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Incorporating teacher self-care into teacher education: a curriculum for pre-service teachers to increase teacher wellness and prevent teacher burnout

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Incorporating teacher self-care into teacher education: a curriculum for pre-service teachers to increase teacher wellness and prevent teacher burnout

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Content
Running head: TEACHER SELF-CARE

INCORPORATING TEACHER SELF-CARE INTO TEACHER EDUCATION: A
CURRICULUM FOR PRE-SERVICE TEACHERS TO INCREASE TEACHER WELLNESS
AND PREVENT TEACHER BURNOUT

by

Toni Jeanine Harris

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2020

Copyright 2020 Toni Jeanine Harris

TEACHER SELF-CARE ii

Acknowledgements
“You either develop or decay.” – Tony Harris, my father
Thank you, Dad, for always encouraging me to reach my full potential.

“The most important thing is to try and inspire people so that they can be great in whatever they
want to do.” - Kobe Bryant
I want to acknowledge all those who inspired me throughout this journey. I hope that I am able
to inspire others to follow their dreams.

First and foremost, I would like to thank God for all my blessings. I am ever so grateful
to my guardian angels for watching over me every day. This work would not be possible without
the support of my loving Dad. Seeing me achieve this milestone has been very exciting for him. I
want to dedicate this work to both of my parents: my Dad, who I get to share this moment with
physically, and to my Mom, my angel in heaven, who is with me spiritually. I would not be who
I am today without my parents’ foundation, love and guidance. I also want to thank my life
partner/best friend for being my rock throughout this challenging journey. I want to thank all my
family, friends, colleagues, and students, who have always supported and believed in me.
I want to thank my committee members Dr. Kenneth Yates, Dr. Helena Seli, and Dr.
Christine Mendoza for all of their support in helping me reach the finish line. I would also like to
shout out the women who have inspired me and paved the way for me to become a Doctor of
Education.

TEACHER SELF-CARE iii

Table of Contents
List of Tables vi
Abstract vii
Chapter One: Introduction 1
Statement of the Problem 1
The Problem of Practice 1
Goal 2
Evidence of the Problem of Practice 2
Importance of the Problem 2
Instructional Needs Assessment 3
Determining the Nature of the Innovation 4
Determining the Learning Goals of the Innovation 4
Determining Whether the Goals are Appropriate and High Priority 4
Curriculum Description and Purpose 4
Curriculum Goal, Outcomes and Capstone Assessment 5
Definition of Terms 5
The Positionality of the Designer 6
Organization of the Design Blueprint 7
Chapter Two: Review of the Literature 8
The Content of the Curriculum 8
Self-Awareness 8
Understanding Teacher Burnout 9
Self-Care Strategies to Prevent Burnout 10
Prior Attempts 13
Analysis of prior attempts 14
Approaches to the Curriculum Design 15
Social cognitive theory 15
Cognitive load theory 16
Chapter Three: The Learners and Learning Context 17
Learner Profile 17
Ability 17
Cognitive characteristics 17
Physiological characteristics 17
Self-Efficacy 17
Affective Characteristics 18
Social Characteristics 19
Prior Knowledge 19
General world knowledge 19
Specific prior knowledge 20
Description of the Learning Environment 20
Facilitator Characteristics 20
Existing Curricula/Programs 20
Available Equipment and Technology 21
Classroom Facilities and Learning Climate 21
Chapter Four: The Curriculum 22

TEACHER SELF-CARE iv

Overall Curriculum Goal, Outcomes, and Summative Assessment 22
Curriculum Goal 22
Curriculum Outcomes 22
Summative Assessment 22
Cognitive Task Analysis (Information Processing Analysis) 23
Main Steps for Incorporating Teacher Self-Care 23
General Instructional Methods Approach 24
Description of Specific Learning Activities 25
Overview of the Units 26
Unit 1: Assessing your stress and your emotions 26
Terminal learning objectives 26
Prerequisite analysis (enabling objectives) 26
Learning activities 27
Learning assessment 27
Unit 2: Selecting and applying a self-care strategy 27
Terminal learning objectives 27
Prerequisite analysis (enabling objectives) 27
Learning activities 27
Learning assessment 28
Unit 3: Evaluating self-care through reflection 28
Terminal learning objectives 28
Prerequisite analysis (enabling objectives) 28
Learning activities 28
Learning assessment 28
Delivery Media Selection 29
Key Considerations in Choosing Media 29
Conceptual authenticity 30
Immediate feedback 30
Sensory requirements 30
General Instructional Platform Selection 30
Specific Media Choices 31
Chapter Five: Implementation and Evaluation Plan 33
Organizational Purpose, Need and Expectations 33
Implementation of the Curriculum 33
Evaluation Framework 34
Level 4: Results and Leading Indicators 35
Level 3: Behavior 36
Critical behaviors 37
Required drivers 38
Organizational support 39
Level 2: Learning 40
Learning goals 40
Evaluation of the components of learning 40
Level 1: Reaction 41
Evaluation Tools 42
Immediately following the program implementation 42

TEACHER SELF-CARE v

Delayed for a period after the program implementation 43
Conclusion 43
References 44
Appendix A
Appendix B
Appendix C

TEACHER SELF-CARE vi

List of Tables

Table 1: Lists of Weekly Topics/ Titles 26
Table 2: Scope and Sequence 28
Table 3: Media Choices 31
Table 4: Outcomes, Metrics, and Methods for External and Internal Outcomes 36
Table 5: Critical Behaviors, Metrics, Methods, and Timing for Evaluation 37
Table 6: Required Drivers to Support Critical Behaviors 38
Table 7: Evaluation of the Components of Learning for the Program 40
Table 8: Components to Measure Reactions to the Program 42

TEACHER SELF-CARE vii

Abstract
Teachers have one of the most stressful jobs in our society and leave the profession in large
numbers because of burnout. There is a lack of training that addresses how teachers can prevent
burnout and increase their well-being. The purpose of this curriculum is to provide pre-service
teachers with knowledge about teacher burnout and self-care strategies to prevent burnout. This
curriculum will assist student teachers with personal development in social and emotional
capacities, so that they can be fully prepared to take on their own classroom. Applying social
cognitive theory and cognitive load theory as a theoretical approach, the curriculum is organized
into three units that allow for learners to be more self-aware, and reflect on the selection,
application, and evaluation of self-care strategies. Upon completion, learners will be able to
understand the importance of teacher burnout prevention and teacher well-being, implement self-
care throughout their career, and evaluate self-care practices through reflection. The summative
assessment is a portfolio of self-awareness assessments, weekly reflection journal entries, and
commitment to a self-care action plan. A plan for effective implementation and evaluation is
included in this curriculum. The ultimate goal of this curriculum is to ensure that teachers
entering the profession learn the benefits of self-care and wellness early in teacher education
programs, in order to thrive in the profession and sustain a lasting career.

TEACHER SELF-CARE 1

CHAPTER ONE: INTRODUCTION

Statement of the Problem

The Problem of Practice

Teaching is known to be one of the most stressful jobs (Cooper & Travers, 2012). In
traditional public schools, teachers face many stressors like heavy workload, long hours, dealing
with managing student behaviors, and pressures to improve student achievement. These factors
result in a draining of physical and psychological resources, known as teacher burnout (Bertel &
Weston, 2010). Teacher burnout is usually a result of a negative work environment where
teachers are given too much work, do not feel supported by colleagues, and have a lack of
strategies to deal with challenging students (Oberle & Schonert-Reichl, 2016). Teacher burnout
often causes these professionals to leave their school sites, feeling emotionally drained and
unsure of their willingness to continue in the profession. In schools with marginalized
populations and communities of lower socioeconomic status, the call to serve students can be
even greater (Carver-Thomas & Darling-Hammond, 2017), which contributes to more mental
and emotional effort on the part of the teacher. With teachers focusing on students and other
required demands, teachers are often neglecting their self-care and finding themselves feeling
overwhelmed and in a state of high stress.
There is a need for more preservice and in-service training that addresses how teachers
can prevent burnout and increase their emotional capacity to deal with a stressful job (Vesely,
Saklofske, & Leschied, 2013). When teachers lack social and emotional competence, it is more
challenging for them to deal with daily conflicts which brings about stress (Jennings &
Greenberg, 2009). High levels of stress can be detrimental to a teacher’s job performance and
could result in burnout (Jennings & Greenberg, 2009). When teachers are in their preservice

TEACHER SELF-CARE 2

programs, their curriculum focuses mainly on content pedagogy, instructional strategies and
classroom management of students. It will also be beneficial if credentialing programs include
training to address the social and emotional needs of those learners who are practicing to become
teachers (Brackett & Katulak, 2007).
Goal. The goal is to create a curriculum that introduces teachers to interventions that can
help prevent burnout and rejuvenate teachers who may be on the brink of a burnout. Teachers
who focus on wellness and mental health will benefit all the stakeholders in the organization.
Ultimately, the goal is to retain 100% of teachers within the first five years of their career with
early prevention of teacher burnout.
Evidence for the Problem of Practice
Teachers are experiencing burnout and leaving the profession. Teachers have the highest
rate of burnout compared to other professions (Oberle & Schonert-Reichl, 2016). Studies show
that North American teachers are leaving the profession at an alarming rate, with an attrition rate
of 30-50% within the last forty years (Wang, Hall, & Rahimi, 2015; DeAngelis & Presley, 2011).
Ten percent of teachers quit each year, thirty-three percent quit within the first three years, and
fifty percent quit within five years (Wang, Hall, & Rahimi, 2015; Boyd, Grossman, Lankford,
Loeb, & Wyckoff, 2009).
In Hultell’s (2013) longitudinal study, average teacher burnout levels increased over
three years from the end of the credentialing program into the first years of teaching. Teacher
burnout is a work-related psychological state that is comprised of factors such as depleted
energy, emotional exhaustion, detachment, and feelings of inadequacy and inefficacy.
Importance of the Problem

TEACHER SELF-CARE 3

Teachers who are experiencing burnout are affecting their students’ stress levels. Based
on a phenomenon called “burnout cascade” (Oberle & Schonert-Reichl, 2016), when teachers
experience burnout, they transfer those feelings to their students, and students that feel stressed
out may not perform up to standards, which cyclically makes the teachers more stressed. When
teachers are burned out, they struggle with their mental and physical health (Kidger et al., 2016).
Because of the challenges, some teachers show symptoms of depression and low wellbeing. If
they quit, then it further fuels the teacher shortage. It is necessary to properly train teachers to
prevent burnout. Teachers who are given the knowledge and skills have a higher self-efficacy
and therefore a lower risk of burnout (Wang, Hall, & Rahimi, 2015).
Teachers who are healthy mentally and emotionally before entering the classroom every
day are best suited to deal with the daily needs of their students (Jennings & Greenberg, 2009).
Teachers, as facilitators of their classroom, can lead by example by modeling healthy self-care
strategies in front of their students.
Instructional Needs Assessment

The Smith and Ragan (2005) innovation based model is helpful to inform the need for
this curriculum, because a workshop of this nature does not exist for pre-service teachers.
Within the needs assessment, the nature and the learning goals of the innovation will be
determined, and it will also be discussed if these goals will be appropriate and of high priority.
Determining the Nature of the Innovation

The innovation is to create a curriculum for pre-service teachers to learn strategies that
will help prevent burnout within the first years of their career. According to Carver-Thomas and
Darling-Hammond (2017), teacher burnout is a reason for teacher turnover and this curriculum
can help sustainability in the profession. Because incoming teachers are not given the resources

TEACHER SELF-CARE 4

and tools for teacher wellness as they start their career (Curry & O’Brien, 2012), the curriculum
will include more personal development for preservice teachers.
Determining the Learning Goals of the Innovation
The curriculum design was specifically designed for preservice teachers who desire to
begin a sustainable career in the teaching profession. Curry and O’Brien (2012) suggest a
paradigm shift to teacher wellness is required to improve retention. The innovation will provide
teachers the knowledge and skills to have a higher self-efficacy which will decrease the risk of
burnout (Wang, Hall, & Rahimi, 2015).
Determining Whether the Goals are Appropriate and High Priority
According to Wang et al., (2015), it is important to provide training to teachers to prevent
teacher burnout. Prevention of burnout should start as early as the student teaching phase in the
teacher credentialing program. This will help decrease the number of teachers who leave the
profession within the first three to five years of the profession. Teachers who are made aware of
the demands of the teaching profession and given specific skills and strategies to cope will fare
better in the long run.
Curriculum Description and Purpose

The curriculum will be delivered as three extracurricular professional development
workshops for student teachers in their credentialing program. The purpose of this curriculum is
to prevent teacher burnout by creating awareness around burnout and providing strategies to
self-care and wellness surrounding topics of self-awareness, basic psychological needs,
emotional resilience, and self-reflection. The curriculum will provide a framework to allow
teachers to anticipate aspects of their job that may result in emotional vulnerability to
overwhelming/excessive demands. Instead of being overwhelmed by the experiences of the job,

TEACHER SELF-CARE 5

learners will incorporate self care strategies that will help to make meaning of their experiences
and bolster their emotional capacity to deal with future stressful events.
Curriculum Goal, Outcomes and Capstone Assessment

The goal of this curriculum is to prevent teacher burnout before teachers officially start
their career. Learners should be able to go back into the classroom feeling refreshed and
rejuvenated with the necessary tools to manage themselves socially, emotionally and mentally.
They should also be able to lead by example in social emotional learning opportunities for their
students.
It is the goal of the curriculum that learners understand the importance of teacher
wellness and will accumulate self-care strategies that they can employ throughout the duration of
their career. The capstone assessment will be a portfolio of assignments including self-
awareness autobiography project, weekly reflection journal, and teacher self-care action plan.
Definition of Terms

Many key terms will be referenced throughout this dissertation. The definition of these
terms are as follows:
● Pre-service teacher: also known as a student teacher, a person who is currently enrolled in
a credentialing program and is practicing teaching under the supervision of other teaching
professionals.
● Self-care: an engagement process of activities that the teacher initiates for the purpose of
attending to one’s health and well-being (Lee & Miller, 2013).
● Teacher burnout: a psychological syndrome due to chronic exposure to stress of the daily
responsibilities and demands of the teaching profession (Bertel & Weston, 2010). It is
work-related and symptoms include emotional exhaustion, detachment from work and

