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Posts Tagged ‘Sexuality Education Training’

An Educator Increases Her Comfort & Skill With Answer’s Online Professional Development

June 17, 2015

Health and Science educator, Sussex County Opportunity Program in Education (SCOPE)

The fields of sexual health and sexuality education are constantly changing. Consider how social media and other technologies have changed the way teens form relationships and interact with each other or how emerging methods of contraception have transformed pregnancy prevention. Taking these changes into consideration, how can school-and community-based health educators be prepared to provide up-to-date information and answer student’s questions with confidence and accuracy? We spoke with Jessica Hastings, who has been teaching health and science to grades 6 to 12 at the Sussex County Opportunity Program in Education (SCOPE) in Delaware. She just completed all seven of our online professional development workshops and has a unique perspective on how our online workshops can help increase school-and community-health professionals’ comfort and skill teaching sexuality education.

I asked Jessica to share her thoughts about the workshops and offer some advice for fellow educators who want to be on the forefront of using best practices to teach comprehensive sexuality education. Here’s what Jessica had to say:

Ty Oehrtman: What changes have you made in the way you teach sexuality education as a result of participating in Answer’s online workshops?

Jessica Hastings: The workshops offered games and lesson plans that I use in class, PowerPoint presentations, short videos (with teens sharing their views) and many useful resources for parents, staff and students. I have also new, up-to-date information, language and perspectives for teaching a diverse population of students. For example, the training on LGBTQ Issues in Schools included lessons on understanding male and female gender roles, which was great. There are very few resources for teachers and students on sexual identity, sexual orientation and gender roles. This year we had a transgender student who was born as a female biologically but is male. LGBTQ Issues in Schools helped me create opportunities for an open dialogue about terminology, experiences and opinions.

TO: What advice would you give a fellow educator who is considering using online workshops for their professional development in sexuality education?

JH: I highly recommend these trainings. I completed all seven this year, and each one is great. The workshop instructors provide immediate feedback, and the online format was easy to navigate, well organized, self-paced, fun and interesting.

Each unit within the trainings also offered current information focused on issues and questions that arise in the classroom with my 6th-to 12th-grade students. The courses gave me resources I could use to look up many of the questions students have asked me regarding sexual health. In the course about sexuality and anatomy, the myth buster activity was an awesome resource. The pregnancy course also taught me new information, which surprised me since I have been teaching for 13 years now. Another great feature in a couple of the courses was the state-by-state sexual health data and statistics.

I now feel very prepared to assist other educators and students with questions they may have because of these courses. I also enjoyed using the discussion boards to communicate with educators from around the country; this is a great way to get new ideas and advice. I am looking forward to participating in the new online workshops that will launch next school year.

TO: What are some of the things you enjoyed most about your experience earning professional development credit entirely online?

JH: I enjoyed the fact that while I was taking the course, I could use resources from the online workshop to supplement activities in my classes and have my students learn with me. This provided additional teachable moments by allowing the students to feel empowered to help the teacher with classwork. This also modeled the importance of education and learning, even as an adult.

TO: Based on your experience participating in the online workshops, what do you think is the greatest advantage of online professional development in sexuality education compared to other ways of earning professional development credit?

JH: My experience has been relaxed and stress free. The quick responses to emails, grading and discussion feedback from the instructors made the trainings feel comfortable.

I was able to complete the trainings around my schedule and in a reasonable time frame; I had 30 days to complete each topic. Being a teacher and mother of two, flexibility is very important. Personally, time was never an issue with these workshops. They are so quick, interesting and fun, so the units went by very quickly. One of the instructors offered some advice that I found helpful: complete the pretest, and the first three units as soon as possible then the rest is a piece of cake.

After finishing the trainings, I do feel as if I had professional relationships with the instructors, as if I was a student in a face-to-face professional development program. The online workshops also allow for interaction with professionals from across the country. I have taken online classes before, but these are by far the best in every area.

