Stress Management for Teachers
Increasing Dialogue
by
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…….Eastland Middle was in an uncomfortable place, so to speak...…This was its second year in school improvement and everyone was distraught. The school did not meet adequate yearly progress in any of it’s subgroups for both reading and math, and to make matters worse, the state was ready to begin testing in another area; science. It was everyone’s hope that if Eastland did not make annual measurable objective (AMO), they would at least fall within the confidence interval or rescued through the safe harbor. Clearly, implementation of a targeted assistance program did not work therefore they were left with only two options; sink or swim. The state results indicated that a more comprehensive school-wide program was necessary. Principal Smith tried to maintain a calm demeanor but beneath the surface he was seething with anger. He believed that the targeted assistance program would have worked if his teachers were not so resistant to change, which only served to heighten their stress level. Based on past experiences, he knew that stressed teachers were ineffective. Fortunately for Eastland, He immediately enrolled in a class which taught him how to lead change in a stressed environment. In addition, his new assistant principal Ms. Noodle had received stress management training and was willing to train Ms Weymouth. He strongly believed that his administrative team was ready to tackle management of teacher stress………….
……Join the author as she observes Eastland’s teachers learning how to identify school related stressors, and utilize coping skills ……”I think they finally got it!.........
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About the Book
Stress Management for Teachers: Increasing Dialogue presents a comprehensive view of the impact that teacher stress has on student achievement. Eastland Middle plunged into a second year of school improvement mainly because teacher stress was not addressed. During the first school improvement year, Principal Smith incorporated a targeted intervention program without first acknowledging and addressing the stressors that resided within the school environment. The school paid a price because stressed teachers were unable to properly implement new strategies. Join Eastland’s teachers as they participate in stress management training from a holistic standpoint:
A holistic approach in which active problem-solving is used to address stress entails
reducing isolation by bringing teachers together for sharing and strategizing;
restoring perspective and balance; increasing self-awareness;
and identifying the next step(
About the Author
Dr Thompson is an adjunct professor, instructional specialist, and education consultant. She received her B.Sc from the University of Maryland Eastern Shore, M.Sc from Nova SouthEastern University in Florida, and her Ph.D in Leadership and Administration from Barry University in Florida.
She is director and founder of the Educators/Teacher Stress Institute located in Maryland, and author of Stress Management for School Administrators and Understanding Teacher Stress in Light of Educational Reform.
Dr. Thompson conducts professional development workshops on topics such as identifying and managing stressors in the school environment;
transforming a stressful school environment into a healthy learning environment conducive to student achievement; and
leading change in a stress free manner.
Her commitment to education and more specifically, school improvement and professional development, is commendable. Her competence, compassion, and ethics are exemplary, and she has more than proven her ability to lead.