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Teaching and Learning for the Greater Good

An online course for educators that puts the science of social-emotional learning and mindfulness into action.

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Venue/Type: Online
Price: 199.00

Curriculum & Outcomes

This is an extraordinary moment in the field of education. Outdated paradigms and thinking patterns are changing as we face social, economic, and public health challenges. These global and cultural shifts give educators an opportunity to help shape the next generation to be more socially, emotionally, and ethically astute—and, at the same time, to transform the educational process into a more humane one.
This course will cover the science behind social-emotional learning (SEL) and mindfulness and how to weave it into our schools to help teachers put student and educator well-being at the center of the teaching and learning experience—and, in the process, begin creating a kinder, more compassionate world.

 

More specifically, this course will offer cutting-edge, science-based practices that cultivate:

Kindness and Cooperation in Schools

  • Exploring the potential of human beings for kindness, connection, and cooperation and what this means for schools

School Belonging

  • Using the science of trust and belonging to help educators support their school community (whether in-person or online)

Educator Self-Care

  • Clarifying a personal sense of purpose and building emotional resilience

Student Well-Being and Positive School Climate

  • Applying the science of empathy, compassion, and gratitude to foster greater student and school community well-being

 

Course Features

 

 

Course Curriculum

Introduction to the Course:

  • Course Overview
  • Meet Your Course Leaders
  • Learning Objectives
  • Pre-Survey

Module 1—Born to Be Good: The Science of a Meaningful Life for Education

  • Our Human Potential for Connection and Cooperation
  • How Human Beings Are Wired For Connection: A Prosocial View of Human Development
  • What Our Capacity For Connection Means for Schools
  • How Science Defines a Meaningful Life and Why This Matters for Education
  • Using the Science of Purpose and Identity To Cultivate Meaningful Lives For Ourselves and Our Students
  • Special Guest: Dr. Dacher Keltner, UC Berkeley professor, best-selling author, and founder of the Greater Good Science Center

Module 2—Caring for Yourself: The Science of Emotional Resilience

  • Understanding and Navigating Your Emotions
  • Challenging Your Thoughts and Beliefs about Stressful Events
  • Incorporating Mindfulness into Your Daily Life
  • Learning How to Be Kind to Yourself
  • Special Guest: Elena Aguilar, author of Onward: Cultivating Emotional Resilience in Educators, The Onward Workbook, The Art of Coaching, Coaching for Equity, and The Art of Coaching Teams

Module 3—Creating a Safe Learning Environment: The Science of Trust and Belonging

  • Why “Belonging” In Schools Matters
  • Surfacing Our Beliefs About Social & Emotional Well-Being and Belonging In Schools
  • Meeting Our Basic Psychological Needs: Seeing Ourselves, Students, and Colleagues As Human Beings First
  • Teacher-Student and Peer Relationships: Cultivating a “Psychologically Safe” and Trusting Learning Environment
  • Developing Trauma-Sensitive and Healing-Centered Communities
  • Special Guest: Kamilah Drummond-Forrester, former director of Open Circle and racial and social justice facilitator with the National SEED Project

Module 4—Supporting Your School Community: The Science of Empathy, Compassion, and Gratitude

  • Learning to Be Compassionate without Suffering So Much
  • Helping Students Identify and Describe Their Emotions
  • Fostering Empathy, Compassion, and Kindness at School
  • Focusing on Gratitude to Enhance School Climate
  • Special Guest: Meena Srinivasan, executive director and co-founder of Transformative Educational Leadership and author of SEL Everyday and Teach, Breathe, Learn

 

 

Course Outcomes

This four-module course is designed to help teachers, school leaders, school mental health professionals, and other education professionals use the science behind social-emotional learning and mindfulness to cultivate their students’ well-being, as well as their own—and to create kinder, more compassionate schools.
Participants will:
  • Understand how humans are wired for kindness, connection, and cooperation—and why this is important for schools
  • Understand how our capacity for connection along with the science of purpose and identity can help our students build meaningful lives that contribute to the greater good
  • Learn science-based practices for creating classroom and school environments that cultivate a sense of belonging among students and staff
  • Apply research-based strategies for navigating challenging emotions and developing inner resilience as an educator
  • Utilize practices from the fields of social-emotional learning, mindfulness, and positive psychology  (e.g., gratitude, empathy, compassion) to cultivate student well-being and foster positive school relationships
  • Review and make adjustments to practices so that they are culturally-responsive and trauma-sensitive

