social-emotional learning, as well as classroom-tested strategies for implementing the core principles of SESEL in your schools. Outcomes: Understand the connection between agency and healing and how it can be leveraged in schools to support students. Learn concrete strategies to seed a culture of student agency and healing in your classroom and school.

Workshop 3: Learning Outside the Box: Removing Barriers by Removing Classroom Walls

Presenters: Sarah Timm, Beth Clarke, and Ryder Scott

When our students come to us with significant deficits due to trauma and other life experiences, they struggle not only to focus on instruction and independent work but also to interact with their teachers and classmates in appropriate and respectful ways. Studies from around the world show that learning outside benefits kids in innumerable ways. These include not only academic gains, but also boosts in self-esteem, motivation, attention, regulated behavior, creativity, critical thinking, problem-solving, attitudes and engagement with school, and improved social-emotional functioning. Outcomes: Explore possible outdoor learning opportunities at your elementary school. Examine the logistics of taking students’ learning outside and how to face outdoor classroom management challenges. Learn how to get kids back into their natural habitat, making it not only manageable but also a true investment in their lives.

Workshop 4: Trauma-Informed Leadership

Presenter: Kristie Morin

New research states that the #1 strategy to decrease burnout is to work in an organization that cares for one another. This presentation is for school administration, team leaders, and teachers who want to create a Culture of Care. Focusing on the three C’s of trauma-informed leadership; connection, curiosity, and compassion, Dr. Kristie Morin will provide research-based resources, activities, and takeaways that you can implement in your leadership practice and school.                                                                  Outcomes: Learn how connection, curiosity, and compassion need to be intrinsically analyzed to be extrinsically successful. Learn how to use trauma-informed approaches to create a Culture of Care. Learn culture accelerators to increase fun, care, and performance.

Positive Behavioral Interventions and Support

Photo of Courtney Angelosante

Courtney Angelosante
Strand Leader

Positive Behavior Interventions and Supports (PBIS) has the potential to positively transform school cultures and climates through the implementation of culturally relevant and empirically sound practices. Sustainable systems change requires representative stakeholder engagement (school + family + community) committed to investing in prevention and intervention practices to create a safe and supportive environment for all. This strand will showcase how Maine schools are building multi-tiered systems to respond to the variety of challenges in meeting valued outcomes for students. PBIS is helping administrators, teachers, students and families work together to promote academic, social, behavioral and emotional growth.

Workshop 2: You’re in the Driver’s Seat: A Classroom Roadmap for Supporting ALL Students

Presenter: Karen Robbie

This practical, interactive session is designed for practitioners, including classroom teachers and support personnel, who are interested in learning ways to improve their implementation of evidence-based classroom management practices that result in a positive and productive learning environment.

Workshop 3: Getting Started with School-Wide PBIS and Engaging Stakeholders as you go

Presenter: Jean Pillsbury and Sarah Young

What is PBIS? Why should we do it? How do we begin? How do we gather support from our stakeholders? Attend this session to gather insight into these questions and more!

Workshop 4: Interconnecting Systems: Communities, Family, and School Partnerships

Presenter: Jim Artesani and Courtney Angelosante

Social-Emotional-Behavioral Wellness needs extend beyond the classroom and schoolyard. How can schools leverage community and family support to bolster wellness for students and staff?

Student-Centered Learning

Photo of Tammy Mills

Tammy Mills
Strand Leader

Student-centered learning has been conceived differently in multiple contexts, but it generally takes into account student voice, a belief in students’ capacity to engage with their own learning processes, an understanding of the relationship between teacher learning and student learning, and a shift in power dynamics within schools and classrooms. Ultimately, it is an ongoing relational process of inquiry among students, teachers, and communities that leads to more relevant and powerful learning experiences. This strand will use an equity framework adapted from Gholdy Muhammad’s Cultivating Genius to examine three models of student-centered learning from both a social-emotional learning perspective and a diversity, equity, and inclusion orientation. We will analyze what works in each model and explore the possible affordances and constraints within classrooms, schools, and districts, so teachers or teams can design possible action plans for implementing student-centered learning ideas.

Workshops 1 & 2: Using Menus and Mapping as a Student Engaged Assessment Practice

Presenter: Kristen Shaw

Part 1. We will be examining the core stances presented in Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation, a mindset-shifting and ground-breaking text by Shane Safir and Jamila Dugan. We will explore the ways in which street data can be implemented as a transformative tool in our classrooms, schools, and districts, and we will reflect on the challenges we may face in shifting the way we value the information we gather from our students and stakeholders. Whole and small-group discussions will revolve around how we can harness street data to provide more equitable educational experiences for all students.
Part 2. After using the backward design process, create unit roadmaps for students so they can monitor, track, and pace their own differentiated learning experiences. Part 2 is designed for teachers to promote more student autonomy in the classroom.