TEACHER SELF-CARE 6

colleagues, and feelings of incompetency and inefficacy (Hultell, Melin, & Gustavsson,
2013).
● Teacher efficacy: a belief that a teacher has in his or her ability to perform a teaching-
related task (Conaway, 2010).
The Positionality of the Designer

The designer of the curriculum is a veteran public school teacher who experienced
burnout symptoms.. After many years of not setting boundaries, working long hours, taking on
too many projects, and de-escalating conflicts, the designer found herself in a state of burnout,
experiencing symptoms of anxiety, depression, emotional exhaustion, depersonalization, and
depleted energy. Through therapy and self-care, the designer realized that she had oftentimes put
others first, while neglecting her basic needs. She also realized that her unresolved experiences
with grief and loss in her personal life were negatively affecting her emotional capacity to deal
with the daily challenges that she faced in her profession.
Unfortunately, the designer’s teacher education program never addressed ways to manage
the emotional demands and overwhelming amounts of stress on the job. Moreover, in the
recommended teacher preparation book, The First Days of School by Wong (1998), elements of
personal development like self-care and emotional competence were not discussed. Through a
recent opportunity that allowed her to speak to current student teachers in a teacher education
program, the designer realized that many preservice teachers are already facing overwhelming
stress. There is no specific curriculum that is addressing the personal development, specifically
social and emotional competence, of these preservice teachers. This curriculum design will
provide a foundation for preservice teachers to understand what emotional demands might result

TEACHER SELF-CARE 7

from a teaching position and therefore will provide proactive strategies to combat symptoms of
burnout.
The designer is also influenced by the following theories. The first theory that is driving
this curriculum is Bandura’s social cognitive theory. Bandura’s (1977) social cognitive theory
gives importance to self-efficacy which is how people’s thoughts about themselves indicate how
they will behave in certain settings. When teachers believe in themselves and their capabilities,
they will set higher goals for themselves and will manage their work environment with more
conviction and effectiveness (Wang, Hall, & Rahimi, 2015).
Another theory is stress contagion theory, or burnout cascade (McLeod & Lively, 2003;
Milkie & Warner, 2011), that states that one person’s stressful feelings within the same social
environment can be transmitted to another person’s feelings, causing a cycle of stress. A teacher
who exhibits stress may project that stress on to students, causing the teacher to be less effective
and not able to maintain a healthy classroom climate for students (Oberle & Schonert-Reichl,
2016).
Organization of the Design Blueprint

This dissertation is divided into five chapters. Chapter One contains the Statement of the
Problem. Chapter Two is a review of the literature of the theoretical approaches that guided the
creation of this curriculum along with literature about the content and the literature on the
approaches to the curriculum design. Chapter Three examines the learner characteristics and
learning environment. Chapter Four is the analysis of the learning task, design theories, and
breakdown of the units in the curriculum. Chapter Five is an analysis of how the curriculum will
be implemented and evaluated using the New World Kirkpatrick Model (Kirkpatrick &
Kirkpatrick, 2016).

TEACHER SELF-CARE 8

CHAPTER TWO: REVIEW OF THE LITERATURE
The literature review in this chapter is presented in two parts. The first part provides
theory from literature that pertains to the content included in the curriculum. Within the
literature, any prior attempts to this curriculum will be discussed and analyzed. The second part
focuses on the theoretical approaches that guide the structure of the overall curriculum design.
The Content of the Curriculum
Self-Awareness
According to Aguilar (2018), self-awareness is the ability to know yourself, your
emotions, values, beliefs, and identities. Being self-aware helps you find purpose in your work.
Working with a purpose centers you when faced with challenges. Knowing why you do what you
do helps you to be more resilient through those setbacks. A reason why one chooses to teach can
be linked to personal identity and life story (Rodgers & Scott, 2008).
Reflecting on your identity is essential before beginning a teacher role. Baum and King
(2006) state that before entering the profession, preservice teachers should take time to gain an
understanding of who they are. Preservice teacher education programs should provide a safe and
supportive space that promotes personal development. Preservice teachers should evaluate what
they think about themselves and engage in self-assessment activities that focus on strengths,
weaknesses, and interests.
Teachers who are self-aware are more effective. Jennings and Greenberg (2009) discuss
that self-awareness helps a teacher manage their emotions when coping with the excessive
demands of the job. Teachers with high self-awareness understand their abilities and know their
strengths and weaknesses when it comes to their emotions, thus making them more competent
socially and emotionally. Teacher self-awareness is about acknowledging who you are, where

TEACHER SELF-CARE 9

you came from, and what belief system you want to represent in the classroom (Rodgers & Scott,
2008). Understanding yourself as a teacher is one step toward successfully handling the demands
of teaching and avoiding burnout.
Understanding Teacher Burnout
Teacher burnout, caused by job stress, is a top reason why many teachers leave the
profession. In the last forty years, the rate of turnover for teachers in North America has been
thirty to fifty percent (Wang, Hall, & Rahimi, 2015). Burnout is prevalent within the teaching
profession, with a third of teachers leaving within three years of their career, and half within five
years. Each year, ten percent of teachers leave the profession (Wang, Hall, & Rahimi, 2015).
Studies have found that teacher burnout is a process that occurs over many years. A longitudinal
study by Hultell, Melin, and Gustavsson (2013) showed that on average, teachers' level of
burnout started during teacher education and increased over the first three years of teaching.
Burnout is a work-related psychological state that happens over time. The term burnout
was first coined by Freudenberger and Maslach in the mid 1970s, when they worked in human
care-giving services occupations and noticed the effects of emotional stress on workers
(Maslach, Schaufeli, & Leiter, 2001). Some conditions related to burnout are depleted energy,
emotional exhaustion, detachment, and feelings of inadequacy and inefficacy (Hultell, Melin,
and Gustavsson, 2013; Maslach, Schaufeli, & Leiter, 2001). Clinically, burnout is examined as a
mental health issue. Socially, burnout is thought of as the result of stressors from an
interpersonal relationship between someone who provides the stress and one who receives the
stress (Maslach, Schaufeli, & Leiter, 2001).
Avoiding burnout may depend on a teacher’s confidence and attitude about teaching.
Self-efficacy and attributions, although independent of each other, are both predictors of how

TEACHER SELF-CARE 10

well teachers fare on the job (Wang, Hall, & Rahimi, 2015). According to Wang, Hall, and
Rahimi (2015) the higher a teacher’s self-efficacy, the higher the job satisfaction and the lower
the burnout. Higher self-efficacy leads to better teaching and more investment into one’s
teaching career (Wang, Hall, & Rahimi, 2015), whereas low self-efficacy predicted job stress
that resulted in burnout (Schwarzer & Hallum, 2008).
Providing teachers with specific strategies and coping skills will help mitigate burnout.
Teachers can benefit from an increase in self-efficacy as well as incorporating relaxation
techniques into their daily lives to avoid burnout symptoms like emotional exhaustion (Maslach,
Schaufeli, & Leiter, 2001; Schwarzer & Hallum, 2008). Focusing on how to prevent teacher
burnout is important to increase teacher job satisfaction and retain teachers who may be thinking
of leaving the profession.
Self-Care Strategies to Prevent Burnout

Understanding the reasons why teachers are emotionally exhausted and experiencing
unpleasant emotions provides insight into why teachers are burned out (Chang, 2009). A
beginning step to prevent burnout is to determine the source and level of stress that one is feeling
on the job (Skovholt & Trotter-Mathison, 2014). Richards (2012) highlighted many sources of
teacher stress that stem from lack of support for high needs students, being overcommitted in
responsibilities and having to take work home, no time for relaxation, not feeling autonomous in
making decisions that affect their work, and always feeling constant pressure to be responsible
for student learning. Richards (2012) found that teachers manifest stress in many ways.
Examples include physical exhaustion, anxiety and depression, insomnia, irritability and
impatience with students, isolation and withdrawal, negativity in personal relationships,
worrying about job stability, cynicism about teaching, and psychosomatic symptoms of

TEACHER SELF-CARE 11

headaches, stomachaches, and high blood pressure (Richards, 2012). It is essential for teachers to
learn self-regulatory strategies to manage stress and difficult emotions. (Chang, 2009).
Eva and Thayler (2017) discussed the need for teachers to participate in professional
development that prioritizes teacher wellness, self-care practices, and coping strategies to assist
teachers with the daily management of their career. An appropriate time for teachers to begin
developing strategies is early on during their teacher education, with the goal of future teachers
having the knowledge, resources, and strategies to cope with challenging situations (Mansfield,
Beltman, Broadley, & Weatherby-Fell, 2016). Programs that address social and emotional
learning are beneficial to teachers to help them be positive role models to their students (Eva &
Thayler, 2017). Teachers show an increase in self-efficacy and empowerment when they strive to
maintain positivity in the classroom (Aguilar, 2018). Students are usually more successful in a
classroom where the teacher displays a positive well-being during stressful situations (Eva &
Thayler, 2017). Therefore, a teacher’s investment in a regular self-care routine is critical for a
positive classroom environment (Eva & Thayler, 2017).
Teacher self-care is about taking care of one’s own needs before taking care of other’s
needs. Self-care can be as simple as focusing on basic physiological needs, like hunger and thirst,
which are found on the lowest level of Maslow’s hierarchy of needs (Maslow, 1970). During
stressful moments, practical management approaches are eating a nutritious diet and exercising
daily (Bradshaw, 1991; Richards, 2012). Some teachers may find it useful to take a break by
scheduling time off of work (Richards, 2012).
A common self-care strategy is the use of mindfulness. Mindfulness is a self-regulatory
process of conscious effort on paying attention to the present moment, which helps the brain
relax (Flook, Goldberg, Pinger, Bonus, & Davidson, 2013). Learning how to practice

TEACHER SELF-CARE 12

mindfulness is an intervention for teachers to reduce and manage stress (Flook et al., 2013).
Practicing mindfulness can help decrease teacher stress and boost emotional resilience (Eva &
Thayler, 2017). A study by Garner, Bender, and Fedor (2018) showed that teaching mindfulness
to preservice teachers resulted in positive effects to their well-being and emotional intelligence.
Increasing emotional intelligence can also help decrease burnout symptoms. Teachers can
benefit from increasing their ability to understand their emotions and the emotions of others.
Developing emotional intelligence can help decrease the possibility of emotional exhaustion,
which is usually the first sign of burnout (Chan, 2006). An intervention to emotional exhaustion
is to be aware of experienced emotions and reasons why emotions may have changed (Chan,
2006). Being self-reflective allows teachers to regulate their stress (Chang, 2009).
Another way for teachers to focus on self-care is to learn how to build up their resilience.
Some strategies that can be taught to novice teachers in order for them to improve their resilience
are asking for help, solving problems, dealing with challenging relationships, and “seeking
rejuvenation and renewal” (Castro, Kelly, & Shih, 2010, p.627). When teachers face difficult
situations, teachers can either demonstrate resilient qualities or burnout symptoms (Howard &
Johnson, 2004). Some of those resilient qualities are effective time management, being adaptable
to change, and responding appropriately to difficult situations in self-protective ways (Howard &
Johnson, 2004).
Building a community of teachers from which to seek support is a method to develop
resilience and demonstrate self-care. Having a strong support system is important when teaching
(Aguilar, 2018). Developing peer groups where teachers can find support are integral to dealing
with daily challenges of the job (Howard & Johnson, 2004). Being around others who provide

TEACHER SELF-CARE 13

encouragement through tough times and uplift us when we face challenges is important (Aguilar,
2018).
In sum, teachers can utilize a variety of self-care strategies, like building resilience,
practicing mindfulness, and developing emotional intelligence. Instructing pre-service teachers
to use self-care to manage their stress, be resilient and regulate their emotions can be beneficial
(Eva & Thayler, 2017). Self-care strategies, such as mindfulness and regular exercise, have been
found to positively increase a teacher’s psychological well-being (Garner, Bender, & Fedor,
2018; Richards, 2012). When teachers employ self-care strategies, they are able to self-regulate
their emotions and lessen their job stress . Lessening job stress will help teachers avoid the risk
of burnout. A self-care action plan can be designed to provide more work-life balance to prevent
burnout symptoms and maintain teacher wellness (Skovholt, T. M., & Trotter-Mathison, M.
(2014). Designing a self-care action plan will provide structure and accountability for teachers to
implement self-care strategies.
Prior Attempts
There have been several attempts to address teacher wellness for in-service teachers. One
program called Breathe for Change, was founded by Ilana Nankin, Ph.D., after she conducted
research on first year teachers who were stressed out and not taking care of themselves, and were
demonstrating a decline in physical, mental, and emotional health (Nankin, 2016). The
organization hosts trainings for educators that consist of mindfulness interventions and yoga
classes with the goal to increase teacher wellness. There are options to choose an eighteen-day
training or a two-day workshop.

TEACHER SELF-CARE 14

Other curricula that are designed to help teachers are called Mindful Schools, SMART
(Stress management and relaxation techniques in education), and CARE (Cultivating Awareness
and Resilience in Education (Eva and Thayler, 2017).
There are very few curriculum attempts for pre-service teachers that address teacher
burnout prevention. One of the attempts that addresses pre-service teachers focuses on building
resilience as a protective factor to burnout. This curriculum involved a learning communities
model in which student teachers learn ways to relate to their peers and their mentor teachers
(LeCornu, 2009). In this curriculum, a framework of relational resilience was used that was
introduced by Jordan (2006) that originally was used to help girls with their resilience. The
foundation of Jordan’s (2006) model stems from relational-cultural theory, which gives
importance to relationships as a way to gain psychological support.
Another attempt that addresses pre-service teachers focuses on managing occupational
stress using emotional intelligence development (Hansen, Gardner, & Stough, 2007; Vesely
Saklofske, & Nordstokke, 2014). This program consisted of modules based on the Swinburne
model of emotional intelligence, which included self-awareness of emotions, self-management,
self-control, and awareness and management of others’ emotions. Within the five consecutive
weeks of this curriculum, learners gathered in a workshop for an hour and a half to engage in
group discussions and workbook exercises, and were encouraged to practice skills for
homework.
Analysis of prior attempts. Most prior attempts that were found only addressed in-
service teachers after they have already started teaching. These attempts seemed successful in
addressing wellness and incorporating a variety of strategies that decrease the risk of burnout.

