Safe & Supportive Schools NYC DOE Professional Development
As vendors for the NYC DOE Safe & Supportive Schools program, we’ll co-create learning environments in your school that give children the freedom and support to be their truest, most authentic selves.
Our suite of adult-SEL foundation-level Authenticity in the Classroom™ professional development courses for K-12 educators and administrators create more robust and consistent systems of support for children to allow children to be their truest, most authentic selves. Each course uses our Authenticity-Based Social Emotional Learning (AB-SEL) methodology for understanding, expressing, and valuing individual and collective experiences. The 16-hour live (remote or in-person), interactive courses can be taken on their own or as a series in any order:
Authenticity in the Classroom: Fundamentals of Authenticity-Based Social Emotional Learning with an emphasis on adult-SEL.
Authenticity in the Remote Classroom applies authenticity-based SEL to remote and hybrid-learning environments.
Authentic Advisories applies authenticity-based SEL to the middle and high school advisory setting.
Authenticity in the Creative Classroom applies authenticity-based SEL to creativity education.
For more information, please contact akopelman@childrensartsguild.org.
over the past ten years, we have partnered with
dozens of schools, school districts and organizations
What our partners say about our programming:
“It was one of the best faculty meetings that we ever had. The fact that the teachers took the initiative to plan and learn from each other and all participants took it so seriously and were actively engaged meant the world to me because it tells me that our students' social-emotional development is in good hands.”
“I have to tell you that the teachers planned a turn-key presentation for the faculty at our meeting two weeks ago and it was amazing. They planned a variety of activities to get us all involved and communicating.”
“The vibe was relaxed and easy, and by the end, they had sparked an open dialogue amongst the faculty at a personal level that one teacher remarked she ‘just needed’. It was going so well and running a bit longer than expected, so I told them to take my time (I was set to present after them) because this was more important.”
“I cannot thank [the Guild] enough for continuing to bring the important work you do to our school community and I very much look forward to continuing our journey.”