PRE-REGISTRATION WILL OPEN ON JANUARY 11, 2024 AT 8:00P.M. and CLOSE FEBRUARY 11 AT 8:00 P.M. We have decided to start pre-registration on January 11th to make sure everyone is informed of the start time and has time to check out the sessions as the first week back to school can be quite hectic. FOR PRE-REGISTERED SESSIONS PLEASE USE THE PRE-REGISTRATION LINK BELOW THE SESSION DESCRIPTION IN SCHED.Adding the session to your Sched schedule does not mean you are pre-registered. The number in the title shows how many will be allowed to attend the session. We do allow more names to be added, but they will be on the waiting list. This is explained on the pre-registration page. https://www.pdtca.org/pre-registration.html
REASON TO CREATE A PROFILE IN SCHED You do not need to create a profile and log in to see sessions in Sched. However, if you want to add yourself to a session to create a schedule or evaluate a session you must be logged in.
PROFESSIONAL RESPONSIBILITY “On the two school days of your assigned teachers’ convention, you have a legal and professional responsibility to attend convention. If you are not able to make it safely to your assigned convention, however, your collective agreement may include impassable roads or inclement weather clauses that you can access. If your collective agreement does not include language specific to road conditions or weather, you may make use of the personal leave clauses of your agreement in most cases. Please be aware that using any of these types of leave may require you to pay substitute costs, forego a portion of your salary and benefits, or report to your school or another work location in your district. Refer to your collective agreement for more information. Should you require any additional information or if you need assistance interpreting your collective agreement, please contact Teacher Employment Services at 1-800-232-7208 or 780-447-9400.” This information is also found on the Frequently Asked Questions page on the www.ataconventions.ca website. If you have any further questions regarding this, please contact Daniel.Maas@ata.ab.ca.
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Self-care is essential for managing stress, enjoying relationships, and being our best selves (or even just our okay selves! :) This session will look at self-care in new ways and help us see why self-care isn’t just pedicures & fancy coffee and definitely isn’t selfish (let that guilt go!). Participants will learn the why and how to self-care, and get back to the basics of feeling good and able to take on life’s challenges.
The reality of the pain and struggles that many of our students experience is becoming more apparent, and unfortunately the coping strategy of "self-harm" is becoming more common. There is a lot of fear, misunderstanding, myth, judgement and confusion surrounding why and how students self-injure and we are left wondering how best to react (or not?) and support them as they cope. This session will provide some insight into the reasons students self-harm, the various forms this behavior can take, and the best strategies for prevention and support through both their physical and emotional healing.
This session will provide an overview of the continuum of mental health and mental illness and the unique dynamics each have in our schools, communities and systems. We will learn the most common mental health concerns we see in students, and speak to the best supports for them and both the challenges and opportunities we face when understanding them. We’ll explore the supports available to us as we provide timely, effective and appropriate referrals & assistance.
This session will offer the opportunity to meet with President Schilling in a group setting to discuss matters and issues that are of importance to you and your colleagues. The session will open with a few focus questions from President Schilling followed by an opportunity to have open dialogue on topics generated by the discussion.
This session can either be a follow-up from Trauma-Infomed and Resiliency-Focused Schools, or it can be taken alone. A simplified explanation of the Polyvagal System will be explained, including what it is and how it affects our bodies and minds. We will look at several different ways that teachers can stimulate the polyvagal system to help regulate students. Some are examples of quick, five-minute before class activities, and other are longer, depending on the situationa and the student.
Kimberly has been a teacher for over 20 years. She is also a certified Trauma-Informed Practitioner, both Clinical and Educational. Kimberly has certifications in EFT Tapping, Mindfulness, and Meditation. At-risk children are her passion, but she understands that we all have trauma... Read More →
Repeat from 2021 - This session explains the different types of trauma that people can experience. We then look at symptoms for teachers to watch for, what school staff needs to know about childhood trauma, and why schools should become trauma-informed. Trauma comes in many forms, and we will go through several examples, as well as how trauma affects the brain. There are 10 steps we will go through to becoming a trauma-informed school, and each step will be fully explained with examples.
Kimberly has been a teacher for over 20 years. She is also a certified Trauma-Informed Practitioner, both Clinical and Educational. Kimberly has certifications in EFT Tapping, Mindfulness, and Meditation. At-risk children are her passion, but she understands that we all have trauma... Read More →