TEACHER SELF-CARE 15

The curriculum attempt stated in LeCornu’s (2009) article focuses on using relationships,
mentorship and a sense of community to build resilience. Much of this curriculum is based on
pre-service teachers changing their attitudes through seeking support from others. It does not
focus on how teachers can change their attitudes about self and incorporate self-care.
There were limitations of this emotional intelligence program for pre-service teachers
because it only included a small sample of twenty-three students. It was effective in five weeks
to help the participants self-report higher emotional intelligence scores. This program is a
positive step in the direction of helping pre-service teachers manage occupational stress.

Approaches to the Curriculum Design
The approach to this curriculum will be based on theoretical foundations of learning and
motivation theories. The essential interplay between learning and motivation are taken into
consideration throughout the design of the curriculum. Social cognitive theory, self-efficacy
theory and self-regulated learning theory are all important to this curriculum for several reasons
that will be discussed in this section. To lessen the cognitive load of pre-service teachers, the
curriculum will also be guided by cognitive load theory.
Social cognitive theory. One of the most important strategies to prevent teacher burnout
is to help teachers increase their self-efficacy. This curriculum will be designed using
implementation strategies founded by self-efficacy theory, which was discussed by Bandura
(1977) as a part of social cognitive theory. Learners will be taught in a way that builds
confidence to implement self-care techniques and encourages motivation to maintain these
techniques throughout their teaching career (Pajares, 2006). There will be multiple opportunities
for practice and feedback as the facilitator scaffolds the learning. A sense of positivity will be a
base of all activities with a high expectancy for all learners to be successful.

TEACHER SELF-CARE 16

The facilitator will be an appropriate model of behaviors that are taught in this
curriculum. Learners will also be able to self-assess their behaviors and learning throughout the
curriculum through the teaching of metacognitive skills like journaling and surveys. Surveys will
ask learners questions about their behaviors, environmental influences, and internal perceptions
and beliefs. As learners assess themselves, they will also be taught how to utilize self-regulatory
strategies that assist them with time management, motivation, and controlling their physical and
social environment (Dembo & Eaton, 2000).
Cognitive load theory. This curriculum will be designed in a way in which instruction
does not increase cognitive load, and does not leave the learner in an overwhelmed cognitive
state, which would be counter to the goal of this curriculum. Cognitive load theory, introduced
by Sweller in 1988, can be used to help instructors design lessons that ensure that the cognitive
load of the learner is successful in making schemas (Choi, van Merriënboer, & Pass, 2014;
Kirschner, 2002). Schemas are ways to comprehend and retain information and are formed
through a process that transfers working memory to long term memory. Learners are able to
process information effectively when the development of schemas are automated and do not go
beyond cognitive load. The sum of the intrinsic (complexity of the task), extraneous (extra
information needed for task completion) and germane (connection to prior knowledge) parts
should not exceed the capacity of working memory. Cognitive load theory not only considers the
cognitive load of the learner but also the type of task and physical environment in which the task
takes place. The causal factors of task complexity, learners, and environment combined with the
assessment factors of mental load and mental effort play a significant role in a learner’s
performance.

TEACHER SELF-CARE 17

CHAPTER THREE: THE LEARNERS AND LEARNING CONTEXT

Learner Profile

This chapter addresses two major factors that must be considered in the curriculum
design -- the learner and the learning context. The first major component is the analysis of the
learners. It is important to think about who the learners are in order to appropriately meet their
needs. Taking into consideration the qualities of learners must be done during curriculum design
and before instruction. To describe learners effectively, it is important to address three primary
factors: ability, self-efficacy, and prior knowledge.
Ability
The ability of learners can be addressed in two ways: cognitive characteristics and
physiological characteristics. It is important to note that all learners will not be exactly the same
(Smith & Ragan, 2005).
Cognitive characteristics. The learners of this curriculum will be pre-service teachers
who are in the process of earning a teaching credential. The cognitive characteristics of the
learners will be of a college-level aptitude due to their concurrent enrollment in a teacher
preparation program. Most will have completed a Bachelor’s degree and will have high reading
and writing levels, because of the completion of general higher education requirements.
Physiological characteristics. Learners of this curriculum will have the sensory
requirements necessary to perform the functions of the teaching job. Learners will be in general
good health and able to move around the room or stand for long periods of time. Learners may
range in age depending on when they decide to explore a career in teaching. It is expected that all
learners will be adults at least 21 years old and will be in the early part of their teaching career.
Self-Efficacy

TEACHER SELF-CARE 18

Self-efficacy is one’s belief in their ability to complete a task (Bandura, 1996). Learners
of this curriculum may begin this curriculum with varying levels of self-efficacy, due to their
prior experience with self-awareness and self-care strategies. Completing tasks that require
learners to be emotionally vulnerable and open-minded may hinder their belief that they can
incorporate self-care in their daily lives. Learners will be encouraged to be positive and willing
to participate in activities that elicit self-reflection. Guidance, practice and feedback will be
included in the curriculum to ensure learners’ confidence in completing necessary tasks and
assessments.
Affective Characteristics
The learners’ affective characteristics such as interests, motivation, attitudes, academic
self-concept, and anxiety level are important to consider. Most pre-service teachers enter the
teaching field because they want to help youth so they will most likely have an interest in
psychology and human behavior as it pertains to helping and caregiving. If learners are interested
in helping others, it is assumed that they will also want to invest in helping themselves to
improve. Learners’ motivation will vary but most will be motivated to begin a valuable career
and be successful, which will prompt their motivation to learn self-care as a valuable skill. Their
attitude toward being successful will benefit them because the curriculum of self-awareness and
self-care will be presented as another essential component to sustainability in the teaching
profession.
Most learners in this curriculum will have a high academic self-concept, having
completed a Bachelor’s degree and desiring to be a part of the teaching profession which consists
of working to engage others in academics. However, the anxiety level of some learners may be
high and teaching efficacy may be low, as they consider student teaching experiences and all

TEACHER SELF-CARE 19

aspects of the teaching profession. Due to being under the supervision of a credentialed teacher,
student teaching may have created an optimistic or pessimistic outlook to being a classroom
teacher. The hope is to use this curriculum as a way to empower pre-service teachers to handle
the emotional demands of the job. This curriculum will help to lower levels of anxiety and
increase self-efficacy to implement self-care techniques.
Social Characteristics
The learners will likely have a collegial relationship with peers and have had
experience collaborating with other pre-service teachers in their program. It is anticipated that
they will have no negative feelings toward authority and will have more of a cooperative nature
as they learn the curriculum. Although, learners will vary in socioeconomic background and
racial/ethnic background, they all will look toward facilitators, supervisors, and experienced
teachers to be their role models.
Prior Knowledge
Learners will have general world knowledge and some specific prior knowledge before
engaging in this curriculum. Assessing prior knowledge of learners is an essential first step
before instruction.
General world knowledge. Although levels of experience will vary, it is expected that
learners will have general knowledge of various areas of health like physical and mental health
and will have a sense that being in good health can be beneficial to all people. Learners will have
varying levels of understanding of self-awareness and self-reflection and will be open-minded to
engage in discussions. Learners will have a general knowledge of the field of education and how
public schools function.

TEACHER SELF-CARE 20

Specific prior knowledge. Learners need to have prior experience of student teaching
and have specific prior knowledge of teaching responsibilities. Each learner will need to bring
their own personal and professional experiences to be able to participate in self-reflection
activities.
Description of the Learning Environment
The second major component of the learning context is the analysis of the learning
environment. This section will describe aspects of the system in which the learning occurs,
including the characteristics of facilitators who will deliver the curriculum, the technology
needed to deliver the curriculum, and the facilities and learning climate in which the curriculum
is delivered.
Facilitator Characteristics
The trainers of these materials will be an educator who has experience in teaching in a
public school setting and has experience with teaching TK-12 population. Trainers must have an
interest in improving teacher education and preparing pre-service teachers for the demands of the
job. Facilitators of this curriculum should have experience in teaching diverse populations and
must be flexible and able to adapt to learners.
Existing Curricula/Programs
This curriculum will fit into a teacher education program. Learners will be provided this
curriculum while enrolled in a teacher education program at a university and after having
acquired some experience with student teaching. This proposed new curriculum will add to the
training of the existing teaching education program, providing curriculum that is not already
offered. This curriculum will enhance the learning of the pre-service teachers by giving them
strategies to increase wellness before they become full-time teachers.

TEACHER SELF-CARE 21

Available Equipment and Technology
Workshop sessions will be facilitated in a physical classroom on a university or school
campus equipped with internet access and a projector. Learners will have access to a personal
laptop computer that they will bring with them to each session. The room will have access to
play audio and show video. Learners will also have access to an online learning platform like
Google applications during and in between sessions for accessibility to content and reflection
writing.
Classroom Facilities and Learning Climate
The workshop will be capped at 20 participants. Due to the sensitivity of the personal
issues discussed, smaller class sizes will make for a more comfortable learning climate. The site
in which the classroom takes place will be a familiar campus to the learner. The classroom
facilities will be one that allows learners to be physically comfortable to sit, stand and move
around the classroom if necessary.
The instruction will take place in a classroom on a university campus where teacher
education is provided. The workshop will align with the philosophy of the teacher education
program, with the goal to prepare students to become highly effective credentialed teachers. All
learning that takes place in the workshop will be perceived as necessary for thriving in the
teaching profession.

TEACHER SELF-CARE 22

CHAPTER FOUR: THE CURRICULUM

Overall Curriculum Goal, Outcomes, and Summative Assessment

This curriculum is intended to guide teachers to develop an awareness and application of
self-care practices and teacher burnout prevention. In order to successfully prevent teacher
burnout, teachers must develop an emotional self-awareness and engage in teacher self-care
practices that lead them to be effective social and emotional leaders of their own classroom.
The curriculum goal describes the general expectations of what learners should know by
the end of the course. The learning outcomes are the behaviors and actions that learners should
be able to perform by the end of the course. The summative assessment is a culminating project
that demonstrates learners have accomplished the goal of this curriculum.
Curriculum Goal
The goal of this curriculum is to provide pre-service teachers with knowledge about
teacher burnout, self-care, and how to prevent teacher burnout using self-care strategies. The
curriculum will assist teachers with personal development in social and emotional capacities.
Learners will learn how the importance of taking care of themselves benefits themselves not only
personally but professionally.
Curriculum Outcomes
At the end of this course, learners will be able to:
● Describe the importance of teacher burnout prevention and teacher well-being.
● Implement appropriate self-care throughout their teaching career.
● Evaluate their self-care practice through weekly reflection.
● Demonstrate increased self-efficacy in maintaining self-care.
Summative Assessment

TEACHER SELF-CARE 23

The summative assessment will be a portfolio of assignments including self-awareness
assessments, weekly reflection journal, and teacher self-care action plan. The self-awareness
assessment will demonstrate if learners understand who they are regarding their own social and
emotional development. The weekly reflection journal will demonstrate the ways in which
learners have managed their emotions throughout the course. The self-care action plan will
demonstrate that learners have a plan to utilize the strategies learned throughout the course in
their own personal lives.
Cognitive Task Analysis (Information Processing Analysis)

When designing a curriculum, an essential step is to conduct a cognitive task analysis
(CTA) to determine what steps are needed to perform a task (Smith & Ragan, 2005). The CTA,
conducted with subject matter experts (SME), provides supplemental information that
accompanies the literature review. The subject matter experts that were interviewed are current
teachers who have been teaching for longer than five years and have successfully persevered
through the typical teacher burnout window that research has shown occurs in the first five years
of one’s teaching career.
The curriculum goal was converted into the following question and was provided to the
SME: How do you take care of yourself in order to prevent teacher burnout? The steps that were
gathered from the SME interview are outlined below. The steps are sequential with the second
step having substeps that contain options.
Main Steps for Incorporating Teacher Self-Care
1. Assess your stress and your emotions. (Be self-aware.)
2. Select a self-care strategy appropriate for the stress.
a. Physical Health

TEACHER SELF-CARE 24

i. Exercise
ii. Improve Diet
iii. Increase Rest
b. Social Health (Build healthy, positive relationships)
i. Build Work Community
ii. Build Family Community
iii. Friends Community
c. Mental Health
i. Mindfulness/ Meditation
ii. Journaling/ Self-reflecting
iii. Therapy
3. Apply the self-care strategy.
4. Evaluate the effectiveness of the strategy.
General Instructional Methods Approach

Instruction for this curriculum will have two key components: content and methods. The
content will be the information learned throughout the course, as outlined in the overview of
units below. The instructional methods will provide structure and support for learners to
effectively engage with the content. The general strategy to instructional activities will be based
on the combination of theories: supplantive versus generative strategies (Smith & Ragan, 2005),
guided experiential learning (Clark, Yates, Early, & Moulton, 2010), and cognitive load theory
(Sweller, Ayres, & Kalyuga, 2011).
This curriculum will use a key instructional method of generative versus supplantive
strategies (Smith & Ragan, 2005). This approach will take into account the needs of the learner,

TEACHER SELF-CARE 25

the task, and the context. The instructor will use supplantive strategies like gaining attention of
the learners, informing learners of the purpose, and guiding practice. The learner will then use
generative strategies like focusing their attention, establishing purpose and practicing what is
learned . When choosing which strategies to use, there are a variety of factors that may be
considered, like the self-efficacy of the learner or the difficulty of the task. A careful balance
between supplantive and generative strategies will come together to form a harmonious scenario
for effective learning to take place.
The instructional method of guided experiential learning (GEL) is another approach that
will be utilized as a basis for this curriculum (Clark et al., 2010). Through GEL, each lesson will
follow a particular sequence that will facilitate effective learning. The essential components of
the lesson are objectives, reasons for learning including benefits and risks, an outline of the
content, description and demonstration, practice and feedback, and enhanced transfer. The
content of this curriculum has been determined by the results of a cognitive task analysis, which
is also required for a GEL instructional design.
Cognitive load theory provides a foundation for the instructional methods utilized in this
curriculum. The curriculum is divided into three units that allows for chunking and lessening the
amount of extraneous load. Each unit has a clear and specific goal and learners will be able to
focus on one task at a time. Learners will also be provided prerequisite vocabulary before
learning new tasks, to ensure that learners have what they need to learn new content effectively.
Description of Specific Learning Activities

The specific learning activities in this curriculum follow an organized lesson design,
modeled after Gagne’s nine instructional events (Smith & Ragan, 2005). Each lesson includes an
event that gains the learner’s attention, informs the objectives, utilizes the learner’s prior

TEACHER SELF-CARE 26

knowledge, presents the materials, provides guidance, elicits performance, gives feedback,
assesses performance, and enhances retention and transfer of knowledge.
Overview of the Units
The curriculum is assembled into three units. Each unit will be taught in one to three
weeks.

