Tools for Educators 

Teaching Remotely 

The University of San Diego and San Diego and Imperial Valley Catholic Diocese have created this webinar series to support educators as they plan for teaching remotely. We begin with an overview of the series followed by videos, resources, and activities on: trauma-informed practices, building relationships, building connections, types of hybrid learning, Universal Design for Learning, and prioritizing learning. The final webinar video highlights University Consortium of Catholic Education (UCCE) educators--principal, high school teacher, and elementary teacher--who have watched the series discuss how they are looking to the future of education after being indoctrinated into remote teaching in spring due to covid-19.        

Link to USD Teaching Remotely Playlist

​Dr. Rebekka Jez,
rjez@sandiego.edu

Dr. Julie Cantillon, jcantillon@sdcatholic.org

Dr. Heather Michel,
hmichel@sandiego.edu             

Lauren Ramers, M.A., lramers@sandiego.edu 

Culturally Responsive Student Transition Portfolio (CRSTP)

Postsecondary transition for at-promise students with disabilities from historically marginalized culturally, ethnically, and linguistically diverse (CELD) backgrounds benefit from culturally responsive transition practices. Yet, many educators lack the training, knowledge, and resources necessary to effectively support them and their families as they move into adulthood. The Culturally Responsive Student Transition Portfolio (CRSTP) was designed to assist educators, students, and families in preparing for life after high school while respecting the values of families. The CRSTP is an effective tool for transition planning, building relationships and collaborating with students and families, and helping students develop self-awareness and goals. 

Link to CRSTP Templates

Healing Practices

Trauma-Informed Practices are an essential part of culturally responsive pedagogy. Beginning with educators' thorough self-examination of their implicit biases values, and beliefs, along with a deep reflection on the impact of their privilege and power in relation to racism, homophobia, ableism, and social injustices, benefits students and families. Educators  are called to intentionally center their work to support ALL learners. 
Link to Introduction Video to Trauma-Informed Journey.