Participants will:

  • Learn different strategies to engage students throughout the learning progression (in-person and virtual settings)
  • Develop a learner-centered roadmap so students are partners throughout the learning process.
Workshop 3: Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation

Presenter: Bailey Edward

Workshop 4: Place-Based Science Teaching and Learning in Rural Contexts

Presenter: Caroline Reed

Social-Emotional Learning (SEL)

Photo of Jim Artesani

Jim Artesani
Strand Leader

The Collaborative for Academic, Social and Emotional Learning (CASEL) defines social-emotional learning (SEL) as “the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.” SEL is supported by a growing empirical research base highlighting its positive effects on social, emotional and behavioral development, as well as academic achievement. In 21 st century schools, SEL is at the core of the learning process as students work collaboratively with their teachers and with each other. This strand will focus on evidence-based, universal and targeted approaches to SEL and key elements of program implementation and evaluation.

Workshop 1: The Kids Are Not Alright: How School-University Partnerships Can Promote Evidence-Based SEL to Address Mental Health

Presenter: Rebecca Schwartz Mette

This presentation will focus on emerging data regarding the impact of the COVID-19 pandemic on youth mental health in Maine and give examples of school-university partnerships past and present that can be used to support schools’ efforts to bolster resilience and well-being in today’s students.

After attending this presentation, you will be able to:

  • Identify one or more areas of youth mental health impacted by the COVID-19 pandemic in Maine
  • Describe one or more examples of school-university partnerships to address resilience and well-being
  • Consider the benefits and challenges of school-university partnerships for today’s educators and students
Workshop 2: Promoting Equity and Reducing Discipline Disparities through the Double Check Cultural Proficiency and
Student Engagement Model

Presenter: Catherine Bradshaw

This session provides an overview of the Double Check Cultural Proficiency and Student Engagement Model, which is an evidence-based approach for reducing disproportionality and improving student behavioral outcomes through enhanced classroom systems and behavior management. In this session, participants will receive an overview of the model, along with training on core features (e.g., motivational interviewing), and gain access to tools to use the Double Check coaching model in their schools through

Workshop 4: The Teacher’s Own Social-Emotional Learning

Presenter: Martha Gladstone

The current pandemic has brought to light the social-emotional needs of our students, however, this session will focus on the teachers’ own social-emotional capacity and its impact on teacher well-being. By the end of this session, participants will recognize the 5 social-emotional capacities, explore their own capacities and determine areas of strength and weakness, understand how their own capacity impacts the well-being of themselves and that of their students, and explore ways to strengthen their own social-emotional capacities.

Exploring Wabanaki Studies

Photo of John Bear Mitchell

John Bear Mitchell
Strand Leader

Maine’s Native American Tribes – the Wabanaki – Penobscot, Passamaquoddy, MicMac, and Maliseet, still reside in what is known today as Maine. This strand consists of seven sections that will build on one another to assist educators in teaching about the tribes of Maine. In this workshop, educators will hear from various speakers with direct knowledge of the teaching of Maine Indian history and other content-related topics. The focus points will be the history of the Maine Indian History Law, tribal perspectives about the teaching of Maine Indian history, Maine tribal pre-history and their interactions with the natural resources, Maine tribal history within the period of contact with Europeans, Maine Indian modern-day history and lifeways, examples for inclusion of Maine Indians into any content area, and resource evaluation. The content sections will provide teaching examples and resource recommendations within multiple content areas.

Workshop 3: Wabanaki Elder

Maine’s Native American Tribes – the Wabanaki – Penobscot, Passamaquoddy, MicMac, and Maliseet still reside in what is known today as Maine. This program consists of seven sections that will build on one another to assist educators in teaching about the tribes of Maine. In this strand, educators will hear from various speakers with direct knowledge of the teaching of Maine Indian history and other content-related topics. The focus points will be the history of the Maine Indian History Law, Tribal perspectives about the teaching of Maine Indian history, Maine tribal pre-history and their interactions with the natural resources, Maine tribal history within the period of contact with Europeans, Maine Indian modern-day history and lifeways, examples for inclusion of Maine Indians into any content area, and resource evaluation. Through the content sections, teaching examples and resource recommendations within multiple content areas will be provided.

Event Registration Information

If you have any questions about enrollment, please contact UMaine Summer Programs:

Graduate Credit

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Professional Development

  • Contact Hours and/or CEUs: 12.5 Contact Hours or 1.2 CEUs
  • Costs: $299 (Credit Card is recommended, but if paying by Purchase Order please direct PO to or mail to: University of Maine, Division of Lifelong Learning, Attn. Barbara Cochran, 5713 Chadbourne Hall, Orono, ME 04469)
    • Group Rates
      • Save $25 per person for groups of 5-9 people
      • Save $50 per person for groups of 10 people or more
  • Registration Deadline: June 10, 2022
  • Cancellation Policy: Refunds will be given upon written notification on or before June 10, 2022

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