Table 1

Units and Weekly Topics/ Titles

Unit Topic/ Title
1
Self-Awareness
and Assessment of
Emotions
Know Yourself and Your Emotions/
Self-Awareness Assessment
Understanding Emotions associated with
Teacher Burnout and Importance of Teacher Burnout Prevention
2
Selection and
Application of
Self-Care
Strategies
Physical Health : What are strategies to improve your physical health?
Social Health: What are strategies to build community?
Mental Health: What are the strategies to relax, rejuvenate, and refresh
your mind?
3

Evaluating Self-
Care Strategies
through Reflection
Evaluating the Self-Care Strategies
Presentation of Portfolio: Self-Awareness Assessment, Teacher
Burnout Prevention, Weekly Reflection Journal, Self-Care Action Plan

Unit 1: Assessing your stress and your emotions

Terminal learning objectives. Given a perceived stressful situation, learners will assess
their level of stress as productive or destructive and describe it in their journal.

Prerequisite analysis (enabling objectives).
● Know the meaning of stress

TEACHER SELF-CARE 27

● Know the meaning of productive stress
● Know the meaning of destructive stress
● Be able to assess your level of stress using scale.

Learning activities.
● After introductions and attention activities, assess prior knowledge of stress and a
stress level scale.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure for assessing stress based on a stress level scale.
● Provide practice and feedback for using a survey scale for generating a set of
criteria of productive or destructive emotions based on their experiences .
● Provide opportunities to transfer knowledge to assess their own stress.

Learning assessment. Given a perceived stressful situation, learners will assess their
level of stress as productive or destructive using a 5 point scale and record it in their journal..

Unit 2: Selecting and applying a self-care strategy

Terminal learning objectives. Given a stress level assessment, learners will select and
apply an appropriate self-care strategy and write it in their journal.

Prerequisite analysis (enabling objectives).
● Know the meaning of self-care.
● Know the meaning of a stress level assessment.
● Know what is an appropriate response and inappropriate response to stress level.
● Know the meaning of self-care strategy.
● Know the meaning of apply.
● Be able to select and apply an appropriate self-care strategy.

Learning activities.
● After introductions and attention activities, assess prior knowledge of the meaning
of self-care and other concepts.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure for selecting and applying an appropriate self-care strategy.
● Provide practice and feedback for selecting and applying a set of self-care
strategies based on perceived stressful situations.
● Provide opportunities to transfer knowledge to select and apply their own self-
care strategy.

TEACHER SELF-CARE 28

Learning assessment. Given a stress level assessment, learners will select and apply an
appropriate self-care strategy and write it in their journal based on the rubric.

Unit 3: Evaluating self-care through reflection

Terminal learning objectives. Given the selection of a self-care strategy, learners will
apply and evaluate the self-care strategies and write them in their journal.

Prerequisite analysis (enabling objectives).
● Know the meaning of self-care strategy.
● Know the meaning of evaluate
● Be able to evaluate a self-care strategy.

Learning activities.
● After introductions and attention activities, assess prior knowledge of the meaning
of self-care strategy.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure for evaluating a self-care strategy.
● Provide practice and feedback for evaluating a self-care strategy.
● Provide opportunities to transfer knowledge to evaluate their own self-care
strategies.

Learning assessment. Given the selection of a self-care strategy, learners will evaluate a
self-care strategy and write it in their journal based on a rubric.

Table 2

Scope and Sequence

I= Introduced
R= Reinforced
M= Mastered

Scope and Sequence
Curriculum
Outcomes
Unit 1 Unit 2 Unit 3
Describe the
importance of
teacher burnout
I R M

TEACHER SELF-CARE 29

prevention and
teacher well-being
Implement
appropriate self-care
strategies
throughout their
teaching career
I R M
Evaluate their self-
care practice
through self-
reflection
I R M
Demonstrate
increased self-
efficacy in
maintaining self-
care
I R M

Delivery Media Selection

Although many educators may believe that a critical part of curriculum design is to select
the media in which instruction is delivered, research has shown that media does not influence
learning or motivation (Clark, Yates, Early, Moulton, 2010). Media is the format in which the
content is delivered and has no effect on learning. Media serves as a vehicle of transmitting
information whereas the methods serve as the main support for learning. Choosing the
instructional methods is most important because the methods have the most significant influence
on cognitive processes related to learning and also provide the foundation for the learner to gain
knowledge through any format. The selected media provides the instructional platform and is
often chosen based on cost and access. Although media does not affect learning, there are still
some factors that should be considered for media selection.
Key Considerations In Choosing Media

TEACHER SELF-CARE 30

To determine which media to select, there are three key factors that must be considered:
conceptual authenticity, immediate feedback, and special sensory requirements (Clark, Yates,
Early Moulton, 2010). These factors are described and considered in relation to this curriculum.
Conceptual authenticity. Can the media adequately depict the conditions required for
learners to apply new learning? Both online and in-person instructor formats will allow sufficient
conditions to depict an authentic environment for learning this curriculum.
Immediate feedback. Is there a need for immediate corrective feedback? There may be a
need for immediate feedback from the instructor during class time because learners will be
practicing strategies and reflecting on strategies throughout the course
Sensory requirements. Does instruction require sensory information beyond visual and
aural? The instruction does not require any sensory information beyond visual and aural. As long
as learners are able to see the demonstrations and hear the descriptions, then content can be
delivered through any visual and aural media.
General Instructional Platform Selection

This curriculum will consist of a blended type of instruction, which will combine
asynchronous and synchronous instruction with a weekly classroom component. Some videos
and reading materials will be available asynchronously online through a course management
system for learners to view and read at their pace. The asynchronous material will allow learners
to have access at any date or time. Synchronous live instruction will be given through an in-
person or online format with a live instructor. The in-person format will have some access
limitations and will only allow for learners to access instruction at specific dates,times and
locations. The online format will allow for learners to access instruction at any location, date and
time, as long as technology is accessible. However, having a live instructor in an in-person or

TEACHER SELF-CARE 31

virtual classroom on a weekly basis will allow for encouragement and monitoring from the
instructor, small group face to face discussion, and instructor’s ability to adapt to learners’
immediate needs and questions.
Specific Media Choices

There are various types of media that will be used to help facilitate instruction. Most
specific media choices are made considering cost, access, and time for learning (Clark, Yates,
Early, & Moulton, 2010). Some media may be more expensive and others are more accessible. In
the table below, each media option is considered based on purpose, benefits, and cost.
Table 3

Media Choices

Media choice Purpose Benefits Cost
Facilitator ● provide direct
instruction
● lead small group
discussions
● provide feedback
● ability to encourage
and monitor
● provide immediate
feedback if necessary
● can adapt to the needs
of learners quickly
● Salary of
facilitator
● Cost of
mileage
driving to and
from site, if
using an in-
person format
PowerPoint slides ● platform to
convey
information
● provide advance
organizers
● help to lessen the
cognitive load for
learners
● Time to make
slides
YouTube videos ● present
information on
content that
learners can use
● asynchronous
platform that
learners can use to
learn content out of
the classroom
● Free to use

● Cost of time
to find
relevant
videos or
upload
instructor
made videos

TEACHER SELF-CARE 32

Online Learning
Management System
(Google Classroom)
● A web-based
platform in which
learners can find
links to materials,
online
discussions, and
space for
reflection
● Learners can access
all materials in one
organized place at
any time of day.

● Free to use
through
Google Apps
account
Zoom ● A web-based
platform in which
facilitator and
learners can
gather to hold a
virtual classroom
session.
● Classes can be held at
any location, at any
time or date. Allows
learners to access
facilitator’s live
instruction no matter
the location of
learner.
● Free to use for
all learners,
facilitator may
or may not
incur costs
based on
account
membership

● Access to the
internet must
be available.

TEACHER SELF-CARE 33

CHAPTER FIVE: IMPLEMENTATION AND EVALUATION PLAN

When designing curriculum, it is essential to develop a plan for implementation and
evaluation. The timing of creating these plans must occur early on in the design process. Smith
and Ragan (2005) define implementation as the process of putting an innovation into use.
Kirkpatrick and Kirkpatrick (2016) discuss levels of evaluation for determining whether the
innovation has achieved its desired results. Considering the purpose, need and expectations of an
organization is critical when planning implementation and evaluation.
Organizational Purpose, Need and Expectations
There is a problem in the teaching profession with excessive demands being placed on
teachers, provoking teacher burnout that potentially results in teacher turnover and exacerbates a
teacher shortage. The goal of this curriculum is to help teachers deal with the demands that cause
teacher stress and provide clear strategies to prevent early teacher burnout. The purpose of this
curriculum is to deliver pertinent information and demonstrate solid ways to utilize a self-care
model to alleviate stress and ultimately reduce the risk of teacher burnout. The goal for pre-
service teachers would be to learn how to use self-care strategies on a regular basis to increase
sustainability in the teaching profession. The desired outcome for pre-service teachers is to
maintain a healthy, sustainable teaching career with self-care strategies.
Implementation of the Curriculum
Smith and Ragan (2005) discuss the importance of developing an implementation plan
early in the instructional design process, which ensures that the goals of the curriculum aligns
directly to future implementation. While designing curriculum, it is essential to anticipate the
process of implementing curriculum, which includes many stages such as awareness, interest,
evaluation, trial, adoption, and integration (Smith & Ragan, 2005). Having a clear

TEACHER SELF-CARE 34

implementation strategy to disseminate the curriculum has been thought of to be more important
than the actual adoption and use of the curriculum (Smith & Ragan, 2005). Implementation often
means that organizations like teacher credentialing programs who adopt the curriculum will have
to embrace change in their way of thinking.
The designer will approach a teacher credentialing program and speak to the
coordinators/directors about how the curriculum can be an elective course for their teachers. If
these organizations first become aware and interested in the curriculum design, then there will be
a smooth transition to adopt this curriculum. After the coordinator evaluates the benefits and
risks and resources needed, a trial process will begin.
To implement the teacher self-care curriculum, a pilot of all three workshops will be
conducted with one cohort of fifteen pre-service teachers enrolled in a credentialing program.
One facilitator will be trained to instruct the pre-service teachers. The learners participating in
the course as well as a trained facilitator will give feedback using surveys and face-to-face
interviews. The formative feedback given by participants will inform the designer on what
revisions need to be made. Once revisions are made, the curriculum can be formally adopted and
integrated into a teacher education program as a professional development course.
Evaluation Framework
The evaluation plan for this curriculum was created using the framework provided by
The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016). The evaluation plan
consists of four levels that are each an essential part of the evaluation process. Level 4 Results
describes the results and leading indicators. Level 3 describes the critical behaviors of the
stakeholders that will be developed as a result of the curriculum. Level 2 Learning describes the
components that will be measured to determine the level of learning of participants. Level 1,

TEACHER SELF-CARE 35

called Reaction, describes the components that will be measured to determine participants’
reaction to the curriculum.
There have been some changes to the New World Kirkpatrick Model (Kirkpatrick &
Kirkpatrick, 2016) since its inception in the 1950s by Don Kirkpatrick. One difference is the
order in which the levels are developed in the evaluation plan. In the previous model, the levels
started with Level 1, and significant emphasis was placed on level one without realizing the
importance of Levels 2 and 3 to reach Level 4. In the new model, starting with the results in
Level 4 has been emphasized, because it encourages the developer to think about the outcomes
first and how the remaining levels are the foundation to support the fourth level. A second
addition, which is found in Level 4, is the addition of required drivers to critical behaviors.
These required drivers are supports established to facilitate the encouragement, recognition, and
monitoring of participants’ critical behaviors. The changes to the New World Kirkpatrick Model
(Kirkpatrick & Kirkpatrick, 2016) are reflected in the evaluation plan for this curriculum.
Level 4: Results and Leading Indicators
Evaluating the desired results of a program is of the utmost importance to ensure that the
objectives of a training have been met. Kirkpatrick and Kirkpatrick (2016) discuss that the
results listed in Level 4 are the ultimate reasons for training. The leading indicators will act as
short-term observations and measurements used to determine if the stakeholders of the
organization are achieving the intended outcomes. For a curriculum focused on teacher self-care,
there will be specific external outcomes that will affect teachers globally and internal outcomes
that will occur inside an organization, as long as the training is implemented with fidelity (Smith
& Ragan, 2005). Table 4 lists the external and internal outcomes as well as the metrics and
methods that are used to measure each outcome.

