by California Casualty | Firefighters |
By Mark Goldberg, Communications Specialist with California Casualty
September is Suicide Prevention and Awareness Month. A lot of people don’t like talking about it, but it’s time more of us did.
The topic got a lot more personal for me this July when a good friend and retired firefighter, Tim Casey, took his life. Tim had written for the California Casualty blog about his life as a firefighter and the scars (both physical and mental) he carried from his 30 years as a first responder (read here).
I knew Tim had his struggles; he admitted that he was a recovering alcoholic, haunted by the things he saw on the job. He battled PTSD and the desire to drown those images in a bottle of booze. But it appeared things were looking up for Tim. He was engaged to a wonderful woman, was very involved in spreading awareness about first responder suicides and was teaching at one of the local universities. The last time I talked with Tim he seemed up-beat and happy; but I guess the demons were stronger than I or many others knew.
His funeral was moving, but it left me feeling sad and empty. I came away determined to do what I could to help carry on Tim’s mission to alert others about the growing epidemic of firefighter and first responder suicide. Unfortunately, I feel a lot like Sisyphus, struggling to push a giant rock up a hill. Here’s why:
- A new study from Florida State University found half of the 1,000 firefighters they surveyed said they had suicidal thoughts at one or more points in their career. Approximately 15 percent reported one or more suicide attempts.
- A January, 2015 article in USA Today cited National Fallen Firefighters Foundation statistics that a fire department is three times more likely to experience a suicide in a given year than a line-of-duty death. They added that PTSD, depression, substance abuse and suicide are still too common.
And that’s a problem; firefighter ranked number one in CareerCast’s annual survey of the most stressful jobs in 2015, just ahead of soldiers. CareerCast described the profession as, “dangerous in ever-changing conditions, with work not limited to battling blazes; firefighters also assist with medical emergencies and natural disasters.” I can only imagine how the searing image of injury and trauma can impact a person.
And that daily stress, combined with limited opportunities to talk about it, is taking a toll – as evidenced by the number 336. That’s the number of active and retired firefighters in the U.S. who are known to have taken their lives since 2012. It’s what many in the profession call “the hidden dirty secret.”
It was a little discussed topic by fire departments until Captain Jeff Dill created the Firefighter Behavioral Health Alliance (FBHA). Dill started the nonprofit after hearing about the emotional impact the World Trade Towers disaster had on firefighters in 2001, and talking with first responders about lack of mental health resources for those returning from the devastation of Hurricane Katrina in New Orleans. Captain Dill thinks the number of firefighter suicides that get reported is only the tip of the iceberg. He formally began the nonprofit in 2011 to directly educate firefighters/EMS personnel and their families about behavioral health issues such as depression, PTSD, anxiety and addictions, as well as firefighter suicides.
We recently had a chance to talk with Chief Dill about the FBHA and the mission of suicide prevention among the men and women who protect us. Dill also knew Tim Casey.
Tell us a little bit about yourself and FBHA.
I am a recently retired fire officer with over twenty-five years in the fire service, Master’s Degree in Counseling and founder of Firefighter Behavioral Health Alliance (FBHA) I can tell you from experience that looking into ourselves is very difficult.
FBHA is the only known organization that tracks and validates firefighter & EMT suicides in the U.S. We never use names or organizations unless families give us permission plus we take the information known and present workshops across N. America to educate our brothers and sisters.
How does FBHA reach out to Fire/EMS?
We help fire/ems departments learn how to recognize when a coworker is struggling and how to reach out to that person. We had two themes for our workshops until recently. The two were “Challenge With Compassion” and “Be Direct”. The premise was if you see someone struggling, acting different or hear things from them then you need to Challenge with Compassion and Be Direct in your approach. We know that people actually see us better than we see ourselves so listen to them when they tell you “you’ve changed”. I have added the term that so many people have now heard this past year in our workshops and that is we must do an “Internal Size-Up”. This simply means, what is going on in your life? Could these issues become monumental to the point that we become depressed, anxious, create suicidal ideations or become addicted to some type of vice? At times we subconsciously begin to act in ways that only others can see. So when someone says to you “what is going on with you?” please do not take offense, take a look at your life!