Outcomes for each Module

Module 1

  • Name three ways schools can foster connection among students
  • Identify two things their schools are already doing to foster connection among students and staff
  • Name three ways educators can help students discover their purpose
  • Name two ways educators can help students foster a positive identity

Module 2

  • Identify their beliefs about their emotions and how those beliefs might conflict with (or complement) the way they actually express their emotions
  • Identify personally relevant strategies for navigating challenging emotions
  • Question their thoughts and beliefs about stressful events
  • Apply and integrate mindfulness-based practices into their daily lives
  • Practice self-compassion during stressful events
  • Integrate the strategies and skills above into a personal resilience plan

Module 3

  • State one way that current social-emotional curricula promotes individualistic cultural norms
  • Identify two common beliefs that teachers may hold about racially and ethnically diverse students that can negatively impact students’ educational experience
  • Name three ways teachers can help meet students’ psychological needs
  • Name two things they can do to foster psychological safety and trust in their schools

Module 4

  • Identify and practice five self-distancing strategies for managing emotional distress
  • Identify and apply strategies for helping students understand and describe their emotions
  • Distinguish the differences between empathy, compassion, and kindness and use practices to foster empathy, compassion, and kindness among students and colleagues at school
  • Describe gratitude, identify cultural differences in gratitude expression, and use gratitude practices with students and colleagues

 

Logistics & Cost

Who Should Take This Course?

  • Pre-K through 12 classroom teachers, paraeducators, and out-of-school-time providers
  • Pre-K-12 school mental health professionals and counselors
  • Pre-K-12 school and district-level administrators
  • Pre-K-12 teacher and administrator educators
  • Other higher education lecturers or professors are welcome to register, but please be aware that the course is geared primarily towards Pre-K-12 educators

 

Course Cost

The Greater Good Science Center is funded entirely by donations and grants—we do not receive any financial support from the University of California, Berkeley. However, we are able to offer many of our GGSC resources for free because we charge for some of our courses. We do our best to make our courses and events affordable for everyone, but realize that “affordable” can mean vastly different things depending on individual or geographic circumstances. Therefore, we are offering sliding scale rates for this course.

 

We do not ask for income verification; we trust that students will be honest about their financial situation. Please be mindful that if you purchase the course at the lower cost when you can truthfully afford the higher cost, you are limiting access to those who truly need the gift of financial flexibility. It also respects the work we do, and our desire to offer many other free resources to educators.

 

Please choose the rate that best matches your financial situation. If you are not sure which price level is appropriate for your circumstances, we’ve provided some guidance below:

 

$249 (Supporter Rate):

This cost reflects the cost of the course, as well as a willingness and ability to support the work and mission of Greater Good in Education and allows those with fewer resources to participate in this course. Please consider paying this rate if you have access to financial security, are able to pay freely for “wants,” or have ample support from your school or organization. Purchase the course at the base rate of $199 and make a donation to GGSC so we can continue to offer our free/affordable resources.

$199 (Base Rate):

This cost reflects the true cost of the course, and is what we would charge all students in the absence of a sliding scale. Please pay this rate if you have access to financial security in the form of income or savings or do not stress about meeting your basic needs. Also, consider whether or not your school or organization can provide financial support for you to access the course.

$99 (Reduced Rate):

This cost reflects our acknowledgment that there are people whose economic circumstances would prevent them from having access to this course if expected to pay the full amount. Please pay this rate if you do not currently have financial security and/or regularly feel stress over meeting yours or your family’s basic needs. USE THE CODE “REDUCED” AT CHECKOUT TO APPLY THIS RATE
If the reduced rate is still prohibitive and you need additional support, please do not hesitate to reach out to us at ggsceducation@berkeley.edu.

$25 (Low and Middle Income Countries Rate):

This cost reflects our acknowledgement that the economic levels among countries varies greatly. Please pay this rate if you come from a country recognized by the World Bank as Low or Middle Income. We also recognize that there is great wealth disparity within countries, so if you come from one of these countries, but have the financial means to pay a higher rate, please consider doing so. USE THE CODE “COUNTRIES” AT CHECKOUT TO APPLY THIS RATE

 

Acknowledgement to Alexis J. Cunningfolk for guidance around sliding scale fee language.

 

If you would like to enroll all of the educators (or a large number of educators) from your school, please reach out to us at ggsceducation@berkeley.edu to discuss additional payment options.

 

Course Credits

Participants who complete Teaching and Learning for the Greater Good have two options for receiving continuing education units.

 

1. Courses4Teachers

Educators may choose to receive course graduate-level professional development semester units/credits through Courses4Teachers and University of the Pacific. For more information about this option, visit Courses4Teachers and review their process for registration.

 

2. R. Cassidy Seminars

This online course is approved for 12 CE credit hours for psychologists, therapists, social workers, counselors, nurses, and educators. Continuing Education for this course is co-sponsored by R. Cassidy Seminars.

To earn CE credit hours for participating in this online course, you must:

  1. Register for CE credit through the course’s continuing education co-sponsor, R. Cassidy Seminars (RCS), paying for 12 CE credit hours. When you register for CE credit, you will create a login through the RCS website
  2. Register separately for Teaching and Learning for the Greater Good.
  3. Complete a self-test measuring your understanding of the course material. You can access the self-test through the R. Cassidy Seminars website any time after the course launches. You can answer test questions while you’re still taking the course or after you’ve completed the entire course, and you can stop the test at any time—you’ll just need to click the Submit Answers button before leaving the page. When you next log in, you will return to the page that follows your last submitted answers. A score of 75 percent is required to pass the test. Should you score less than 75 percent, you will have the opportunity to view your incorrect responses and retake the test immediately.
  4. Once you pass the test, an evaluation form will come up on your screen. Please fill this out completely, as it is a requirement of each licensing board.
  5. A continuing education certificate of completion will appear on your screen after you’ve passed the self-test and filled out the evaluation. We recommend that you print it for your records, though R. Cassidy Seminars does maintain a record of your course completion and your certificate in case you need it in the future.

 

For any questions related to continuing education credit for this course, email R. Cassidy Seminars staff at staff@rcassidy.com or call them at 888-992-9199.

Register for CE credits through R. Cassidy.

 

Satisfactory Completion

Participants must have paid course fee, submitted signed verification statement, completed evaluation, and completed post-test with passing grade of 75% in order to receive a certificate. Failure to complete and submit these materials will result in forfeiture of credit for the entire course. No exceptions will be made. Partial credit is not available.

Psychologists

R. Cassidy Seminars is approved by the American Psychological Association to sponsor continuing education for psychologists. R. Cassidy Seminars maintains responsibility for this program and its content. 12 CE hours.

Psychoanalysts

NY: R. Cassidy Seminars is recognized by the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed psychoanalysts. #P-0005. 12 clock hours self-study.

Social Workers

CA and Other States: Most states accept continuing education courses offered by approved providers with national providerships or will accept the approvals of other state licensing boards of the same license type. Others, either do not require pre-approval of courses, or will allow licensees to retroactively file for course approval themselves. R. Cassidy Seminars is an approved provider with two national providerships, as well as holding many individual state license type approvals. Check with your board to obtain a final ruling.

NY: R. Cassidy Seminars is recognized by the New York State Education Department’s State Board for Social Work as an approved provider (#0006) of continuing education for licensed social workers. This program is approved for 12 contact hours self-study.

OH: Provider approved by the Ohio Counselor, Social Worker and Marriage and Family Therapist Board for 12 clock hours, #RCST110701

Counselors/Marriage and Family Therapists

CA and Other States: Most states accept continuing education courses offered by approved providers with national providerships or will accept the approvals of other state licensing boards of the same license type. Others, either do not require pre-approval of courses, or will allow licensees to retroactively file for course approval themselves. R. Cassidy Seminars is an approved provider with two national providerships, as well as holding many individual state license type approvals. Check with your board to obtain a final ruling.

IL: Illinois Dept of Professional Regulation, Approved Continuing Education Sponsor, #168-000141. 12 hours.

NY-LMHCs: R. Cassidy Seminars is recognized by the New York State Education Department’s State Board of Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors. #MHC-0015. 12 contact hours self-study.

OH: Provider approved by the Ohio Counselor, Social Worker and Marriage and Family Therapist Board for 12 clock hours, #RCST110701.

TX: Approved CE Sponsor through the Texas State Board of Examiners of Marriage & Family Therapists. 12 CE Hours. Provider #151

Creative Arts Therapists

NY: R. Cassidy Seminars is recognized by the New York State Education Department’s State Board of Mental Health Practitioners as an approved provider of continuing education for licensed creative arts therapists. #CAT-0005. 12 contact hours self-study

Chemical Dependency Counselors

CA Provider approved by CCAPP; CCAPP Provider #4N-00-434-0222 for 12 CEHs. CCAPP is an IC&RC member which has reciprocity with most ICRC member states.

TX: Provider approved by the TCBAP Standards Committee, Provider No. 1749-06, 12 hours general and/or 12 hours (specific specialization), Expires 3/31/2021. Complaints about provider or workshop content may be directed to the TCBAP Standards Committee, 1005 Congress Avenue, Ste. 460, Austin, Texas 78701, Fax Number (512) 476-7297.

Dentists

CA: R. Cassidy Seminars is a provider approved by the Dental Board of California as a registered provider of continuing education. RP# 4874. 12 CE Hours. Some state dental boards are reciprocal. Check with your licensing board to be sure.

Nurses

CA: Provider approved by the CA Board of Registered Nursing, Provider #CeP12224, for 12 contact hours. Many state nursing boards are reciprocal with other states. Check with your licensing board to be sure.

Educators

TX: R. Cassidy Seminars is an approved provider with the Texas Education Agency CPE# 501456. This course is 12 CE Hours.This course is co-sponsored by R. Cassidy Seminars, P.O. Box 14473, Santa Rosa, CA 95402

 

Please Note: Licensing Boards change regulations often and while we attempt to stay abreast of their most recent changes, if you have questions or concerns about this course meeting your specific board’s approval, we recommend you contact your board directly to obtain a ruling.

Disability Access: If you require ADA accommodations please contact our office 30 days or more before the start of the course. We cannot ensure accommodations without adequate prior notification.

 

Instructors & Speakers

Amy Eva

Amy L. Eva, Ph.D.

Amy L. Eva, Ph.D., is the associate education director at the Greater Good Science Center. During her twelve-year tenure as a teacher educator, she became particularly passionate about educator resilience and self-care, and she loves to conduct workshops that focus on teacher well-being. More about Amy Eva.

Vicki Zakrzewski

Vicki Zakrzewski

Vicki Zakrzewski (zahk-shef-skee), Ph.D., is the founding education director of the Greater Good Science Center. As an international thought leader on the science of well-being in education, Vicki writes articles (Greater Good, ASCD’s Educational Leadership, Edutopia, and Huffington Post), gives talks and workshops all over the world, and consults with schools and organizations on how the science of compassion, empathy, gratitude, mindfulness, and other social, emotional, and ethical skills can enhance the professional lives of educators and the lives of their students. More about Vicki Zakrzewski.

Dacher Keltner

Dacher Keltner, Ph.D., is the founding director of the Greater Good Science Center and a professor of psychology at the University of California, Berkeley. He is also the best-selling author of Awe: The New Science of Everyday Wonder and How It Can Transform Your Life, The Power Paradox: How We Gain and Lose Influence, and Born to Be Good, and a co-editor of The Compassionate Instinct. Dacher is the host of the Greater Good Science Center’s award-winning podcast, The Science of Happiness, and is a co-instructor of the GGSC’s popular online course of the same name.

Elena Aguilar

Elena Aguilar, M.A., is the author of five highly acclaimed books: The Art of Coaching (2013), The Art of Coaching Teams (2016), Onward: Cultivating Emotional Resilience in Educators (2018), The Onward Workbook (2018), and Coaching for Equity (August 2020). She is a regular contributor to Edutopia and ASCD’s Educational Leadership, and she was a blogger for EdWeek Teacher for many years.  Elena’s expertise derives from twenty-five years as a classroom teacher, instructional coach and leadership coach working in diverse school environments. Elena holds a BA in history and Latin American Studies from the University of California, Santa Cruz, and an MA in Anthropology from the University of California, Berkeley.
 

Kamilah Drummond-Forrester

Kamilah Drummond-Forrester, M.A., CAGS, is the former director of Open Circle, an action program at the Wellesley Centers for Women that equips elementary schools with evidence-based curriculum and training to improve the school climate and teach children essential social and emotional skills. She is also a facilitator with the National SEED Project, and has led WCW community members in discussions around various topics surrounding equity and diversity.
 

Meena Srinivasan

Meena Srinivasan, M.A., is the executive director of Transformative Educational Leadership, an empowering, racially and culturally diverse, compassion-centered program for educational leaders who are called to integrate mindfulness, social, emotional, academic, and ethical learning into schools and school systems. She is the author of Teach, Breathe, Learn: Mindfulness In and Out of the Classroom and SEL Every Day: Integrating SEL with Instruction in Secondary Classrooms. More about Meena Srinivasan