TEACHER SELF-CARE 36

Table 4

Outcomes, Metrics, and Methods for External and Internal Outcomes

Outcome Metric(s) Method(s)
External Outcomes
Increase teacher
retention within
first five years of
career / Decrease
teacher turnover
Number of teachers
who leave during the
first five years/
Teacher turnover rate
End of year reports

Increase number of
credentialing
programs that use
self-care
curriculum
State accreditation
records of
credentialing programs
State will verify in their
accreditation process
that credentialing
programs have
embedded self-care
curriculum
Internal Outcomes
Decrease level of
burnout in teachers
Maslach Burnout
Inventory by Maslach,
Jackson and Leiter
(2006)
Teachers complete
burnout inventory three
times during school
year, administered by a
support provider
Increase in teacher
self-efficacy to use
self-care strategies
Teacher self-efficacy
rating
Teachers complete a
self-efficacy survey
during the school year,
administered by a
support provider
Increase in number
of teachers who use
self-care strategies
to prevent burnout
Number of teachers
who use self-care
strategies
Reflection journals and
informal reports of self-
care strategy use

Level 3: Behavior

TEACHER SELF-CARE 37

Critical behaviors. Critical behaviors are those behaviors that participants will exhibit as
a result of completing a training (Kirkpatrick & Kirkpatrick, 2016). In this curriculum, teachers
will display more positivity toward their work life as a result of prioritizing their well-being.
Teachers will be more positively engaged at work, using more self-care strategies, reflecting and
becoming more self-aware of their emotions, as well as socializing more with other colleagues.
Table 5 shows a list of teachers’ critical behaviors after learning the proposed teacher self-care
curriculum.
Table 5

Critical Behaviors, Metrics, Methods, and Timing for Evaluation

Critical
Behavior
Metric(s) Method(s) Timing
Teachers use
self-care
strategies
daily/weekly
List of self-care
strategies
Log of hours spent
in self-care
activities
Weekly
Teachers
exhibit positive
engagement at
work
daily/weekly
Number of
complaints
/Decrease of
number of sick
days that teacher
take
Data from peer
teacher /

Data from teacher
attendance records
Weekly

/
Monthly
Teachers are
more reflective
and self-aware
of their
emotions.
Teachers are
able to evaluate
their self-care
practices
Number of
reflection
entries
Reflection journal Weekly
Teachers
participate in
Number of social
gatherings that
teachers attend
Count the number
of social gatherings
that teachers attend
Each
semester

TEACHER SELF-CARE 38

more social
gatherings

Required drivers. Motivation plays an integral role in an employee’s effort to perform
optimally on the job (Kirkpatrick & Kirkpatrick, 2016). For teachers to perform at their optimal
state and exhibit critical behaviors, required drivers will be utilized to motivate them. Required
drivers are methods that reinforce, encourage, reward, and monitor the teachers’ use of self-care.
Examples of required drivers are reminders, job aids, mentoring, and recognition. Table 6
displays the motivational methods that will be used to support teachers to exhibit critical
behaviors.
Table 6
Required Drivers to Support Critical Behaviors
Method(s) Timing Critical Behaviors
Supported
1, 2, 3 Etc.
Reinforcing
Email reminders to use
self-care strategies
Weekly 1, 2, 3
Job aids describing
various types of self-
care strategies
Monthly 1
Follow-up modules for
participants to receive
updates and support
Every six months 1,2,3,4

Encouraging
Peer collaboration:
teachers meet in-person
or online to listen to
Monthly 1,2,3,4

TEACHER SELF-CARE 39

and validate each
other’s self-care
journey
Coaching: An support
provider will encourage
teachers to use self-care
by being available to
demonstrate strategies.
Monthly 1, 2, 3, 4
Rewarding
Recognition for most
positively engaged
teacher of the month
Monthly 2, 4
Wellness parties for
teachers who regularly
log self-care hours
Monthly 2, 4
Monitoring
Survey to inquire about
teachers’ progress with
self-care
Every six months 1,2,3
Self-monitoring with
the use of a personal
journal
Weekly 3

Organizational support. Holding the organization accountable to the goals of this
training is critical to providing support to teachers who complete this curriculum (Kirkpatrick &
Kirkpatrick, 2016). It is necessary for teachers to receive organizational support as they
incorporate new knowledge of self-care into their daily work life. For this teacher self-care
curriculum, the teacher’s induction program will put in place a wellness system, where teachers
feel safe to practice self-care strategies. The support providers of the induction program will
serve as the facilitator of the wellness program, which may include sacred time for wellness

TEACHER SELF-CARE 40

breaks, peer mentorship, and weekly check-ins. It is necessary for all stakeholders to understand
that this teacher self-care curriculum will bring about positive effects to the entire organization.
Level 2: Learning
Learning goals. At the end of this course, stakeholders will be able to:
● Assess their level of stress as productive or destructive and describe it in their journal.
● Select an appropriate self-care strategy and write it in their journal.
● Apply and evaluate self-care strategies and write them in their journal.

Evaluation of the components of learning. Throughout the curriculum, learning will be
assessed in many different ways. Learners will not only be able to declare that they know the
curriculum but will also be able to demonstrate skills with a sense of confidence and
commitment that permits transfer of new knowledge to new situations. Table 7 lists the methods
and timing in which specific types of learning will be evaluated.
Table 7
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know
it.”

Knowledge check during partner,
small and group discussions with
the use of Poll Everywhere
During
Quizzes During
Procedural Skills “I can do it
right now.”

TEACHER SELF-CARE 41

Scenarios in which procedural
knowledge is demonstrated in the
solution
During and after
Observations by peers During and after
Attitude “I believe this is
worthwhile.”

Benefits and risks assessment at the
beginning of each unit
Before each unit
Facilitator’s evaluation of learner’s
responses on reflection assignments
At the end of each unit

Confidence “I think I can do it on
the job.”

Self-reflective journal writing During and at the end of each
unit
Class discussions about self-
efficacy to use self-care strategies
During and after
Commitment “I will do it on the
job.”

Self-reflective journal writing During and at the end of each
unit
Completion of a self-care action
plan
After

Level 1: Reaction
Immediately following the curriculum, the reaction of learners will be evaluated using a
variety of methods. To determine whether or not learners are engaged, the facilitator will review
attendance records and the degree to which learners ask meaningful questions. The facilitator
will review reflection responses to ensure that the curriculum is relevant to learners. Anonymous

TEACHER SELF-CARE 42

evaluations will also be given to learners to ensure that the learners are satisfied with the
workshops and facilitator. Table 8 lists all of the methods that will be utilized to measure
engagement, relevance, and customer satisfaction.
Table 8
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Attendance records At the beginning of the workshop
Asking meaningful questions During the workshop
Completion of practice scenarios After the workshop
Relevance
Pulse check via survey and/or
discussion
Before or after breaks
Learner reflection responses After each workshop
Customer Satisfaction
Workshop evaluation At end of each workshop
Facilitator evaluation At the end of each workshop

Evaluation Tools
Immediately following the program implementation. Immediately after the
completion of the curriculum, the facilitator will administer a survey to the participants to

TEACHER SELF-CARE 43

determine the learners’ reactions and learning, which will measure Level 1 and Level 2 of the
New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016). Questions will focus on
engagement, relevance, satisfaction, confidence and commitment to apply learned skills. A
sample of this survey can be found in Appendix A.
Delayed for a period after the program implementation. Six months after the
curriculum, another survey will be administered to learners. This survey will determine if skills
learned have been applied and the degree to which the curriculum has positively affected the
learner. A sample of the survey can be found in Appendix B.

Conclusion

This teacher self-care curriculum serves the needs of pre-service teachers who will be
entering the teaching profession. The curriculum has been designed with the intent to provide
teachers with personal development and social and emotional learning before entering the
classroom. Novice teachers will be provided tools to manage the everyday demands of their
career using self-care strategies. The beginning of this course will allow learners to learn the
importance of self-awareness. Learners will also be taught how to select, apply, and evaluate
self-care strategies. Overall, the curriculum will encourage teachers to concentrate on their health
to ensure they are at their best for their students.

TEACHER SELF-CARE 44

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Appendices

Appendix A
Evaluation Instrument (Immediate)

Immediate Evaluation Instrument

Circle the number that represents how much you agree with the following statements.
Scale: 1= Strongly Disagree / 2=Strongly disagree / 3= Neutral / 4= gree / 5= Strongly Agree

I learned something valuable and relevant to my career (level 1). 1---2---3---4---5
I found the workshop engaging and easy to follow (level 1). 1---2---3---4---5
The facilitator encouraged my participation (level 1). 1---2---3---4---5
I understood the objectives and goals of this course (level 2). 1---2---3---4---5
I feel confident that I can apply the skills learned (level 2). 1---2---3---4---5
I am committed to applying the skills learned (level 2). 1---2---3---4---5
(Kirkpatrick & Kirkpatrick, 2016)

Appendix B
Evaluation Instrument (Delayed)

Delayed Evaluation Instrument

Circle the number that represents how much you agree with the following statements.
Scale: 1=Strongly Disagree/ 4= Disagree / 3= Neutral/ 4 = Agree/ 5= Strongly Agree

What I learned in the teacher self-care course has been valuable to my career (level 1).
1---2---3---4---5
I learned how to incorporate self-care strategies into my career (level 2).
1---2---3---4---5
After the course, I spent adequate time using self-care strategies (level 3).
1---2---3---4---5
I have applied the knowledge and skills learned from this course to my work life (level 3) .
1---2---3---4---5
I am already feeling more positive about teaching (level 4 ).
1---2---3---4---5
(Kirkpatrick & Kirkpatrick, 2016)

Appendix C
Unit Overviews, Lesson Plans, and Materials

Teacher Self-Care Curriculum
Course Overview
Plan and Instructor’s Guide

Duration: 30 minutes

Lesson Materials
Powerpoint slides presentation, handouts

Learner Characteristic Accommodations
Learners are pre-service teachers who are learning how to be teachers through a credentialing
program. Most learners have had some experience in a classroom under the supervision of a
cooperating teacher and supervisor. Learners are open-minded to learning how to maintain the
role of a full-time teacher. They may be lacking self-efficacy in self-care and the confidence and
skills to teach full-time. Learners will use this course as an elective to enhance their self-efficacy
and their units will count toward their professional development/ continuing education.

Facilitator’s Notes
To informally assess the learners’ prior knowledge, the instructor should ask questions relating to
the definition of self-care and discuss any overwhelming experiences that may have caused
physical or emotional exhaustion.

Instructional Activities

Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Introduction
5 Gain learners’ attention by
introducing the problem of
teacher burnout and teacher
turnover. Motivate learners to
think about what self-care is and
how it can be used in a teacher
setting.

Describe teacher
burnout through
vignettes and facts
found in research.

Vignettes/facts will
be provided in the
supplemental
materials.
Learners
write a
reflection
about their
experience
with burnout-
related
situations or
examples of
situations
when they
used or could
have used
self-care.
Course Goal
5 Introduce the overall course
goal and the course outcomes.

Course goal: provide pre-service
teachers with knowledge about
teacher burnout, self-care, and
how to prevent teacher burnout
using self-care strategies. Assist
teachers with personal
development in social and
emotional capacities. Learn how
the importance of taking care of
themselves personally and
professionally.

Course outcomes:
● Describe the importance
of teacher burnout
prevention and teacher
well-being.
● Implement appropriate
self-care throughout
their teaching career.
● Evaluate their self-care
practice through weekly
reflection.
● Demonstrate increased
self-efficacy in
maintaining self-care.
● Demonstrate increased
confidence to lead their
students in social and
emotional learning.

State the written goal.
Describe the overall
goal of this course to
gain learners’
attention.
Learners will
use Poll
Everywhere
to write down
which
outcome
relates the
most to their
personal
goals
Purpose for
the Course

10 Describe the reasons for this
course. Stimulate motivation by
describing benefits and the
risks avoided by this course.

Benefits: Develop emotional
self-awareness and self-care
strategies that will lead them to
be effective social and
emotional leaders of their own
classrooms.
Facilitator displays
the purpose of this
course in front of the
room using a slides
presentation.

Facilitator asks
learners to discuss
with an elbow partner
the reasons for taking
this course and what
Learners will
discuss with
an elbow
partner the
reasons for
taking this
course and
what they
hope to gain
from this
course.

Risks Avoided: Overwhelming
teacher stress, teacher burnout
and teacher turnover

they hope to gain
from this course..
Course
Overview

10 The course overview will help
learners develop a mental model
of the content of each unit.
There will be a visual
representation of the unit
overview and a general
description of each lesson. (See
below)

Display the unit
overview and
describe how each
unit is sequenced and
the reasoning behind
the sequence.
Describe how the
units will be
structured.
Learners will
actively
listen to the
instructor
while
perusing the
unit
overview.
Learners will
write a note
of which
units interest
them the
most. They
will also
write down
what
questions
they may
have.
Total Time
30

Course Overview

Unit Topic
1
Self-Awareness
and Assessment of
Emotions
Know Yourself and Your Emotions/
Self-Awareness Assessment
Understanding Emotions associated with
Teacher Burnout and Importance of Teacher Burnout Prevention
2
Selection of
Self-Care
Strategies
Physical Health : What are strategies to improve your physical health?
Social Health: What are strategies to build community?
Mental Health: What are the strategies to relax, rejuvenate, and refresh
your mind?
3
Applying and
Evaluating
Applying and Evaluating the Self-Care Strategies
Presentation of Portfolio: Self-Awareness Assessment, Teacher
Burnout Prevention, Weekly Reflection Journal, Self-Care Action Plan

Unit 1: (how to) Assessing your stress and your emotions.

Terminal learning objectives. Given a perceived stressful situation, learners will assess
their level of stress as productive or destructive and describe it in their journal.

Prerequisite analysis (enabling objectives) .
● Know the meaning of stress
● Know the meaning of productive stress
● Know the meaning of destructive stress
● Be able to assess your level of stress using scale.

Learning activities.
● After introductions and attention activities, assess prior knowledge of stress and a
stress level scale.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure for assessing stress based on a stress level scale.
● Provide practice and feedback for using a survey scale for generating a set of
criteria of productive or destructive emotions criteria based on their experiences .
● Provide opportunities to transfer knowledge to assess their own stress.

Learning assessment. Given a perceived stressful situation, learners will assess their
level of stress as productive or destructive using a 5 point scale and record it in their journal.

Teacher Self-Care Curriculum
Lesson Plan and Instructor’s Guide
Unit 1: Self-Awareness and Assessment of Emotions

Unit Duration: 120 minutes

Introduction: This is the first unit of a three-unit course. The first unit will introduce
self-awareness to help learners understand themselves and their emotions. There will also be
discussion on emotions specifically related to teacher burnout and the prevention of teacher
burnout.

Learning Objective(s)
Terminal Objective:
Given a perceived stressful situation, learners will assess their level of stress as
productive or destructive and describe it in their journal.

Enabling Objective(s):
● Know the meaning of stress
● Know the meaning of productive stress
● Know the meaning of destructive stress
● Be able to assess your level of stress using scale.