Take all of Answer’s online workshops and earn up to 42 hours of continuing education credit completely online. Learn more about Answer’s online workshops.

Lessons Learned From Ten Years of TISHE

September 12, 2011

The training staff at Answer recently returned from co-hosting our annual Training Institute in Sexual Health Education (TISHE), where we spent a week training 33 professionals from across the country to be better sexuality educators. One would imagine that participants might be wary when they arrive at a remote setting to learn about sexuality education for six days and five nights with a group of strangers. But every year we have had the pleasure of working with passionate, smart and creative participants, who work in small towns, large urban centers and rural America to help young people make healthy and responsible decisions. Generally, these professionals are working with minimal budgets to try and meet the overwhelming and urgent needs of their students. These educators pour themselves into their jobs, recognizing the critical importance of sexuality education.

TISHE 2011

As a sexuality educator who has been working in the field for close to 20 years, I am always looking for new learning opportunities and have been grateful that TISHE continues to provide that for me every summer. Here are some of the valuable lessons I’ve learned from TISHE participants over the past 10 years:

Ignorance is not protection.
TISHE participants have come from states with no health (or sexuality) education requirement, school districts with no formal sex ed curriculum and supervisors who tell staff to just “keep it under the radar.” At the same time, teachers struggle with pregnant middle schoolers, sexting scandals and students who are exploited by much older partners. Yet, teachers are not even allowed to say words like “abortion,” “sexual orientation” or “masturbation.” How can students learn when adults are actively trying to keep young people—and even each other— in the dark?

Money talks.
We’ve all heard this saying—but when it comes to funding for professional development, money isn’t speaking loudly enough. Those of us who do this work every day know the importance of staff development, but the funding, staff and time rarely align with what research and experience show is truly needed. We have had people take vacation time to attend TISHE or pay for TISHE out of pocket because their school or agency wouldn’t cover the cost. Others have been expected to perform their job duties while at TISHE, even though we schedule daily sessions from 9 a.m. to 9 p.m. This cannot continue. Both schools and organizations have to allocate sufficient funds and time for ongoing professional development for their staff.

Adults, not teens, are often the problem.
We constantly tell teens that they have to behave in certain ways in order to be healthy and happy, and even if they are willing to take the steps necessary to do so, it’s the adults who get in the way. It is so clear that young people want to learn about sexuality and adults want them to make healthy decisions. Yet how many adults deny young people the life-saving information and skills they need to do so? In some cases, this adult may be a teacher who is overly censored by a conservative political climate; in other cases, it is the power of one vocal parent that causes an entire sex ed program to be canceled. Yet far too many adults keep blaming teens when they don’t make the “right choices.”

TISHE has taught me that we as adults must recognize our role in that failure. This is why a key component of TISHE is building safety and comfort for the participants in order for them to receive peer feedback on ways they can be more effective with the young people with whom they work. If we are going to work with young people, we need to do the necessary work on ourselves to be able to do so comfortably, accurately and effectively.

We have a lot of work ahead of us if we hope to help young people become and stay sexually healthy. Over 350 TISHE participants and 10 years later, some of the same challenges to supporting young people remain, while new challenges have emerged. Yet over the past decade, one thing remains constant: we can always do better. In the coming years, TISHE will be here making sure youth-serving professionals are doing their best to educate young people about sexuality.

For ten years, the Training Institute for Sexual Health Education (TISHE) has been providing a transformative educational experience for school teachers, community educators, counselors, social workers, policy advocates and state department of education staff. Co-sponsored with the Sexuality Information and Education Council of the United States (SIECUS) and led by some of the most experienced trainers in the country, TISHE is a week-long, residential training institute that focuses on helping youth-serving professionals be more effective at working with adolescents. Based on the ICHE (Institute of Community Health Education) model founded in the Pacific Northwest, TISHE has evolved to serve the needs of school- and community-based educators who are all working to improve the sexual health of our nation’s youth. Although TISHE is held in August, it is usually full with a wait list by the previous March.

Learn more about TISHE.