Why is it so hard for first responders to ask for help?
In every workshop we deliver we talk about Traditional Brainwashing. This quite simply means we become a product of our training, experiences and historical beliefs. From our first days in either fire or EMS academies we are taught everything to become confident and competent firefighters and EMT’s. Yet, the greatest error is the lack of behavioral health. The instructing of horrific things you will see and how they might play out in your life for a lifetime. The stress, anxiety, depression, sleep deprivation, PTS and relationships that might go south leading to a high rate of divorce are all real issues we face yet never taught because it is a negative for our traditions! We are afraid to talk about it because we are taught not to.
When things are going rough for you then the greatest thing you can do for yourself is to listen. When people, who see us from a different point of view than ourselves, notice that something is different then maybe it is time to look at our lives by performing an Internal Size-Up. This means seek professional help, talk to a chaplain, peer support or just a friend.
We, in the fire and EMS service, must remember we are human beings first. We are performing to standards that the general public will never understand. We are seeing things the general public will never see. So listen to others because maybe they are seeing things in us we will never see!
Stay safe!
We thank Chief Dill for his words and his time.
So, what can we do? First, take the time to ask questions and offer help to a first responder who appears to be stressed, depressed or hurting. In one of his articles for California Casualty, Tim said if someone had really taken the time to press him, to ask him what he was feeling, he probably would have cracked and exposed his hurt.
Slowly, more and more resources are being created to help firefighters deal with the stress of the job. The Firefighter Behavioral Health Alliance is a great first-step, with information and links to support agencies. The National Volunteer Fire Council and the National Fire Protection Association also dedicate numerous resources to linking firefighters in crisis with agencies that can help. Some of those are:
- Emergency Ministries – providing chaplains for first-responder counseling and support, emergencychaplain.org
- Rosecrance Florian Program – offering substance abuse treatment and PTSD support for firefighters and paramedics, https://www.rosecrance.org/substance-abuse/florian-firefighter-treatment-center
- NVFC Fire/EMS Helpline, 1-888-731-FIRE
- North American Firefighters Veteran Network – 24 crisis line for addiction, anxiety, stress and more, firefighterveteran.com
- American Academy of Experts in Trauma Stress – collaborating with organizations to meet the needs of victims and survivors, https://www.aaets.org
- The Code Green Campaign – advocating for mental health awareness and educatio for first responders on how to provide care for themselves and their peers, https://codegreencampaign.org
- The Sweeny Alliance; Grieving Behind the Badge – committed to providing emergency responders and their families training programs, educational material and grief support related to post-traumatic stress and suicide prevention, https://grievingbehindthebadgeblog.net/
In 2004, the National Fallen Firefighters Foundation (NFFF) invited fire organization leaders to a summit on preventing line-of-duty deaths. A document titled “16 Firefighter Life Safe Initiatives” was drawn up to promote health, safety and cultural changes in the firefighting community. Number 13 calls for better access to psychological support and counseling for firefighters and their families addressing the occupational stress they face, and to counter the growing incidence of Post-Traumatic Stress Disorder cases.
The goal of organizations like the NVFC, NFFF and the FBHN is to raise awareness of the problem and to find support for every firefighter and first-responder in need. But, if we don’t talk about the problem, we can’t solve it.
If you know a first responder, maybe someone you love, start the discussion. Ask them what they are feeling, how they are dealing with the stress of the job, and offer help. If you’re thinking there’s not a good time to bring up the subject, remember that this is Suicide Prevention and Awareness Month. Too many good men and women, our protectors, are ending up as statistics in the battle against suicide.
