SEL Full Schedule

All times Central Daylight Time (CDT) 

Registration & Welcome, 7:30 - 8:40 am
Maucker Union

7:30 - 8:30 am

Registration

8:30-8:40 am

Welcome

Dean Colleen Mulholland, College of Education 

Keynote Sessions 8:40 - 10:50 am, Maucker Union 

8:45 - 

Creating Trauma Informed and Healing Centered Schools* 

*Also offered as part of virtual ticket 

Mark Sander, Co-Director of School Mental Health for Hennepin County and Minneapolis Public Schools

10-10:50 am
Maucker Union

Be Who You Are*

*Also offered as part of virtual ticket

Todd Parr, renowned children's book author

Break 10:50 - 11:10 am

Walk to Schindler Education Center for breakout sessions. 

Breakout Sessions 11:10 am - Noon (SEC)

Fireside Author Chat (SEC 216)

Todd Parr, featured author and keynote

• Exploratory art and discussion, round table group setting.

They Said WHAT? Enhancing Family-School Partnerships Through Relationship Building (SEC 217/218)

Teresa Moery, Behavior Consultant, Grant Wood AEA
Have you experienced cases where communication between the school and family had broken down? Have you witnessed a staff member lose their composure in an educational setting? These situations, unfortunately, can be common within our field. This session will provide a synthesis of best practices and provide you with strategies to address these concerns. It will focus on supporting SEL skills in adults and enhancing school-family partnerships.

• Participants will improve and cultivate social emotional skills to use within the school communities they serve.
• Participants will utilize evidence-based strategies to address concerns, break down barriers, and enhance school-family partnerships.

Creating Mental Health Self-Care Plans for Teachers: Preventing or Remedying Burnout and Mental Health Struggles (SEC 220)

Rod Dieser, UNI Faculty
A self-care plan is a thoughtfully constructed and intentionally wellness guide to promote health and wellbeing based on these wellness dimensions: physical, social, intellectual, spiritual, and emotional. Participants will build a personal self-care plan during this presentation.

• Participants will be able to identify five dimensions of wellness that contribute to mental health.
• Participants will be able to differentiate between stress, burnout, and mental health disorder and how their self-care plan can help them with these struggles.

GSA Student Panel (SEC 222)

Students from local schools' Gender and Sexuality Awareness clubs
Hear from students first-hand about challenges they face and topics they wish their teachers and school staff knew.  GSA students meet in their schools as allies who offer a safe place to learn, socialize, and make a difference building a more inclusive community. 

• Learn how to empower LGBTQ+ groups in your schools.
• Learn how to build connections that make an impact.
• Gain an understanding of the wide variety of students who identify as LGBTQ+
• Learn strategies for supporting LGBTQ+ students in your classroom and extracurricular activities.

Why Breaking Cycles as Parents Is Critical to Help Our Children (SEC 303)

Ricco Cooper, Shanesha Vaughn, Yolanda Mays, Waterloo Parent Partners
The purpose of this discussion is to emphasize the importance of parents' reflection and healing in order to deepen family relationships and enhance resilience in our children. We will discuss micro-aggressions, socialization, and liberation along with ways to create small but impactful changes. ALL FROM A PARENT’S POINT OF VIEW!

• Participants will learn how to break your own cycles to help your child(ren).
• Participants will learn the importance of family time including conversations.
• Participants will receive a Parent Partner tool kit with open-ended questions to help start a conversation at home.

Are African American Fictional Characters Happy? (SEC 304)

Taraneh Matloob Haghanikar, UNI Faculty
This presentation aims to recognize the experience of African American protagonists, examining how their emotional status might reveal a recurring pattern. Identifying the most frequent emotion words used in multicultural young adult (YA) novels helps to explore affective patterns throughout the stories and identifies multicultural characters’ emotional state as well as affectual shifts.

• Participants will learn about a deeper meaning of emotion words used in award winning young adult novels.
• Participants will learn the implied stereotypes in African American young adult novels.
• Participants will get a better understanding of fictional characters in African American young adult books.

Communicating Emotions Through Art and Conversation (SEC 309)

Payton Cannon, Samantha Doyle, Traci Jolley & Paige Kayvan, Waterloo & Iowa City Schools
This session provides strategies and equips educators with tools meant to help students cope with and communicate their emotions. Participants will hear personal testimonies from four local teachers that integrated art and conversations, through their action research project, in order to acknowledge students' social and emotional needs in a safe and trusting space.

• Consider strategies that help students communicate their emotions and experiences.
• Get ideas on how to create a safe and trusting space where students feel connected to their teacher.
• Become mindful of the effects of communicating emotions through art and conversations.
• Recognize the power in giving students the space to openly share.

Inclusion: What It Is and What It Isn't (SEC 409)

Paul Greene, community member and parent of the late Tyler Greene
Ability Awareness and Inclusion discussion based on years of presenting as a family and what was learned along the way.  Most folks have their hearts in the right place when meeting others with limited abilities. They want to do what’s right and they believe they are. But in reality, they are not practicing true inclusion and, while somewhat taken aback by that revelation, are eager to learn more.

• Attendees will have the opportunity to learn more about Ability Awareness and Inclusion. 
• Discuss inclusion together and have the opportunity to learn from each other.

Lunch, Vendor Exhibits & Book Signing Noon - 1 pm

• Lunch in SEC atrium lobby, 2nd floor
• Children's book author Todd Parr signs books in the Instructional Resources & Technology Services center, 2nd floor
• Vendor exhibits & UNI degree information, 2nd floor

Breakout Sessions 1 - 2:15 pm (SEC) 

Supporting Staff Well-being and Health: Lessons Learned from 16 School Districts (SEC 216)

Mark Sander, Midwest Center for School Mental Health

• Participants will be sure to take away something they can add to their personal tool kit for personal well-being.

Advocating for Social Emotional Learning and School-Based Mental Health (SEC 217/218)

Nicole Skaar, UNI Faculty 

Are you interested in advocacy? Have you been a bit hesitant to take on an advocacy role? There are many ways to be an advocate and educators can play a central role in advocating for social and emotional learning in their school, community, and within the state. This presentation will provide educators with both the why and the how in advocating for social and emotional learning.   *This session is repeated!

• Participants will discuss the ethics of educators advocating for SEL and SBMH in schools
• Participants will describe messages they can use in their advocacy
• Participants will describe methods for advocacy

Restorative Communications for Positive Behavior Change (SEC 220)

Jill Hayes White, Director of Student Services, Cedar Falls Schools 
The purpose of this session is to introduce educators to the basic tenets of Restorative Practices and equip them to utilize restorative communication in a variety of settings and situations. Educators will learn what restorative practices are, how they benefit students and teachers, and how to implement restorative communication in your school or classroom.  Participants will walk away with resources to facilitate restorative chats following challenging behavior in the classroom; restorative problem-solving to collaboratively build intervention plans that work; and restorative circles to address class wide needs.  *This session is repeated!

• Participants will leave knowing how to implement preventative and responsive restorative communication.
• Participants will be equipped to facilitate a restorative chat, a restorative problem-solving conversation, and a restorative circle.

Breath Techniques to Increase Self-Awareness and Self-Management (SEC 222)

Amy Jenkins, Challenge to Change
Intentional breathing is one of the simplest and most effective tools proven to improve SEL competencies such as self-awareness and self-management. In this session, you will learn breath techniques to cultivate states of energy, focus, and calm and how to teach and model them in the classroom.  *This session is repeated!

• Participants will learn the scientifically proven benefits of intentional breath on stress, energy levels, and mood.
• Participants will practice self-awareness and self-management and determine what techniques to use based on their needs.
• Participants will practice partner breathing and learn how this relationship-building practice can help improve communication, empathy, and create a sense of belonging and acceptance.  

What does SEL "Look Like" in Early Childhood? How Can I Support It? (SEC 303)

Stephanie Schmitz, UNI Faculty
Social and emotional competencies in the early childhood years are foundational, every state has SEL standards for this age group, but early childhood educators often report they have minimal preparation for working with young children who demonstrate social and emotional difficulties in the classroom.  Attempts at intervention are difficult and can be exacerbating, when do you seek additional support?   This session will share important knowledge for all educators working with young children.   *This session is repeated!

• Participants will learn indicators of concerns within young children's social and emotional development.
• Definitions of SEL within the context of early childhood including important skills needed for current and later school success.
• Descriptions of tiered frameworks, how they present in early childhood and their relevance to SEL assessments.
• Action steps for identifying possible assessments evidence-based interventions for young children with mental health concerns and additional resources for supporting early SEL development.    

Adult SEL: Supporting Educator Wellness (SEC 304)

Kerri Clopton & Darcie Davis-Gage, UNI Faculty
This presentation will provide an overview of a three-tiered educator wellness program being implemented in three schools. Components of the Adult Resilience Curriculum for Educators (Tier 1), along with preliminary outcomes of the two-year project, lessons learned, and the presenters’ reflections on the program will be shared.    *This session is repeated!

• Discuss the relationship between educator wellness and student outcomes.
• Describe evidence-based wellness programs for educators.
• Identify resources for developing their own wellness practices.

Principal Panel: Discuss SEL in Iowa Schools (SEC 309)

Nicole Patton, Ames / Amber Goemaat, North Mahaska / Jon Wiebers, St. Patrick Catholic School Cedar Falls / Spencer Lueders, Central DeWitt/  Zach Zimmerman, Irving Elementary Waterloo

Join five Iowa principals in a panel type discussion with open Q&A.  Learn their backgrounds and experiences with SEL topics across their various districts and roles.  Their enthusiasm working with students and supporting teachers goes beyond the walls of their schools, they hope to foster positive and enriching education across the state.

Promoting Care & Empathy in the Classroom through Social Emotional Learning, Art and Literacy (SEC 409)

Wendy Miller, UNI Faculty and pre-service students Tatiana Schaapherder & Lily Mayer, University of Northern Iowa
This presentation shares how preservice teachers develop an understanding of social emotional learning and build practices to support themselves as they begin their teaching careers and to further implement this into their own teaching practices. Two preservice art teachers will share their SEL lesson plans based on care and empathy through the use of children’s books.

In a second part, an Art Education professor shares how preservice teachers unpack concepts of trauma, compassion fatigue, along with developing ways to build teacher resilience and self-care. Example projects for teachers related to reflection, self-care, and promoting resilience will be shared. 

• Practice with art materials to explore SEL concepts.
• Discuss ways to actively engage with children through literature.
• Engage in both elementary and adult activities.

Breakout Sessions 2:30 - 3:45 pm (SEC)

Mindful Movement to Fuel SEL (SEC 216)

Sarah Montgomery, UNI Faculty, with Katie Rodden, Challenge to Change
Explore practical strategies for how to integrate mindful movement in your classroom in the context of SEL. This workshop will focus on how we can use mindfulness, yoga, and movement-based practices to fuel student and teacher well-being.

• Engage in mindful movement to enhance your teaching.
• Learn how you can use mindful movement to support a trauma-informed classroom environment.
• Consider ways you can use movement to strengthen student learning throughout the day.

Restorative Communications for Positive Behavior Change (SEC 217/218)

Jill Hayes White, Director of Student Services, Cedar Falls Schools 
The purpose of this session is to introduce educators to the basic tenets of Restorative Practices and equip them to utilize restorative communication in a variety of settings and situations. Educators will learn what restorative practices are, how they benefit students and teachers, and how to implement restorative communication in your school or classroom.  Participants will walk away with resources to facilitate restorative chats following challenging behavior in the classroom; restorative problem-solving to collaboratively build intervention plans that work; and restorative circles to address class wide needs.  *This session is repeated!

• Participants will leave knowing how to implement preventative and responsive restorative communication.
• Participants will be equipped to facilitate a restorative chat, a restorative problem-solving conversation, and a restorative circle.

Integrating SEL with Equity and Inclusion in Education (SEC 220)

Gina Weekley, Waterloo Schools
Join in a transformative discussion on shaping empathetic, aware, and socially responsible learners!  Discover the integral role of Social Emotional Learning (SEL) in fostering equity, inclusion, and belonging within educational environments.  

• Gain insights to practical strategies that intertwine SEL with Equity and inclusion principles.
• Explore how nurturing emotional intelligence and empathy among students contribute to a more inclusive, respectful, and equitable school culture.

Breath Techniques to Increase Self-Awareness and Self-Management (SEC 222)

Amy Jenkins, Challenge to Change
Intentional breathing is one of the simplest and most effective tools proven to improve SEL competencies such as self-awareness and self-management. In this session, you will learn breath techniques to cultivate states of energy, focus, and calm and how to teach and model them in the classroom.  *This session is repeated!

• Participants will learn the scientifically proven benefits of intentional breath on stress, energy levels, and mood.
• Participants will practice self-awareness and self-management and determine what techniques to use based on their needs.
• Participants will practice partner breathing and learn how this relationship-building practice can help improve communication, empathy, and create a sense of belonging and acceptance.   

What does SEL "Look Like" in Early Childhood? How Can I Support It? (SEC 303)

Stephanie Schmitz, UNI Faculty
Social and emotional competencies in the early childhood years are foundational, every state has SEL standards for this age group, but early childhood educators often report they have minimal preparation for working with young children who demonstrate social and emotional difficulties in the classroom.  Attempts at intervention are difficult and can be exacerbating, when do you seek additional support?   This session will share important knowledge for all educators working with young children.   *This session is repeated!

• Participants will learn indicators of concerns within young children's social and emotional development.
• Definitions of SEL within the context of early childhood including important skills needed for current and later school success.
• Descriptions of tiered frameworks, how they present in early childhood and their relevance to SEL assessments.
• Action steps for identifying possible assessments evidence-based interventions for young children with mental health concerns and additional resources for supporting early SEL development.   

Adult SEL: Supporting Educator Wellness (SEC 304)

Kerri Clopton & Darcie Davis-Gage, UNI Faculty
This presentation will provide an overview of a three-tiered educator wellness program being implemented in three schools. Components of the Adult Resilience Curriculum for Educators (Tier 1), along with preliminary outcomes of the two-year project, lessons learned, and the presenters’ reflections on the program will be shared.    *This session is repeated!

• Discuss the relationship between educator wellness and student outcomes.
• Describe evidence-based wellness programs for educators.
• Identify resources for developing their own wellness practices.

Advocating for Social Emotional Learning and School-Based Mental Health (SEC 309)

Nicole Skaar, UNI Faculty 

Are you interested in advocacy? Have you been a bit hesitant to take on an advocacy role? There are many ways to be an advocate and educators can play a central role in advocating for social and emotional learning in their school, community, and within the state. This presentation will provide educators with both the why and the how in advocating for social and emotional learning.   *This session is repeated!

• Participants will discuss the ethics of educators advocating for SEL and SBMH in schools
• Participants will describe messages they can use in their advocacy
• Participants will describe methods for advocacy

Building Stronger School Communities: Embracing Connection through Community Circles (SEC 409)

Allie Peterson & Kim Price, Ruthven-Ayrshire and Graettinger Terril Community Schools
This presentation explores the transformative power of community circles in schools, emphasizing their role in nurturing inclusivity, open communication, and a sense of belonging. Practical strategies for implementing circles will be shared and there will be an opportunity to participate in the circle process. 

• Participants will understand the role of circles in school culture.
• Participants will learn how to effectively facilitate circles.
• Participants will gain the ability to adapt circle techniques for various settings, including classrooms, extracurricular activities, or staff meetings.