Educators from multiple grade levels at Allegany-Limestone Central School gathered recently to attend a professional development session focused on "Bringing Joy Back into the Workplace." This engaging event highlighted the importance of joy, connection, and emotional wellbeing for educators navigating the challenges of modern education. Through the lens of Adult Social and Emotional Learning (SEL), participants engaged in hands-on activities and discussions aimed at building practical tools to support their own emotional health and create a positive school environment.

To begin, we explored the stressors educators face daily and the toll these take on personal wellbeing and workplace morale. It was emphasized the significance of applying SEL principles to adults--not just students--to foster resilience, mindfulness, and emotional regulation. Educators were introduced to strategies such as self-reflection exercises, mindfulness techniques, and communication tools designed to enhance collaboration and empathy among colleagues.

One highlight of the session was the “passion profile” activity, where participants reflected on why they went into education. Participants were paired up based on matching profiles and were given multiple discussion questions to give insight as to the importance of education coupled with wellbeing. Educators shared personal insights and brainstormed ways to implement these strategies in their schools, creating a collective vision for joy and community in the workplace.

We concluded the session with a reminder that supporting the emotional wellbeing of educators directly impacts their ability to nurture and inspire students using “12 New Habits”. By equipping themselves with these SEL strategies, participants left with new and actionable tools to build joy and resilience both in their classrooms and professional relationships.

By: Kelli Forster, Coordinator for Community Schools Resources

As the new school year is underway, schools across our region face both excitement and challenges. Students are eager to return, parents are hopeful for a fresh start, and teachers are preparing to guide the next generation. Many districts are also experiencing persistent challenges like academic gaps, resource shortages, and the social-emotional needs of students. Community Schools at CABOCES can offer a solution that supports not just students, but entire communities.

What are Community Schools at CABOCES?
All students, school districts, families and communities have equitable access to rich resources to improve student learning, strengthen families and create healthier communities. School and community partnerships are empowered and connected in meaningful ways, problems are solved and resources are used effectively.

How can Community Schools at CABOCES Support the Districts?
The Cattaraugus Allegany BOCES Community Schools Cooperative Service (CoSer) represents a strategy to organize resources so that academics, social and emotional needs, and medical and dental services and supports are integrated into the fabrics of schools. This work helps to remove obstacles to learning and serve the needs of the whole child so teachers are free to teach and students are ready to learn.
The community school’s strategy focuses on six key components:

• Powerful student and family engagement. Families and students actively participate in the school community and are key partners in decision-making, shaping the school’s environment, priorities, and partnerships.
• Collaborative leadership and shared power and voice. Families, students, teachers, principals, and community partners co-create a culture of professional learning, collective trust, and shared responsibility as they make decisions together.
• Expanded and enriched learning opportunities. Before- and after-school, weekend, and summer programs provide expanded time, expanded staffing, and expanded opportunities for learning and engagement.
• Rigorous, community-connected classroom instruction. Teaching and learning in the school infuses high-level content and skills with real-world learning opportunities.
• Culture of belonging, safety, and care. The school climate is welcoming and fosters trust among students, families, partners, and staff.
• Integrated systems of support. To promote healthy learning and development, a dedicated team composed primarily of school staff and community partners intentionally and systematically coordinates services, supports, and opportunities that foster individual and collective well-being, using an assets-based approach to nurture the strengths and address the needs of students and families.
  
  

Overall, the goal of the strategy is to strengthen schools, improve student learning, create stronger families and healthier communities.
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What is the impact on the District?
When Community Schools at CABOCES is utilized, the entire district benefits. By addressing the academic, emotional, and social needs of students, these schools help reduce absenteeism, improve academic performance, and increase graduation rates. The holistic model creates a ripple effect: stronger students lead to stronger families, which in turn lead to stronger communities. As we begin a new school year, please consider the Community Schools CoSer 525. Please visit https://register.caboces.org/seminar/admin to see what is offered throughout the 24-25 school year.

By: Kelli Forster, Community Schools Resources Coordinator

Day One: Laying the Foundation of Connection and Play
The camp kicked off with a warm welcome from Howard Moody, who emphasized the importance of play in adult learning that can be transferred to the classroom. He set the tone with an engaging icebreaker that had educators laughing and connecting right from the start. This activity was not just about fun; it was designed to illustrate how play can break down barriers and foster a sense of community. Throughout the morning, Moody introduced several play-based activities that highlighted the core principles of SEL, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Educators participated in role-playing scenarios and team-building exercises that demonstrated how these principles could be seamlessly integrated into their teaching practices. One of the standout sessions of the day was "The Power of Play," where Moody shared insights from his extensive experience as a play specialist. He discussed the science behind play and its impact on emotional regulation and stress reduction. Educators were then invited to engage in a series of playful exercises designed to boost their creativity and problem-solving skills.

Afternoon Workshops: Practical Strategies for the Classroom
In the afternoon, the camp transitioned into workshops that offered practical strategies for implementing SEL in the classroom. Moody led a workshop on creating a positive classroom environment through play-based learning. Participants learned how to design activities that promote collaboration and empathy among students.

Day Two: Deepening Understanding and Building Community
The second day began with a reflective session where educators shared their experiences from the previous day. This sharing circle not only reinforced the sense of community but also allowed participants to learn from each other's insights and challenges.
Howard Moody then introduced the concept of "Improv," a teaching approach that incorporates play into everyday lessons to enhance engagement and learning outcomes. Educators participated in hands-on activities that demonstrated how to turn traditional lessons into playful experiences.

Bringing SEL to Life
In the morning, educators were divided into small groups based on their grade level or content area to work on collaborative conversations. Each group was tasked with designing a SEL-focused activity or lesson plan that they could implement in their classrooms. This exercise encouraged educators to apply what they had learned and to think creatively about how to bring SEL to life for their students.

In the afternoon, educators focused on mindfulness and emotional regulation. Educators practiced mindfulness techniques and explored ways to integrate these practices into their daily routines to help students manage their emotions and stay focused. Lisa Ralston joined us for two hours encouraging everyone to participate in self care and mindfulness including; sound therapy, yoga, and daily techniques.

The two-day SEL camp with Howard Moody was more than just a professional development opportunity; it was a transformative experience that left educators feeling connected, rejuvenated, and empowered. By playing, laughing, and learning together, participants not only deepened their understanding of SEL but also experienced firsthand the power of play in building strong, supportive communities.

As educators will return to their classrooms, hopefully they will carry with them the lessons and experiences from the camp, ready to create more inclusive and emotionally supportive learning environments for their students. The impact of this camp will be felt far beyond these two days, as the seeds of SEL continue to grow and flourish in schools across our CABOCES Region.

​By: Kelli Forster, Coordinator for Community Schools Resources