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Get in touch to partner with us for professional learning and consultation around whole-child design
For School or District Professional Learning & Partnerships
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Professional Learning Menu of Services:
Turnaround for Children’s services are designed to build and activate educator capacity to create a context that nurtures individual student development and learning. Grounded in the Whole-Child Design Blueprint, these services support educators to develop and deliver systems, structures and practices that integrate social, emotional, and academic learning and supports, and that promote equitable thriving for each student. Turnaround offers these services to educators at all levels — from district and network leaders to classroom teachers, and to educators from diverse perspectives — from core academics to student support services to expanded learning time providers, and more.
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Whole-Child Design Presentation
Suggested Time: 90 minutes – 3 hours
Audience: Anyone needing an initial grounding in the science of learning and development and the Whole-Child Design Blueprint
This presentation serves as an overview of the science of learning and development and the components of the Whole-Child Design Blueprint. Participants will understand the neuroscientific and developmental research behind whole-child design and consider the implications for their schools, districts or programs.
Whole-Child Design Series
Suggested Time: Four 2-hour sessions
Preferred Audience: Central office teams, school teams, principals, teachers, expanded learning staff
This series of workshops deeply explores the key science principles and core practices of the Whole-Child Design Blueprint. Specifically, it covers the science of learning and development, and core practices within the Blueprint’s three key components: Developmental Relationships; Supportive Environments; and Knowledge, Skill and Mindset Building. The series grounds in a Whole-Child Purpose and delivers tools that translate the science into practice. The series can be adapted for teacher, school, district or other educator audiences. For leader audiences, the series explores the core practices for Shared Leadership and Ownership. The full series comprises four 2-hour sessions and can be adapted to fit client time constraints.
Whole-Child Leadership Network
Suggested Time: Four- Seven 2-hour sessions
Preferred Audience: District and school leaders, teacher leaders
In the Whole-Child Leadership Network, district and school leaders use their knowledge of whole-child design to address problems of practice through cycles of continuous improvement. Participants collaborate in highly interactive sessions to anchor in a shared vision for student and school success, define problems of practice grounded in their communities’ needs and input, learn from one another, and apply their learning to move their system or school closer to true whole-child education and integrated developmental practice. Blended throughout the sessions is an intentional focus on the strong Shared Leadership and Ownership practices that fuel any continuous improvement effort. The Network requires multiple sessions over several months, with specific schedules based on district or school needs and structures.
A Whole-Child Design Series (or in some cases, a Whole Child Design Presentation) is a prerequisite for participation in the Network.
Whole-Child Design Academy – For Teachers
Suggested Time: Implementation schedule varies depending on structures set by clients
Preferred Audience: Teams of teachers
The Whole-Child Design Academy is a self-facilitated online learning experience on the Canvas platform comprising courses that are aligned to the core practices within the Whole-Child Design Blueprint. The Academy prompts participants to adopt integrated developmental practices in their unique contexts. Academy courses are designed to be used by teams of educators within a school, district or network who commit to doing the Academy together. The content is delivered through asynchronous and flexible modules to be completed over a quarter or semester. Each Academy course comprises five to six modules that engage participants in a variety of activities. Teams meet in person, or through a meeting platform of their choice, at the close of modules to process their learning, to share reflections and experiences, and to plan further iterations of practice. Each course could take two weeks to several months for a team to complete, depending on the number of cycles of practice and improvement in which teams choose to engage.
A Whole-Child Leadership Network and/or consultation hours for leaders who are supporting staff engagement in the Academy is strongly recommended.
Tiered Supports Workshops
Suggested Time: 90 minutes- 3 hours
Preferred Audience: Various staff interested in strengthening their tiered support system
In Tiered Supports Workshops, participants explore the core science principles that undergird an effective tiered support system. The workshops address Tier 1 systems and supports, helping participants understand how school conditions and climate – including their relationships with teachers and other staff – can help all students develop critical skills and mindsets for success. The workshops further explore how Tier 2 and Tier 3 supports strengthen students’ foundational skills and help them advance along their individual developmental pathways. Resources and tools offer participants practical ideas and actionable steps. The workshops can be adapted based on district or school needs.
Workshops include a Whole-Child Design Presentation as a kick-off.
Turnaround staff (all with many years of experience as classroom teachers, and school and district leadership) are available to consult with district and school leaders to define their needs around Whole–Child Design and to identify the set of supports that would be most helpful to advance their systems and practice. Consultation could include use of assessment tools, like the Whole-Child Design Inventory, or curated exploration of Turnaround’s Toolbox to identify relevant tools and resources. Consultation services are included with the above services to provide individualized support to contextualize and integrate whole-child design principles and practices.
Districts, networks and other entities that want to integrate whole-child design deeply into and across their system can engage in a multi-year Integrated Partnership with Turnaround for Children. In such a partnership, system leaders work closely with Turnaround staff to identify the set of services that supports their goals and priorities on an annual basis to best ensure sustainable systems, structures and practices that promote equitable whole-child thriving.
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Key Questions You May Be Exploring:
What is Whole-Child Design, beyond being an educational buzz word? Are we doing this already?
Educational trends come and go, and it can be hard to determine the importance, relevance and likely persistence of any trend. If you are asking these questions about Whole-Child Design, a Whole-Child Design Presentation will be a great place to start. The included consultation time will provide support for you to see the work you have prioritized in your contexts through a Whole-Child lens.
We are committed to holistic education. What are our next steps? How can we get started?
You have centered the whole child and are ready to engage and inspire your staff. A Whole-Child Design Series will support your next steps. The series can be focused at the leader or the teacher level, and will include science grounding in each of the core components of the Whole-Child Design Blueprint, engaging activities to build participant knowledge and mindset, and tools and resources that educators can implement in their contexts right away.
We are a whole-child focused district, but how can we center whole-child concepts in our attendance policies and interventions (or other system, structure, policy, etc.)?
A Whole-Child Leadership Network would be a good next step here. Through the series, leaders with a stake in the attendance policies and interventions will work together to determine, through root cause analysis and other activities, where the policies and interventions are supporting the whole-child, and where there are areas for growth. Participants will gather and analyze relevant data, including input from all stakeholders (students, parents, teachers, etc.), will choose actions to take, and will iterate on these actions through cycles of improvement, all supported by Turnaround facilitators.
Our district is leveling up our existing Response to Intervention (RTI) system to a more robust Multi-Tiered System of Support (MTSS). We love your free resources, but can you provide more support?
We would suggest investing in our Tiered Supports Workshops that will provide in-depth exploration and experience with our resources for each aspect of a whole-child aligned tiered support system.