What to Expect at the Maine Department of Education Regulated Classroom Training

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Maine Department of Education

Who is Emily Read Daniels, M.Ed., MBA, NCC, SEP™?

Emily is the author and creator of The Regulated Classroom© and developed the framework after many years of working with dysregulated staff and students.

  • She is an experienced school counselor— working preK-grade 12 in a multitude of public school settings (Delaware, Pennsylvania, and New Hampshire —urban, suburban and rural).  She has a B.A. in Sociology and Women Studies and a Master of Education in School Counseling from the University of Delaware. She also holds an MBA in Organizational and Environmental Sustainability from Antioch University New England.
  • Emily is a Nationally Certified Counselor (NCC) through the NBCC (National Board of Certified Counselors) and continually refines her understanding of the applied science of trauma.

What is The Regulated Classroom©?

  • The Regulated Classroom© is a new somatosensory and Polyvagal-informed approach to cultivating conditions for felt safety in the classroom. It equips educators with a framework that consists of 4 Core Practices, 2 Essential Educator Capacities, and sensory tools to establish a safe and connected classroom environment.
  • Why is the Maine Department of Education (DOE) hosting The Regulated Classroom© train-the-trainer program for educators? 
  • In response to expressed concerns related to dysregulation, the Maine DOE has rolled out this train-the -trainer program to provide an integrated approach to Social-Emotional Learning (SEL) that begins with the adult. TRC© offers highly effective tools and practices to incorporate into routines, along with self-awareness and self-care resources that enable educators to recognize and bring regulation to the classroom—supporting engagement, connection, and learning. 

What level MTSS interventions are addressed in TRC© Train the Trainer program?

  • TRC© training focuses specifically on Tier 1 interventions, impacting approximately 80% of students in the classroom. While some quality of experiences may be successfully adapted for Tier 2 and Tier 3, this approach is a framework to specifically address Tier 1 needs, beginning with the educator in mind.
  • TRC training focuses on supporting the regulatory needs of educators, so they have the capacity to support students of all ages through co-regulation.

Will this be an interactive/experiential training?

  • Yes. Participants will be invited to engage in a plethora of somatosensory experiences designed to assimilate regulated and dysregulated body states. Participants will be invited to develop their self-awareness skills and learn the value of felt safety in the classroom. *Some activities invite close physical proximity and/or touch which may result in heightened awareness of dysregulation. (Hand sanitizer will be provided).  Participants are reminded to care for themselves and refrain from practices that aren’t suitable for them.
  • Please wear COMFORTABLE clothing in which you can easily move.

Will current research be cited?

  • Yes. The TRC© framework is based on a compilation of research from Dr. Stephen Porges, Dr. Bruce Perry, Dr. Bessel van der Kolk, Dr. Cathy Malchiodi and other leading researchers in the field of stress, trauma, and resilience. 

Is this a training designed to relax me? Will I feel calm, comfortable, and at ease? 

  • TRC© training is a somatosensory experience to assist educators in deepening their self-awareness related to regulated versus dysregulated states. Participants will be introduced to the 4 Core Practices and 2 Essential Educator Capacities of the TRC© approach.
    • CONNECTORS - practices rooted in the  therapeutic benefits of play and building relationships
    • ACTIVATORS - collective-rhythm making practices intended to energize and generate collective synchrony 
    • SETTLERS - practices that settle the body’s stress response system 
    • AFFIRMATIONS - practices that reinforce positive associations with experiences in school
    • Participants can anticipate opportunities to reflect on which Core Practices are most helpful in maintaining or returning to a regulated state for them.  

Will I be able to take a break?

  • Yes. Participants are invited to take care of themselves throughout the training. People are trusted to know their own needs for bio-breaks, water, snacks, fresh air. 

    Is this training designed for educators or for students? 

    • TRC© aims to equip adults with practices and tools to shift how they and their students experience stress in the moment. Through increased self-awareness and adapting practices in the moment, educators can more quickly recover from stress-inducing circumstances and return to a regulated state in their nervous system… a WIN for everyone! 

      Is the Educator Self-Care Toolkit for teachers or for the classroom? 

      • The toolkit provides tools that will aid the effectiveness of the 4 Core Practices of TRC©. You are invited to keep these tools close by… use them often… and model their use for students.  Of course you are free to share them with your students if you so choose.  

        What does “Train-the-Trainer” mean? 

        • Participants will engage in a two-day (12-hour) training  
        • Then, you are encouraged to return to school communities and share the framework (4 Core Practices, and 2 Essential Educator Capacities) and distribute 15 copies of the guidebook to colleagues  
        • At the training, you will receive a booklet with the printed PDF slides and space to take notes… as well as your guidebook.  
        • Following the completion of the 2-day training, each participant will receive an email with an attached Train-the-Trainer certificate, a suggested song list, annotated Google slide deck to share with trainees, self-directed book study guide, Ambiguous Grief and Loss Protocol, and resource link with books & podcasts  
        • Participants are invited to join The Regulated Classroom©-Maine DOE Program closed Facebook group to connect and build community with other TRC trained Maine Educators  
        • 15 Guidebooks (to assist in training colleagues) and an Educator Toolkit will be provided  

          If I have questions and need support following the TRC© training, who can I contact at the Maine DOE? 

          Will this training RESCUE you from the challenges you face each day in the classroom? 

          • If only it were so easy, right? The main objective of TRC© training, is to help you relax, experience joy, and combat any burnout you may be experiencing. It’s about prioritizing your wellness as an educator, and helping you succeed by taking care of yourself.

          Helpful terms from The Regulated Classroom©, based on the Guidebook, The Regulated Classroom “Bottom Up” Trauma-Informed Teaching 

          • Core Practices: Represent the quality of experiences (micro doses) that science has shown reduce negative effects of stress and trauma while promoting sequential brain development (Connectors, Activators, Settlers, Affirmations) 
          • Essential Educator Capacities: Inborn and innate capacities that adults possess, often diminished by too much overwhelm and insufficient recovery (Tracking Body State, Recruiting the Realm of Social Engagement) 
          • Neuroscience: The study of how the nervous system develops, its structure, and what it does 
          • Polyvagal Theory: A theory, hypothesized by Dr. Stephen Porges that helps educators understand how physiological state impacts reactions they may experience and  behaviors they encounter and are left to manage in the classroom. 
          • Somatosensory: Body-based , in particular, reference to three specific sensory systems—tactile, vestibular, and proprioception
            • Felt Safety: A regulated state in the body (ventral vagal)
            Daniels, E. (2023). The Regulated Classroom, “Bottom Up” Trauma-Informed Teaching