Lesson Materials
Powerpoint presentation
Projector and screen
Google Classroom/Google Docs
Post-its

Readings:
https://www.the74million.org/61-of-teachers-stressed-out-58-say-mental-health-is-not-good-in-n
ew-national-survey/
https://www.aft.org/sites/default/files/2017_eqwl_survey_web.pdf
https://www.e-counseling.com/stress/good-stress-vs-bad-stress-understanding-the-differences/

Learner Characteristic Accommodations
Learners must be present during the live in-person session. Learners will be open-minded to
exploring emotions and self-awareness.

Facilitator’s Notes
The instructor must facilitate a safe space for learners to be comfortable and willing to share
personal and emotional experiences. The facilitator should be mindful that whole group
discussions can evoke discomfort and should focus on small groups/ pairs/ trios for discussions.
Group norms for discussing sensitive topics should be established before the workshop begins.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
10 A video on teacher burnout will
be shown to learners to gain
attention.

“What is teacher burnout?
https://www.youtube.com/watch
?v=_Nw14J61BVQ
.
Use prompt to gain learners’
attention and begin thinking
about emotional self-awareness.

Prompt(s) on the screen:

What do we see here in this
video? Have you experienced
something similar?

What do you believe are the
causes of teacher burnout?

Facilitator will show
video on teacher
burnout.

Facilitator will read
prompt aloud and will
display question and
answer on the
projector screen.

Facilitator will read
aloud some of the
answers that were
submitted.
Learners use
Poll
Everywhere
to answer the
prompt(s).
Learning
Objectives
5 Learning objectives are made
aware to the learners.

Given a perceived
stressful situation, learners will
assess their level of stress as
productive or destructive and
describe it in their journal.

Facilitator projects
the learning
objectives on the
PowerPoint slide.
Learners read
the learning
objectives
from the
slide.
Reasons for
Learning
- Benefits
- Risks
10 Benefits and risks avoided are
presented to learners

Benefits: Being self-aware
allows you to be an effective
teacher and to be your best
positive self, which will result
in creating a positive classroom
environment for student
learning

Facilitator verbally
states and visually
displays the
beneficial reasons for
learning the material
and the risks that are
avoided when the
content is mastered.
Learners talk
to an elbow
partner about
the risks of
teacher
burnout and
then few
learners may
share out
Risks: Not understanding your
emotions could lead you to an
overwhelming and stressful
state, which could result in
teacher burnout
Knowing your emotions can
avoid a stressful and negative
classroom environment.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
5 Learners will determine how
much they already know, will
be given an introduction to new
knowledge that they need, and
discuss best strategies to retain
new information.

A review of information will be
provided in order to activate
prior knowledge and prepare
learners for new knowledge.
Topics include:
-Emotions
-Stress
-Self-Awareness
-Teacher Burnout

Learning Activities:
● assess prior knowledge
of stress and a stress
level scale.
● provide definitions and
examples and
nonexamples.
● Provide opportunities for
learners to generate their
own examples and
nonexamples.
● Model the procedure for
assessing stress based on
a stress level scale.
● Provide practice and
feedback for using a
survey scale for
generating a set of
criteria of productive or
destructive emotions
Facilitator will
activate learners’
prior knowledge by
asking what they
already know about
stress and burnout
from their life
experiences.

Facilitator explains
prior knowledge
connection to
learning objective as
well as learning
strategies including:
- the order of
instructional
activities
- related tasks
including outside
readings, lecture,
practice, and
assessment

Facilitator will
provide the guiding
question(s) that will
guide new
knowledge:
Do you really know
your emotions, and
what stressors bring
about those emotions
in the classroom ?
Learners
listen to
facilitator
make
connections
and watches
presentation
of overview
with guiding
questions,
and reviews
learning
strategies
needed in
order to be
successful.

Learners will
have already
downloaded
any
supporting
materials and
handouts
from Google
Classroom.
criteria based on their
experiences .
● Provide opportunities to
transfer knowledge to
assess their own stress.

Prerequisite
Knowledge
20 Learners will examine the
definition of stress and the
difference between stress that is
productive and destructive.

Definition: feeling of extreme
pressure
Productive stress: meeting a
deadline that you set for
yourself
Destructive stress: doing too
many things at once for a
prolonged time and feeling
fatigue and having thoughts of
giving up

Topics include:
● The meaning of stress
● The meaning of
productive stress
● The meaning of
destructive stress

Facilitator provides
the definitions and
examples and
nonexamples of
productive and
destructive stress.

Facilitator refers to
the article “Good
Stress vs. Bad Stress
Understanding the
Differences: https://w
ww.e-counseling.com
/stress/good-stress-vs
-bad-stress-understan
ding-the-differences/

Facilitator asks
learners to generate
their own examples
and nonexamples.
Learners
generate their
own
examples and
nonexamples
of productive
and
destructive
stress and
type them
into a
shareable
google doc
Learning
Guidance
- Lecture
- Demo.
15 A brief presentation of emotions
and how they relate to teacher
stress and teacher burnout will
be given.
Learning guidance will include
a lecture and demonstration of
steps on how teachers can be
self-aware of their emotions and
stress.

A demonstration on how to
assess your level of stress using
scale will be given and the
differences between productive
and destructive stress will be
addressed.
The facilitator,
through audio and
visual methods, will
lecture about the role
of emotional
self-awareness and
early prevention of
teacher burnout using
corresponding
literature.

The instructor using
literature and
personal experience
will demonstrate how
to take the assessment
Learner will
watch the
demonstratio
n and take
notes during
the process.

which determines the
level of stress and
whether or not it is
productive or
destructive.
Practice and
Feedback
15 Learners will be able to practice
assessing their level of stress
using a scenario.
Facilitator gives them
a scenario and has
them practice what
was demonstrated in
groups.

Facilitator provides
feedback so that
learners have
self-efficacy to
complete the
assessment
individually.

Learners will
share out
their
collective
work.
Authentic
Assessment
20 Scenario-based questions
asking the learner how they will
react in certain situations,
whether or not the possible
stress is productive or
destructive and will write a
reflection in their journal.

Terminal objective:Given a
perceived stressful situation,
learners will assess their level of
stress as productive or
destructive and describe it in
their journal.
Facilitator will allow
time and conducive
environment for
students to work on
their self-assessment
using a scale.

Learners will
take a survey
that will
assess
whether their
level of stress
is productive
or
destructive.

Learners will
describe
stress in their
journal.
Retention
and Transfer
10 Time is provided for facilitator
to assign homework and for the
learner to begin thinking about
how they will go about doing
this homework.
Facilitator is
moderating and
guiding conversation
about the homework
that learners will do.
Learners will
begin to think
about the
homework
which is to
use the
assessment
scale daily
for a week
and write in
their journal
about their
experience.
Big Ideas

5 Review and re-motivate:
Review the “take aways” from
this unit and the application of
procedures. Connect the
importance of the procedural
knowledge to the goals of the
unit and course.
Facilitator provides
time for learners to
review the big ideas
of the unit.
Learners will
generate big
ideas and
share out. If
in a face to
face
classroom
setting,
learners will
write on
write them on
post-its, and
place them
on a
designated
wall/poster in
the room .

Advance
Organizer
for the Next
Unit
5 Display and discuss course
overview to introduce the lesson
in the next unit.
Instructor previews
next unit by drawing
connections between
teacher burnout and
self-care
Learners
write notes
and begin to
think about
the
connection of
the ideas of
being
self-aware to
being an
effective
teacher.
Total Time
110

Teacher Self-Care Curriculum Course Overview
10% of teachers quit each year, 33% percent quit within the first three years, 50% percent quit within five years. (Wang, Hall, & Rahimi, 2015; Boyd, Grossman, Lankford, Loeb, & Wyckoff, 2009)
Reflection -Have you experienced a time in your life when you were really stressed? -What did you do to take care of yourself?
Course Goals and Outcomes Goals: Provide pre-service teachers with knowledge about teacher burnout,
self-care, and how to use self-care strategies to prevent teacher burnout.
Assist teachers with personal development in social and emotional capacities.
Learn how the importance of taking care of themselves personally and
professionally. Outcomes: Describe importance of teacher burnout prevention and teacher well-being. Implement appropriate self-care throughout their teaching career. Evaluate their self-care practice through weekly reflection. Demonstrate increased self-efficacy in maintaining self-care. Demonstrate increased confidence to lead their students in social and
emotional learning.
Reflection -Use the polleverywhere link Which course goal/outcome relates to your
personal goals for taking this course? ● Describe importance of teacher burnout prevention and teacher
well-being. ● Implement appropriate self-care throughout their teaching career. ● Evaluate their self-care practice through weekly reflection. ● Demonstrate increased self-efficacy in maintaining self-care. ● Demonstrate increased confidence to lead their students in social and
emotional learning.
Purpose of the Course -Develop emotional self-awareness and self-care strategies that will lead
teachers to be effective social and emotional leaders of their own classrooms. -Avoid overwhelming teacher stress, teacher burnout and teacher turnover Learners will discuss reasons for taking this course with a partner
Course Overview
Teacher Self-Care Curriculum Unit 1 Self-Awareness and Assessment of Emotions
Video “What is teacher burnout? (Niroga Institute, 2017) https://www.youtube.com/watch?v=_Nw14J61BVQ
Reflection- Use Poll Everywhere to answer the following questions: ● What did you notice in the video? ● What do you believe are the causes of teacher burnout?
Learning Objectives Terminal Objective: Given a perceived stressful situation, learners will assess their level of stress as
productive or destructive and describe it in their journal. Enabling Objectives: ● Know the meaning of stress ● Know the meaning of productive stress ● Know the meaning of destructive stress ● Be able to assess your level of stress using scale.
Benefits and Avoided Risks Benefits: Being self-aware allows you to be an effective teacher and to be your best
positive self, which will result in creating a positive classroom environment for student
learning Risks: Not understanding your emotions could lead you to an overwhelming and
stressful state, which could result in teacher burnout Knowing your emotions can avoid a stressful and negative classroom environment.
Overview Being Self-Aware of Emotions What emotion are you feeling right now? When did you begin to feel this emotion? What do you believe caused this emotion?
Prerequisite Knowledge Stress -Productive vs. Destructive Image from https://www.pexels.com/@energepic-com-27411 Bad stress: going into a downward spiral with your thoughts, issues (home, family,
medical, financial, personal, professional) that interfere with your ability to work
productively on a daily basis Good stress: working to meet a deadline that you set for yourself, doing something
difficult that you know will ultimately result in your self-set goal McHugh, S. (2019). Can stress be good for you? E-Counseling.com. Retrieved from
https://www.e-counseling.com/stress/can-stress-be-good-for-you/
Learning Guidance Assessing Stressful Situations Facilitator will discuss a stressful situation and demonstrate how to assess the
situation using the Unit 1 assessment.
Practice Scenarios Learners will be asked to discuss a stressful situation of their own and assess with
their group.
Assessment Image from https://pixabay.com/photos/journal-write-blank-pages-notes-2850091/ https://docs.google.com/document/d/1xld6fLQaWdrlDINTopm6M25aejHk3zdl4_Ls8gi
YmwU/edit Learners will write in their journal using the stress level assessment.
Homework Assess your stress levels at the end of each day
Big Ideas What big ideas to learners take away from this unit? Learners use post-its to
Course Overview
TEACHER SELF-CARE CURRICULUM

Stress Level Assessment
Reflect on a stressful situation in your journal.
❏On a scale of 1 to 5, how stressed do you feel? (See key below to choose
your stress level)
❏When did the stress first begin?
❏What triggered the stress?
❏Could there be any underlying issues that may be contributing to the
stress?

KEY: Stress Level Descriptions
1-Productive stress: minor issue that feels easily fixable, lasts a short while (minutes), gets you motivated to do
something
2- Mostly Productive: regular workload issue, tired and typical stress, able to make a plan to not be stressed the
next day
3-Medium stress: opportunity for it to be productive or destructive, feeling like may be getting sick, forgot
something important, not enough time to do everything
4-Mostly Destructive: overwhelmed/need immediate assistance, feeling really sick, need a day off or immediate
support
5 - Destructive stress: emergency, must leave current environment immediately, cannot move/frozen, cannot talk,
uncontrollable crying/anxiety/anger
(Thinking About Third, 2017. https://www.teacherspayteachers.com/Product/How-Big-Is-My-Problem-Poster-1945212 )

Unit 2 : How to (Select a self-care strategy appropriate for the stress.)

Terminal learning objectives. Given a stress level assessment, learners will select an
appropriate self-care strategy and write it in their journal.

Prerequisite analysis (enabling objectives) .
● Know the meaning of self-care.
● Know the meaning of a stress level assessment.
● Know what is an appropriate response and inappropriate response to stress level.
● Know the meaning of self-care strategy.
● Be able to select an appropriate self-care strategy.

Learning activities.
● After introductions and attention activities, assess prior knowledge of the meaning
of self-care and other concepts.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure for selecting an appropriate self-care strategy.
● Provide practice and feedback for selecting a set of self-care strategies based on
perceived stressful situations.
● Provide opportunities to transfer knowledge to select their own self-care strategy.

Learning assessment. Given a stress level assessment, learners will select an appropriate
self-care strategy and write it in their journal based on the rubric.

Teacher Self-Care Curriculum
Lesson Plan and Instructor’s Guide
Unit 2: Selection of Self-Care Strategies

Unit Duration: 120 minutes

Introduction: The second unit of this course contains an exploration of self-care strategies that
educators can use throughout their career.

Learning Objective(s)
Terminal Objective: Given a stress level assessment, learners will select an appropriate self-care
strategy and write it in their journal.

Enabling Objective(s):
● Know the meaning of self-care.
● Know the meaning of a stress level assessment.
● Know what is an appropriate response and inappropriate response to stress level.
● Know the meaning of self-care strategy.
● Know the meaning of apply.
● Be able to select and apply an appropriate self-care strategy.

Lesson Materials
PowerPoint presentation
Handouts
Poster paper or poster size post-its
Markers

Learner Characteristic Accommodations
Learners must be present during the live session to collaborate with others in groupwork.

Facilitator’s Notes
This unit will require the facilitator to have knowledge of several different self-care strategies.
Facilitators will engage learners by sharing their own personal stories of self-care and any
challenges they have faced in their own self-care journey to make the class more authentic and
engaging for learners.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
10 Learners will watch a video
about prioritizing teacher
self-care.