Jeff Dill, Founder of Firefighter Behavioral Health Alliance – NPO (FBHA)
FBHA was established in 2011 to educate firefighters and fire officers on suicide awareness and prevention. He travels the country discussing the data collected on the number of firefighters and EMS personnel who tragically have taken their lives. Through FBHA workshops, attendees are educated through role-play, discussion, and communication skills on how to recognize signs and symptoms of those in distress.
Jeff holds a Master’s Degree in counseling, and recently retired as a Captain from Palatine Rural Fire Protection District in Inverness, Illinois. He is a member of the American Counseling Association, National Board of Certified Counselors, International Association of Fire Chiefs, and a member of the International Association of Fire Fighters.
Jeff also sits on numerous committees including the Florian Program, IAFF, National Volunteer Fire Council, NFPA, as well as a consultant for the Western Massachusetts Fire Chiefs Coalition.
Sources for this article:
https://www.everyonegoeshome.com/2015/09/09/new-suicide-study/
https://grievingbehindthebadgeblog.net/2015/08/23/addiction-suicide-firefighter-sweeney/
https://www.nfpa.org/newsandpublications/nfpa-journal/2014/may-june-2014/features/special-report-firefighter-behavioral-health
https://www.everyonegoeshome.com/16-initiatives/13-psychological-support/
https://www.firerecruit.com/articles/1260782-Quantifying-firefighter-suicides
https://www.firerescue1.com/health/videos/584520–Mental-health-and-firefighting/
https://www.careercast.com/jobs-rated/most-stressful-jobs-2015
https://video.search.yahoo.com/search/video?p=Lisa+Ling+Videos-+Firefighter&fr=yfp-t-901-s#id=39&vid=6cff4bcc54de59233b0cc03a05d12cd6&action=view
by California Casualty | Firefighters |
Tim Casey describes himself as, “a retired firefighter/paramedic, author, lecturer, public speaker and an alcoholic. As a public servant for more than 30 years, I know the hero business from the inside out, and I also know the costs of that profession; the human cost. My passion is trying to help save the lives of lifesavers. Firefighters are dying in record numbers, not on the job but by their own hands. Clinicians and therapists, although well intentioned, do not know how to help emergency workers and I want to help them understand us, and maybe save some lives along the way.
Chief Jeff Dill of the Palatine Rural Fire Protection District in suburban Chicago is a friend of mine and endless source of hope and dedication. I have lectured with him at firefighter conventions.
Because Dill is a nationally recognized authority on behavioral health issues within the fire service. He established Counseling Services for Fire Fighters, LLC based on the tragic events that surrounded Hurricane Katrina. When speaking with firefighters who returned after serving the community of New Orleans, Jeff heard the pleas of firefighters who had a difficult time talking with counselors who did not have any firefighting experience. They became frustrated and never did seek the help they needed. The Firefighter Behavioral Health Alliance (FBHA) 501(c) (3) organization was established to directly educate firefighters/ Emergency Medical Services (EMS) personnel and their families about behavioral health issues such as depression, Post Traumatic Stress Disorder (PTSD), anxiety and addictions, as well as firefighter suicides.
FBHA’s sole goal is to promote good mental health to the men and women of the fire service/EMS and their families; making a significant difference in reducing the numbers of firefighters who are turning to suicide to ease their pain. FBHA Founder Jeff Dill holds a Master’s Degree in Counseling and is a Licensed Professional Counselor in the state of Illinois.
What an amazing and passionate man. Chief Dill has spent countless hours helping fire departments all over America in dealing with firefighter suicide and comforting the families of those left behind.
Here are two dirty secrets of our storied institution, the fire service. When one of us suicides, the event is treated like an off the job incident; in my opinion it rarely is, it is a line of duty death to me, but that isn’t how we treat it.
Second, the families of these brothers and sisters, yeah women firefighters kill themselves too, are treated differently than a firefighter that dies an “honorable” death. They may get short-term support from their department, but they and the memory of their father, husband, wife, sister, or brother are quickly forgotten.
