Pine Project: Professional Development

Reflective Opportunities

The video will offer you opportunities to pause to read the featured books, articles, and other resources. While they are not required, the video content that follows will assume you have done these assignments.

The number at the end of each Reflective Opportunity is a timestamp for the place in the video where you paused for reading or reflection. Return to this timestamp to resume watching.

Reflective Opportunity 1

Read the picture book Wishes spending particular time with the illustrations. Students (of all backgrounds) each have their own journeys and go through so much. Journal about the line from the book, “And I wished…I didn’t have to wish…anymore.” How does this connect to your students’ needs? How does it reflect the obligation you feel as an educator navigating their needs? (3:02)

Reflective Opportunity 2

Read Stepping Stones: A Refugee Family’s Journey. As you read the book, take note of the illustrations and how they contribute to the story. (3:33)

Reflective Opportunity 3

Read the picture book Where Are You From? and note the final Discussion Question. (7:50)

Reflective Opportunity 4

Use the “Same, Different, Connect, Engage” exercise from the Reimagining Migration Social & Emotional Thinking Routines. Consider invasive questions and the ways they show up when you are not aligned with your own Cultural Competence and Cultural Humility. (11:03)

Reflective Opportunity 5

Read Bao Phi’s picture book My Footprints and spend some time with the book and discussion questions. The more time you spend the more you will discover. In your journal, consider how to use Thuy’s behavior of taking on the characteristics of animals to sketch out a lesson on stress management. (13:25)

Reflective Opportunity 6

Read A Different Pond and sketch out a classroom dialogue about what responsibilities your students hold at home. (14:33)

Reflective Opportunity 7

Read the picture book Story Boat. Refugee stories like this one, can show the adaptability and responsibility children manifest when forced to leave home. Sketch out a student dialogue about the sister’s strengths, the importance of holding onto familiar family objects, and the power of being present in the moment. (20:10)

Reflective Opportunity 8

Read Silent Music and journal about Ali’s self-awareness and how it affects his self-management in a time of crisis. (31:08)

Reflective Opportunity 9

Open your journal and define “self-compassion.” Be introspective and write about the ways you find time to practice self-care. If you find this journal entry difficult, it’s time to start a self-care routine. Next, think about an unmet need in your classroom. How do you address these situations while keeping self-care and self-compassion at the forefront? Finally, think about the ways that fostering self-compassion can improve your own self-regulation and impact your teaching practice. (33:24)

Further Resources

Website: National Center for Homeless Education

Contact Hours

Earn 2 contact hours for Pine 4: Self-Management

Source: Maine Department of Education
Submissions will be reviewed for depth of reflection and alignment with the self-management competency. Approved reflections will be eligible for 2 contact hours. All submitted reflections will be kept strictly confidential and will only be reviewed for the purpose of awarding contact hours. If any insights are used for program improvement, they will be anonymized to ensure privacy.