Facilitator will read
prompt aloud and will
display question and
answer on the
projector screen.
Learners will
answer
questions
after
watching the
Prioritizing Teacher Self-Care
| Edutopia

https://www.edutopia.org ›
video ›
prioritizing-teacher-self-care

Use prompt to gain learners’
attention: What did you notice
in the video?

What does self-care mean to
you?

video and
discuss as a
class.

Learners will
use Padlet to
create a word
jumble of all
words
associated
with
self-care.
Learning
Objectives
5 Introduce new lesson by
summarizing previous lesson
objectives and presenting the
new objectives for this lesson.
Objective:

Given a stress level assessment,
learners will select an
appropriate self-care strategy
and write it in their journal.

Facilitator projects
the learning
objectives on the
PowerPoint slide.
Learners read
the learning
objectives
from the
slide.
Reasons for
Learning
- Benefits
- Risks
10 Benefits: Learning how to
practice self-care strategies will
help learners to stay calm,
healthy, peaceful and positive
during challenging times of
their career.

Risks avoided: Burnout and
overwhelming feelings of stress.
Present the benefits
and risks avoided
through powerpoint
slides. Explain
verbally the images
that are also on the
slides.
Learners will
listen and
read benefits
and risks
while
thinking
about how
this applies to
their own
teaching
career.

Learners
briefly talk to
an elbow
partner about
how this
learning
self-care may
be beneficial
for them and
few learners
will have the
opportunity
to share out
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
5 Prior knowledge: from Unit 1
about stress and stress level will
be discussed.
● Productive vs destructive
stress
● How to assess stress

New knowledge: An overview
of how stress can be resolved
through implementation of
self-care strategies.

Exploring various terms
associated with self-care
strategies

Activities:
● Learning terms and their
definitions and examples
and non examples
● Demonstrate how to
select a self-care
strategy
● Practice and get
feedback on selecting
● Apply this yourself

Facilitator will
explain prior
knowledge and its
connection to the
learning objectives
and lesson
assessment and will
introduce learning
strategies including:
- the order of
instructional
activities
- Related tasks
including
outside
readings,
lecture,
practice, and
assessment

Introduce lesson title
by stating as an
overarching question:
What are the various
types of self-care
strategies ?
Learners will
listen and
watch
presentation
of overview
with guiding
questions and
reviews
learning
strategies
needed to be
successful
Prerequisite
Knowledge
15 Learners will examine the
meaning of self-care and the
meaning of a stress level
assessment.

Topics include:
● the meaning of
self-care.
● the meaning of a
stress level
assessment.
Facilitator provides
definitions, examples
and nonexamples of
each terms/concepts.

Facilitator will divide
learners into groups
of three so they can
generate their own
examples and
nonexamples.
Learners will
work
together to
generate their
own
examples and
nonexamples
in groups of
three.

● an appropriate versus
inappropriate
response to stress
level.
● the meaning of a
self-care strategy.

Each group
member will
contribute
what they
know about
self-care and
stress level
assessment
from
previous unit.
Learning
Guidance
- Lecture
- Demo.
20 A lecture on different types of
self-care will be provided.

Categories of self-care
strategies:
Mental
Emotional
Physical
Social

Strategies:
● Mindfulness
● Therapy
● Exercise/Diet
● Building community

A demonstration will be given
on how to determine which type
of self-care strategy to use.
Facilitator will briefly
lecture on self-care
strategies by putting
them into categories
and lecturing on the
different ones.

Facilitator will
demonstrate how to
select and apply a
self-care strategy
based on a scenario.

Learners
watches the
demonstratio
n and takes
notes.
Practice and
Feedback
15 Learners will be given a
scenario and will select a
self-care strategy. Time is given
to practice in groups.
Facilitator will divide
learners into the same
groups as before and
assign a self-care
strategy from the
lecture to each group.

Facilitator provides
verbal feedback to
each group after they
make a short
presentation on their
strategy.

In groups,
learners will
research the
self-care
strategy and
prepare a
presentation.
Authentic
Assessment
20 Given a scenario, learners will
demonstrate their new
knowledge of selecting and
applying an appropriate
self-care strategy and will write
about their selection and
application process in their
journal. The journal entry will
include the reasons why one
would select that strategy and
the benefits of selecting the
strategy

Terminal objective: Given a
stress level assessment, learners
will select and apply an
appropriate self-care strategy
and write it in their journal.
Facilitator will
provide the time and
space for individual
learners to select and
apply a self-care
strategy based on a
scenario.
Learners will
select and
apply a
self-care
strategy
based on a
scenario and
will write in
their journal
why they
selected that
strategy and
the benefits
of the
strategy.
Learners will
be assessed
by a rubric
Retention
and Transfer
10 All of the self-care strategies
will be displayed on PowerPoint
slide. (Use slide from Learning
Guidance).

Facilitator will
display strategies of
self-care to allow
time for learners to
select self-care
strategies that they
will apply after this
workshop.
Learner will
make a
commitment
to to select
and apply a
new self-care
strategy
during their
upcoming
week at
work, and
will write
about this
selection of
self-care in
their journal.
Big Ideas

5 Review and re-motivate:
Review the “take aways” from
this unit and the application of
procedures. Connect the
importance of the procedural
knowledge to the goals of the
unit and course.
Facilitator provides
time for learners to
review the big ideas
of the unit.
Learners
generate big
ideas and use
Poll
Everywhere
to answer the
question:
What is the
one self-care
strategy you
will commit
to using
before the
next lesson?
Advance
Organizer
for the Next
Unit
5 Display and discuss course
overview to introduce the lesson
in the next unit.

Facilitator previews
next unit by drawing
connections between
self-care strategies
and the evaluation of
these strategies to
your career
Learners
write notes
and begin to
think about
the
connection of
the ideas to
evaluation of
self-care
strategies.
Total Time
120

Teacher Self-Care Curriculum Unit 2 Selection and Application of Self-Care Strategies
Video Prioritizing Self-Care https://www.youtube.com/watch?v=_Nw14J61BVQ
Reflection ● What did you notice in the video? ● What does self-care mean to you?
What are words associated with self-care?
Learning Objectives Image from images.google.com Terminal Objective: ●Select an appropriate self-care strategy and write it in your journal. Enabling objectives: ●Know the meaning of self-care. ●Know the meaning of a stress level assessment. ●Know what is an appropriate response and inappropriate response to stress
level. ●Know the meaning of self-care strategy. ●Be able to select an appropriate self-care strategy.
Benefits and Avoided Risks Benefits: Learning how to practice self-care strategies will help learners to stay
calm, healthy, peaceful and positive during challenging times of their career. Risks avoided: Burnout and overwhelming feelings of stress.
Overview Unit 1 : stress level Image from https://www.pexels.com/@pedro-figueras-202443 Stress can be resolved through implementation of self-care strategies
Prerequisite Knowledge Image from https://www.pexels.com/@mdsnmdsnmdsn the meaning of self-care. ●the meaning of a stress level assessment. ●an appropriate versus inappropriate response to stress level. ●the meaning of a self-care strategy.
Categories of Self-Care ● Mental ● Emotional ● Physical ● Social ● Spiritual
Self-Care Strategies Provide ideas of self-care strategies and allow learners to add their own. Learners take notes on Self-Care Strategy List Mental Self-Care ●Mindfulness ●Therapy
Practice Scenarios In groups, you will read the scenario and select an appropriate self-care strategy. Refer
to Assessment Unit 2 Part 1 for scenarios
Assessment Image from https://www.pexels.com/photo/blank-composition-desk-journal-606539/ ●Individually, read the scenario you have been given and decide which
self-care strategy you would select.
Which self-care strategy will you use? ●Mindfulness ●Therapy ●Exercise ●Healthy Diet/ Water ●Sleep ●Attend an social event ●Talk to someone you trust ●Taking a day off of work ●Pause to breathe ●Positivity / Smile ●Laughter break
Reflection What is one self-care strategy you will commit to
using before the next lesson? Use Poll Everywhere link provided to answer this question
Homework ● Reflect on today’s lesson ● Write a reflection each day
that you decide to use a
self-care strategy Image from https://www.pexels.com/@breakingpic
Big Ideas Image from https://www.pexels.com/@goumbik What big ideas to learners take away from this unit? Learners use post-its to write “take aways”. Post-its go in a designated section of the
room If learning is online, have learners type in chat their big take-aways.
Course Overview Briefly state what units have been completed and what topics will be addressed in the
next unit.
TEACHER SELF-CARE CURRICULUM

Self-Care Strategy List
Add self-care strategies to this list throughout the course.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.
TEACHER SELF-CARE CURRICULUM

Assessment Unit 2 - Selection and Application of Self-Care Strategies

Types of Self-Care
a)Physical b)Emotional c)Social d)Spiritual e)Personal
f)Space/organizational g)Financial h)Work i)Mental

Part 1
Instructions: Read each scenario and decide which type of self-care is appropriate for each
scenario. Then, choose an appropriate strategy from that self-care type. Reflection: Does the type
and strategy you choose appropriately address the situation?

Scenarios:
1. I have not gotten enough sleep at all these last few days. I have been staying up late
grading and lesson planning.

2. I am so stressed out. I just want to cry. The students have been on their worst behavior
and I feel that my classroom management is suffering.

3. It seems like everyone around me has been so negative lately. Plus, I never have any time to
see any adults because I feel stuck in my classroom all the time. I really think it would be
nice to socialize with some adults for once.

4. My spirit feels negative. I just want to be settled and at peace.

5. Lately, I don’t even feel like I have been myself. I don’t get to enjoy any of the things that
I love to do because I am always helping others.

6. My house is a mess. My desk in my classroom is a mess with paper strewn everywhere. I
have not had any time to get organized.

(Blessing Manifesting, 2020; Thinking About Third, 2017)
TEACHER SELF-CARE CURRICULUM

7. I buy expensive coffee every day because it is the only thing that makes me feel better in
the morning. I don’t even know how much I am spending. I just know that buying coffee is
the only thing I look forward to in the morning before I go to work.

8. This workplace is so toxic. All these teachers do is complain about every little thing. Going
to the teacher’s lounge is one big negative complaining session. All we do is talk bad about
the kids. I go along with it because I don’t want to be the only one to say anything.

9. I don’t know when’s the last time I have scheduled time with my family and friends. I have
students depending on me. They need me right now. I feel like I have to do whatever I need
to do to make sure they are successful, even if it means being the last one to leave work or
staying up all night to grade and lesson plan. I have signed up for as many committees as
possible because no one else seems to be stepping up. I have to make sure my students know
how much they mean to me.

10. My mind is racing. I feel anxious and ready to have a panic attack.

11. All I want to do is stay at home. I am struggling to get out of bed every morning to go to
work. Each day seems to get tougher.

(Blessing Manifesting, 2020; Thinking About Third, 2017)
TEACHER SELF-CARE CURRICULUM

Part 2: Individual Reflection Assessment

Step 1
Use the stress level assessment to assess your stress (possible causes and level)
❏ On a scale of 1 to 5, how stressed do you feel? (See stress level descriptions) _____
KEY: Stress Level Descriptions
1-Productive stress: minor issue that feels easily fixable, lasts a short while (minutes), gets you motivated to
do something
2- Mostly Productive: regular workload issue, tired and typical stress, able to make a plan to not be stressed
the next day
3-Medium stress: opportunity for it to be productive or destructive, feeling like may be getting sick, forgot
something important, not enough time to do everything
4-Mostly Destructive: overwhelmed/need immediate assistance, feeling really sick, need a day off or immediate
support
5 - Destructive stress: emergency, must leave current environment immediately, cannot move/frozen, cannot
talk, uncontrollable crying/anxiety/anger

Step 2
1. Use an adjective to describe what you are feeling: _________________________________

Step 3
2. Choose the category of self-care that you feel appropriately matches the reason for self-care.
(Take note of the causes and details of the stressful situation to help you decide).

Types of Self-Care
a)Physical / b)Emotional / c)Social / d)Spiritual / e)Personal / f)Space / g)Financial /
h)Work

(Blessing Manifesting, 2020; Thinking About Third, 2017)
TEACHER SELF-CARE CURRICULUM

Step 4
What specific strategies will you select for self-care?
Write the category and possible strategies below.
Category Possible Strategies

Step 5: Application of the Self-Care Strategy
Select one self-care strategy that you would like to use: ____________________________

Answer the survey by circling the number that represents how much you agree with the following
statements.
Scale: 1= Strongly Disagree / 2=Strongly disagree / 3= Neutral / 4= Agree / 5= Strongly Agree

I understand the strategy and what it entails. 1---2---3---4---5
I have taken the appropriate steps to prepare for the self-care strategy. 1---2---3---4---5
I know how to apply the strategy appropriately to its fullest potential in an effort to improve my
wellbeing. 1---2---3---4---5

(Blessing Manifesting, 2020; Thinking About Third, 2017)
TEACHER SELF-CARE CURRICULUM

Step 6: Reflect in your journal on why you selected this self-care strategy in your journal. In what
ways did you apply the self-care strategy?

Part 1 Answer Key
1.a)Physical 2. b)Emotional 3. c)Social 4. d)Spiritual 5. e)Personal 6. f) Space 7. g)Financial 8. h)Work
9. Work, Social, Personal, Emotional, Spiritual (many answers can apply) 10. i) Mental 11.i)Mental

(Blessing Manifesting, 2020; Thinking About Third, 2017)
Unit 3 : How to (apply and evaluate self-care.)

Terminal learning objective. Given the selection of a self-care strategy, learners will
apply and evaluate the self-care strategies and write them in their journal.

Prerequisite analysis (enabling objectives) .
● Know the meaning of self-care strategy.
● Know the meaning of apply
● Know the meaning of evaluate
● Be able to apply and evaluate a self-care strategy.

Learning activities.
● After introductions and attention activities, assess prior knowledge of the meaning
of self-care strategy.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure for applying and evaluating a self-care strategy.
● Provide practice and feedback for applying and evaluating a self-care strategy.
● Provide opportunities to transfer knowledge to apply and evaluate their own
self-care strategies.