We don’t like to talk about this fact of our way of life; it’s scary to think about, so we step away quickly so we don’t have to think about it.
Chief Dill invited me to speak about my experience as a suicide survivor and firefighter. After I had shared my story with an, unfortunately, tiny audience, a Chief asked me if there was anything any of my co-workers could have done back then.
My answer was a solid yes! My crew knew I was suffering; they knew I was “off” my game; I displayed all the characteristics of someone on the brink. However, here is the thing; I know if one of them had pressed me, asked how I was doing I would have cracked.
Now I’m not putting any blame on anyone other than myself. It isn’t his or her fault I tried to kill myself. What I am saying is if we are the brave souls we fancy ourselves to be, shouldn’t we be brave enough to risk asking these questions of our co-workers and ourselves? Shouldn’t one of the lives we try to be one of our own? I know I questioned patients hard when they seemed to be a risk to themselves, hell I put hundreds on medical holds.
I refused to ask the hard questions of brothers and sisters I suspected of being in danger. It would have been impolite to ask. As I waited to speak with Chief Dill, I tried to work the crowd on his behalf, trying to stir up some interest and get a good crowd to come listen to Chief Dill. Well wasn’t I surprised? There were two major reactions, one was to be polite, take my information, and then quickly toss it in the trash. The other one shocked me.
While relaxing outside I struck up a conversation with two Chiefs from California. I offered them our handout on the warning signs of an impending suicide. They both read it, then one looked at the other and in unison, they said the name of a firefighter and both laughed a bit.
I asked them, “So you both agree you have a guy with these warning signs?” Both answered yes without hesitation. Then I asked what they planned to do about that. They sat there tongue tied with their eyes blinking. “Well, we gotta get inside we’re teaching a class. Thanks for the information.” And with that they walked away.
Ask the hard questions and you may save a brother or sister, or maybe yourself.
This self-test is from Chief Dill’s website. Below is a self-screening for suicide ideations for firefighters. Please circle either Y= Yes or N=No. When you have completed the screening, please review your score at the end.
- Are you feeling like a burden to your family, friends, or Fire Company? Y N
- Do you feel the world would be a better place without you in it? Y N
- Have you started to isolate yourself from others in the firehouse? Y N
- Have you found yourself turning to alcohol or other addictive behaviors to make yourself feel better? Y N
- Have you or someone close to you notice that your sleeping patterns have changed? Y N
- Are you thinking, “What is the use” when going to the fire house or responding on calls? Y N
- Do you find yourself thinking about or performing unnecessary risks while at a fire scene or on an emergency incident? Y N
- Have you found an increased or new interest in risky activities outside the firehouse such as sky-diving, reckless motorcycle riding or purchasing guns? Y N
- Are you displaying unexplained angry emotions or been disciplined recently for anger towards other firefighters? Officers? Or the Public within the last two months? Y N
- Have you been told “you have changed” by Friends? Family? Firefighters? Y N
- Does your family have a history of suicide? Y N
- Do you have a history of feeling depressed? Y N
- Do you have feelings of hopelessness? Y N
- Do you feel like killing yourself? Y N
- Have you created plans to kill yourself? Y N
- 16. Have you recently attempted to kill yourself? Y N
Scoring: Total the amount of (Yes) circled.
Score:__________
If you circled question 15 or 16, then please seek help immediately from a trusted friend, chaplain, counselor, dial 911 or call the National Suicide Prevention Lifeline 1-800-273-TALK (8255) or 1-800-SUICIDE (1-800-784-2433
You can listen to Jeff’s last appearance on the Firefighter Netcast Show here: “Counseling For a Firefighter- By a Firefighter” In this program, Chief Dill tells us about a new resource coming to the aid of the fire service.
by California Casualty | Educators, Helpful Tips |
In the classroom, every second is an opportunity to learn. That’s where sponge activities come in—quick, engaging learning tasks that soak up spare moments like a sponge, turning downtime into teaching time. Whether it’s a fun brain teaser, a vocabulary challenge, or a quick math drill, these activities keep students engaged and learning, making the most of every moment.
What exactly are sponge activities?
The term was coined by educator Madeline Hunter. She envisioned activities that reviewed previously learned material and provided ways to practice and engage with the content. The best sponge activities are fun and engaging, and don’t seem too academic.
Sponge activities are often confused with brain breaks. Brain breaks offer a break from learning to energize or relax students so they can refocus. Sponge activities are learning activities.
When should you use sponge activities?
- When the lesson finishes earlier than expected
- When the lesson doesn’t pan out and you need to switch gears
- When the Wi-Fi goes out and you don’t have access to your planned lesson
- When you have a few minutes left in class before dismissal or the next activity
- When you want to add a fun element to learning
- When you want to engage students to prevent behavioral management issues during downtime
Engaging & Effective Sponge Activities
Sponge activities do not just happen. They are pre-planned just as any of your lessons. However, once you establish your list of “go to” sponge activities, you can incorporate them at a moment’s notice. Here are some of our favorites.
Language Arts
- Storytelling: Write a story collaboratively with the whole class. Use a ball to toss around. The person with the ball must add one sentence to the story. Record the story so students can later illustrate it.
- Word scramble: Ask students to write down spelling words so that the letters are scrambled. Then, have them switch papers with a classmate and challenge students to unscramble the words. Alternatively, write a multisyllabic word on the board and have students find as many words as possible using a selection of letters from the word.
- Spelling chain: Give the students a word to spell. The challenge is that each student spells just one letter and they must do it in order. The first student says the first letter, the second the second letter, and so on. Any student who gives a wrong letter sits down.
- Advice column: Ask students to write a letter to a character in the book the class is reading. Students could offer advice at a pivotal moment, share their support, or ask questions. This really helps students to engage with the text.
- Vocabulary guess: A volunteer stands at the front of the room with their back to the board. You write a vocabulary word on the board. The student then calls on the class to provide clues so they can guess the word.
- Wordle for kids: Spellie consists of three daily puzzles ranging in difficulty. The easiest level has four letter words that are good for kindergarten to grade 2. The medium and hard versions use five letter words but keep to words that are common to a fourth-grade vocabulary.
Math
- Countdown: Sit students in a circle and ask them to count by 2s, 5s, etc. Make it more difficult by counting backwards or skipping prime numbers.
- Wordy math: Give students an equation and ask them to write a word problem for it.
- Around the world: You will need flashcards with simple math equations. Start with two students and see which one solves it first. The winner plays the next student using a new flash card, and so on, until it travels around the classroom, and everyone gets to play. You can also do this in small groups.
- Problem-solving box: Keep a small box and blank cards available for students. When they have free time, they can write a problem and place it in the box. For your sponge activity, draw a card from the box and challenge the class to solve it.
- Mental math: How fast can students calculate an answer in their head? Can they beat a calculator? Start with easy computations to build confidence and gradually increase difficulty.
- Race the teacher: Challenge your students to complete a math page more quickly than you can. You can even have students create the questions.
Social Studies
- History charades: Have students act out people, situations, and events that occurred during the period you are studying.
- 20 questions: Write down a name, event, or other content from your current unit. Students choose a card and then the class asks them yes/no questions to discover the answer. If the class cannot guess it within 20 questions, the student has successfully stumped them.
- Historic careers: What careers would students have chosen if they grew up in the historic era the class is studying? Ask the students to write down requirements for that job and to create a daily schedule.
- The list of lists: How many states can students name in a minute? 5 minutes? Choose any content that can be shared as a list and challenge students to compile it within a timeframe.
- Advocacy: Ask students to take a stand about a local or state issue. Present both sides of the issue. Have them write an email to their local or state official about their view.
- Four corners: Present students with a statement related to the unit the class is studying. Have students assemble in one of the four classroom corners: strongly agree, agree, disagree or strongly disagree. Then have each group discuss why they felt that way.
Science
- Student teacher: Ask for a volunteer to be the teacher. That student will quiz the class about the lesson. Model first what you are looking for and prepare a rubric with types of questions the student can ask.
- 20 questions: Write down a scientific element, animal/species, or content from the unit the class is studying. Students choose a card and then the class asks them yes/no questions to discover the answer.
- The list of lists: How many elements on the periodic table can students name in a minute? Choose a category and challenge students to list items within that category.
- Brilliant scientist: Ask students to design an experiment that will prove a concept that the class is studying. (For younger students, give them the steps of an experiment and have them put the steps in the right order.)
- Science fiction: Take a scientific concept and have students create a story around it.
- Breakthrough news: Ask students to write a news article on a past scientific discovery (e.g. discovery of gravity).
General
- Last one standing: Have students write down items in a category related to your content area. Then, ask all students to stand. One by one, have students read one item on their list. If that item appears on anyone else’s lists, it must be crossed off. When all items on a student’s list are crossed out, they must sit down. The winner is the last one standing.
- Epic tech: Use Padlet to help students process the lesson. What 3 things did they learn? What 2 questions would they put on a quiz? Or try these other tech tips and tricks from a third-grade teacher.
- Blackboard races: Divide the class into teams. Pose the question and then students race each other to the blackboard to write the answer. Points are awarded for speed and accuracy.
- Music to my ears: Have students free write or draw to different types of music, with prompts based on your content area.
- Study habits: Have students create mnemonics using their own silly sentences to remember a series of terms. They can even create a chant or cheer that the class can practice.
- Homework help: Model the use of AI and how it can help with homework questions. Then, ask the class some questions to ask AI. Discuss when it is appropriate to use, and when it is not.
Do you have a sponge activity that’s not on the list? Share it with your colleagues in the comments below.
This article is furnished by California Casualty, providing auto and home insurance to educators, law enforcement officers, firefighters, and nurses. Get a quote at 1.866.704.8614 or www.calcas.com.
by California Casualty | Educators |
Your teachers and educational support professionals are at the forefront, expertly balancing student needs with administrative demands and navigating the educational landscape with grace and skill. They give their all, day in and day out, and you want to make sure they feel supported. Here’s how you can help cultivate a culture of fulfillment and growth.
1. Prioritize the physical and emotional well-being of your staff.
When your staff feels well mentally and physically, they are able to do their best work. On the flip side, when they are burnt out, they have trouble meeting the bare minimum. You can create a school culture that prioritizes mental and physical health.
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- Tap into your staff’s reasons for going into education. Highlight the reasons during staff meetings and professional development. Remind them by celebrating their successes and supporting them through challenges.
- Encourage staff to practice self-care. Bring in self-care experts for professional development sessions. Organize an after-school yoga session. Provide healthy snacks in the faculty room. Create a library of digital resources on self-care.
- Reduce stressors that can lead to drama. Address issues sooner rather than later. Get rid of competitiveness. Set up teacher mentors. Facilitate an atmosphere of teamwork.
- Don’t overload teachers with responsibilities. Allow catch-up days where you don’t plan formal programming.
2. Be visible and available.
Supportive administrators are accessible and approachable. They are a common presence throughout the school. Faculty and staff have opportunities to interact with them on a daily basis.
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- Walk the hallways during high traffic times. Be seen by students and staff. Engage them in conversation during recess and lunch.
- Make it a point to greet faculty and staff by name, so they know that you know who they are. Personally welcome new staff, including substitutes.
- Maintain an open-door policy at your office, or if you cannot, post times when you will have open-door office hours. Be accessible before and after school.
- Drop into the teacher lounge and ask how teachers are doing.
3. Respect educators’ time.
Educators and support professionals have a lot on their plate. There’s often more work than hours in the school day. Understanding that your staff’s time is valuable will help guide you in managing staff responsibilities and expectations.
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- Submit meeting agendas at least 24 hours in advance. This will allow your staff to have time to review it so they can appropriately respond in a meeting.
- Do you have straightforward information to share at a meeting? Send an email instead. Just because a faculty meeting is on the calendar doesn’t mean you have to have one.
- Have a “ditch” meeting. Discuss the activities/responsibilities that can be eliminated. This will allow your staff to focus on priorities.
- Ask for staff input on professional development days. Work with them to schedule meaningful programming that helps them in their jobs.
4. Communicate effectively.
Good communication is important. It ensures that teachers and educational support professionals have the information that they need to get the job done. It also builds relationships and eliminates inefficiencies.
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- Create a weekly schedule that goes to all staff. Email the schedule early on Monday morning with the most important information and documents hyperlinked. These can include department meeting reminders, agendas, school events, links for teachers to join a testing session, etc. (Pro Tip: Make it a Google doc and you can provide live updates as things change.)
- Add faculty birthdays at the bottom of the weekly schedule to celebrate your staff and their milestones.
- Build in time for peer collaboration. This type of communication gives teachers a chance to share best practices, and gives new teachers the chance to learn.
- Write a handwritten note to staff members to celebrate achievements and to thank them for their service.
5. Provide resources and tools.
Teachers repeatedly spend their own money for classroom supplies. Investing in high-quality curriculum and providing resources for classrooms goes a long way toward supporting teachers and staff.
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- Find free resources and tools, and educator discounts, and regularly share them with your staff. Ask staff to do the same.
- Seek sources of funding for educational supplies and programs from grants, PTA fundraisers, community donations, etc.
- Work with the local library to borrow/access items from books to technology.
- Post classroom wish lists on the school website so parents and others may donate.
6. Support your teachers’ decisions.
One of the most difficult times for a teacher is when administrator support is lacking when they make difficult decisions on grading or behavior. When parents go over the teacher’s head to the principal, it’s important that the administrator supports the teacher’s decision. Siding with the parent undermines the teacher’s authority.
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- Meet with the teacher privately to ascertain the extent of the complaint and the reasons that the teacher made the decision.
- Determine ahead of time whether any concessions can be made, with the teacher’s support.
- Meet with the teacher and parent and discuss the situation and possible resolutions.
7. Ensure evaluations are meaningful.
Teacher evaluations can be a source of stress but they don’t need to be. The ultimate goal is to help teachers maximize their effectiveness. Administrators and teachers can get the most out of them when they are done with understanding on both sides.
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- Pre-game with the teacher. Share the evaluation tool. Discuss the upcoming lesson and what you’ll expect to observe. Ask the teacher if there’s anything that he/she wants you to pay special attention to.
- Send your completed evaluation as soon as possible following the lesson.
- Choose just a few high-impact points that the teacher can focus on for improvement. Provide concrete examples of what he or she can do.
- Make sure to mention the positives. Praise teachers for what they are doing right.
- Do not copy and paste from one teacher’s evaluation to another. Not only could it backfire, but each individual assessment also deserves its own evaluation.
8. Listen and incorporate feedback.
Good listening skills will go a long way in managing staff and helping meet their needs. Teachers and educational support professionals have a lot to share. Tap into their “inside track” as the educators on the front lines.
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- Ask for feedback on everything from schedules to curriculum to discipline. Then, listen and take notes.
- Discover the “pain points”—the things that are not working well — so that the school may address them.
- Allow teachers to be part of the decision-making process and you will get their buy-in. You also will get some creative and practical solutions.
This article is furnished by California Casualty, providing auto and home insurance to educators, law enforcement officers, firefighters, and nurses. Get a quote at 1.866.704.8614 or www.calcas.com.
by California Casualty | Educators |
Written by Casey Jeffers, Owner of Fair Winds Teaching & MSEA Second Grade Teacher Ever wonder why, as elementary and middle school teachers, we meet with our student’s parents and never meet with our students one on one for a conference. Years ago, I held my very...