Learning assessment. Given the selection of a self-care strategy, learners will apply and
evaluate a self-care strategy and write it in their journal based on a rubric.

Teacher Self-Care Curriculum
Lesson Plan and Instructor’s Guide
Unit 3: Applying and Evaluating Self-Care Strategies

Unit Duration: 120 minutes

Introduction: The third unit of this course will incorporate what has been learned in the first two
units (stress level assessment and selection of self-care strategies) with the application and
evaluation of self-care strategies.

Learning Objective(s)
Terminal Objective: Given the selection of a self-care strategy, learners will apply and evaluate the
self-care strategies and write them in their journal.
Enabling Objective(s):
● Know the meaning of self-care strategy.
● Know the meaning of evaluate
● Be able to evaluate a self-care strategy.

Lesson Materials
Computer and projector
Google Classroom
Posters/post-its/markers

Learner Characteristic Accommodations
Learners will be required to share their thoughts about their self-care journey. Please
adhere to the group norms established in the beginning of this course.

Facilitator’s Notes
Be prepared to give feedback for the culmination of this course. Learners are to submit end of
course portfolios: journal, assessments, action plan within a certain after this course is over. You
may allow learners to have a family style potluck or culminating activity of some sort.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
10 Use prompt to gain learners
attention. Which self-care
strategies did you select and use
since the last workshop?
Facilitator displays
the question: “Which
self-care strategies
did you select and
apply since the last
workshop?”
and provides the time
and space for learners
to answer the prompt
Learners
answer this
question:
Which
self-care
strategies did
you select
and apply
since the last
through Poll
Everywhere.
workshop?
using Poll
Everywhere.
Learning
Objectives
5 Introduce new lesson by
presenting the new objective for
this lesson.

Terminal Objective: Given the
selection of a self-care strategy,
learners will apply and evaluate
the self-care strategies and write
them in their journal.

Facilitator projects
the learning objective
on the PowerPoint
slide.
Learners read
the learning
objective
from the
slide.
Reasons for
Learning
- Benefits
- Risks
10 Brief discussion about the
benefits and risks avoided.
Benefits and risks avoided are
the same from previous units.

Benefits: to stay calm, healthy,
peaceful and positive during
challenging times of their
career, to be an effective teacher
and your best positive self, to
create a positive classroom
environment for both teachers
and students

Risks avoided: Burnout and
overwhelming feelings of stress,
which results in leaving the
teaching profession.
Facilitator displays
the benefits and risks
avoided using
powerpoint slides.

Facilitator will ask
learners if they have
anything new to share
about benefits.
Learners will
revisit these
benefits and
risks by
listening and
watching
presentation.
Learners will
share with a
partner if
they have
experienced
any benefits
so far from
this course.
Learners who
feel
comfortable
with share
out to the
whole group.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
5 Prior knowledge:
Unit 1: productive and
destructive stress
Unit 2: selecting a self-care
strategy

-are tied to...

Facilitator describes
and explains prior
knowledge and its
connection to new
knowledge as well as
learning strategies
and including the
order of instructional
activities and related
tasks including
Learner
listens and
watches
presentation
of overview
with guiding
question and
reviews
necessary
learning
to learn...and
how you are
going to learn
it.)
New knowledge of application
and evaluation of self-care
strategies.

Learning Activities:
● After introductions and
attention activities,
assess prior knowledge
of the meaning of
self-care strategy.
● Teach any necessary
prerequisite knowledge
by providing definitions
and examples and
nonexamples.
● Provide opportunities for
learners to generate their
own examples and
nonexamples.
● Model the procedure for
applying and evaluating
a self-care strategy.
● Provide practice and
feedback for applying
and evaluating a
self-care strategy.
● Provide opportunities to
transfer knowledge to
apply and evaluate their
own self-care strategies.

practice and
assessment.

Facilitator also
provides the guiding
question:
How do you apply
and evaluate the
self-care strategy that
you have selected?
strategies for
success.
Prerequisite
Knowledge
15 This section will have been
taught in the previous lesson. A
review of information will be
provided to activate prior
knowledge that will be linked to
new learning material.

Topics include:
● the meaning of
self-care strategy.
● the meaning of apply
● the meaning of
evaluate
Facilitator provides
examples and
nonexamples of
prerequisite
knowledge.

Facilitator asks
learners to generate
their own examples
and non-examples.
Learners will
generate
examples and
non-example
s with a
partner. Each
partner group
will share out
the examples
on a shared
google doc.

Learning
Guidance
- Lecture
- Demo.
20 A brief lecture on application
and evaluation of self-care
strategies

Self-care strategies:
Mindfulness
Therapy
Exercise/Diet
Building Community

A demonstration on how to
apply and evaluate a self-care
strategy will be provided.
Facilitator will
demonstrate how to
apply and evaluate
the effectiveness of a
self-care strategy that
has been selected
given a scenario.
Learners will
watch
demonstratio
n and will
take notes.
Practice and
Feedback
15 Practice of the procedure is
done in groups. Feedback is
given to each group. Scenarios
are given to each group for the
practice of applying and
evaluating the effectiveness of a
self-care strategy.
Facilitator divides
learners into groups
and has them practice
the application and
evaluation of a
self-care strategy
given a scenario.
Facilitator provides
feedback to groups
based on a rubric to
ensure learners have
self-efficacy to
complete the task.
Learners
practice in
groups
applying and
evaluating a
self-care
strategy.
Learners
receive
feedback
from
facilitator
based on a
rubric.
Authentic
Assessment
20 Individual learners will
demonstrate their knowledge of
applying and evaluate a
self-care strategy using a rubric.

Facilitator provides
individual learners a
self-care strategy and
will ask learners how
to apply and evaluate
that strategy.
Facilitator will use a
rubric to assess
learners.
Learners will
demonstrate
that they
have learned
how to apply
and evaluate
a self-care
strategy,
based on a
rubric.
Learners will
write in their
journal.
Retention
and Transfer
10 Time is provided for facilitator
and learner to discuss what has
just been learned.
Facilitator is guiding
and moderating the
conversation around
what learners should
Learners
write in their
journal a
reflection
Learners will reflect on what
they have learned and how they
will apply this new knowledge.
retain and transfer to
their career.

Facilitators allow the
time for learners to
reflect and plan next
steps.
about what
they have
learned
throughout
the three
units.
Learners
begin to
complete a
self-care
action plan
(assessing
stress,
selecting
strategy, and
applying and
evaluating
that strategy)
that will be
submitted
with their end
of course
portfolio.
Big Ideas

5 Review and re-motivate:
Review the “take aways” from
this unit and the application of
procedures. Connect the
importance of the procedural
knowledge to the goals of the
unit and course.
Facilitator provides
time for learners to
review the big ideas
of the unit.
Learners
generate big
ideas and
share them in
whole group
discussion.
Advance
Organizer
for the Next
Unit
5 Culmination of the course.
Course overview is displayed
for the final time.
Facilitator displays
the course overview
for the final time and
discusses that
learners should have
mastered all the
learning objectives of
the course and
reminds learners to
submit end of course
portfolio in a timely
manner after course
has culminated.
Learners
reviews
course
overview
with the
facilitator.
Learners
work on their
end of course
portfolio that
consists of
examples of
stress level
assessments,
weekly
reflection
journal, and
commitment
to self-care
action plan.
Total Time
120

Teacher Self-Care Curriculum Unit 3 Evaluating Self-Care Strategies
Reflection Which self-care strategies did you select
since the last workshop?
Learning Objectives Image from
https://www.publicdomainpictures.net/en/view-image.php?image=287811&picture=lov
e-lightbulb Terminal Objective: ●Apply and evaluate the self-care strategies you have selected and write
about your experience in your journal. Enabling objectives: ●Know the meaning of self-care strategy. ●Know the meaning of apply ●Know the meaning of evaluate ●Be able to apply and evaluate a self-care strategy.
Benefits and Avoided Risks ●Benefits: to stay calm, healthy, peaceful and positive during challenging times of
their career, to be an effective teacher and your best positive self, to create a positive
classroom environment for both teachers and students ●Risks avoided: Burnout and overwhelming feelings of stress, which results in leaving
the teaching profession.
Overview ●Unit 1: productive and destructive stress ●Unit 2: selecting and applying a self-care strategy Guiding Question: How do you evaluate a self-care strategy?
Prerequisite Knowledge Image from https://iembracetherapy.com/self-care-for-health-care-professionals/ Meaning of self-care strategy Meaning of apply and evaluate
Learning Guidance: How to apply and evaluate self-care strategies Image from https://www.purewow.com/wellness/self-care Self-care strategies: ●Mindfulness ●Therapy ●Exercise/Diet ●Building Community
Practice Scenarios Image from
https://medium.com/invisible-illness/real-self-care-is-not-what-you-think-it-is-a7fdec64
7371 In groups, decide whether or not the teacher in the scenario has appropriately
applied and evaluated the self-care strategy.
Assessment Image from https://www.pexels.com/photo/notebook-writing-pencil-start-45718/ ●Apply and evaluate the use of a self-care strategy. Use the rubric/checklist provided.
Reflection What did you learn from all of the workshops? What did you discover about yourself?
Discussion What will you take away from this
teacher self-care course?
Course Overview
TEACHER SELF-CARE CURRICULUM

Assessment Unit 3 - Evaluation of Self-Care Strategies

Evaluation of the Self-Care Strategy

Circle the number that represents how much you agree with the following statements.
Scale: 1= Strongly Disagree / 2=Strongly disagree / 3= Neutral / 4= Agree / 5= Strongly Agree

This strategy was from the appropriate category of self-care that matched the situation.
1---2---3---4---5
I felt better during this self-care moment.
1---2---3---4---5
I noticed an immediate improvement in my situation after my self-care moment.
1---2---3---4---5
I would recommend this self-care strategy to others in my situation. 1---2---3---4---5
(Kirkpatrick & Kirkpatrick, 2016)

TEACHER SELF-CARE CURRICULUM

Prompts for Reflection Journal Entries

Course Overview
1. Have you experienced a time in your life when you were really stressed? What did you do to
take care of yourself?
2. Which course goal/outcome relates to your personal goals for taking this course?
Course Outcomes- Learners will be able to:
● Describe the importance of teacher burnout prevention and teacher well-being.
● Implement appropriate self-care throughout their teaching career.
● Evaluate their self-care practice through weekly reflection.
● Demonstrate increased self-efficacy in maintaining self-care.
● Demonstrate increased confidence to lead their students in social and emotional
learning.

Unit 1
1.1
What did you notice in the teacher burnout video shown in class? What do you believe are the
causes of teacher burnout?

1.2
What is teacher burnout? Why is it important to prevent it?

1.3
What is the importance of being self-aware? How can self-awareness help you become a better
teacher?

1.4 (Unit Assessment)
Reflect on your Stress Level Assessment

Unit 2
2.1: Video Reflection:
What did you notice in the teacher self-care video? What does self-care mean to you?

TEACHER SELF-CARE CURRICULUM

2.2
Collect a list of self-care strategies that you would like to try as you move through the course.
Write ones that you learn about in the course and ones that you research on your own.

2.3
How have your ideas of self-care changed since beginning this course? Do you believe in its
importance?
2.4 (Unit Assessment)
Reflect on your Selection of Self-Care Assessment

Unit 3
3.1
Which self-care strategies did you select and use since the last workshop? Reflect on your
experience with each one.

3.2
What do you believe is the best way to determine if a self-care strategy has been effective? Explain
your reasoning.

3.3
Have you noticed any improvements in your health since the start of this course? Explain.

3.4
Make a self-care action plan for the next month. Think of the dates, times, and strategies you will
use. Reflect on what you thought about during planning and why you chose certain self-care
strategies.

3.5 (Unit Assessment)
Reflect on your Application and Evaluation Assessment

presented to _________ By signing this certificate, you commit to use
self-care throughout your career Signature Date Certificate of Commitment to Teacher Self-Care
TEACHER SELF-CARE CURRICULUM

Portfolio Checklist
❏ Unit Assessments
❏Stress Level Assessment (Unit 1)
❏Selection and Application of Self-Care (Unit 2)
❏Evaluation of Self-Care (Unit 3)
❏ Self-Care Strategy List
❏ Reflection Journal Entries
❏ Signed Copy of Commitment to Self-Care
Certificate

Abstract (if available)

Abstract Teachers have one of the most stressful jobs in our society and leave the profession in large numbers because of burnout. There is a lack of training that addresses how teachers can prevent burnout and increase their well-being. The purpose of this curriculum is to provide pre-service teachers with knowledge about teacher burnout and self-care strategies to prevent burnout. This curriculum will assist student teachers with personal development in social and emotional capacities, so that they can be fully prepared to take on their own classroom. Applying social cognitive theory and cognitive load theory as a theoretical approach, the curriculum is organized into three units that allow for learners to be more self-aware, and reflect on the selection, application, and evaluation of self-care strategies. Upon completion, learners will be able to understand the importance of teacher burnout prevention and teacher well-being, implement self-care throughout their career, and evaluate self-care practices through reflection. The summative assessment is a portfolio of self-awareness assessments, weekly reflection journal entries, and commitment to a self-care action plan. A plan for effective implementation and evaluation is included in this curriculum. The ultimate goal of this curriculum is to ensure that teachers entering the profession learn the benefits of self-care and wellness early in teacher education programs, in order to thrive in the profession and sustain a lasting career.

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Asset Metadata

Creator Harris, Toni Jeanine (author)

Core Title Incorporating teacher self-care into teacher education: a curriculum for pre-service teachers to increase teacher wellness and prevent teacher burnout

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 05/15/2020

Defense Date 03/10/2020

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag OAI-PMH Harvest,teacher burnout,Teacher Education,teacher self-care,teacher sustainability,teacher well-being

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth (committee chair), Mendoza, Christine (committee member), Seli, Helena (committee member)

Creator Email ms.toniharris@gmail.com,toniharr@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-308225

Unique identifier UC11663775

Identifier etd-HarrisToni-8523.pdf (filename),usctheses-c89-308225 (legacy record id)

Legacy Identifier etd-HarrisToni-8523.pdf

Dmrecord 308225

Document Type Dissertation

Rights Harris, Toni Jeanine

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA