Issue link: http://educator.cta.org/i/1400485
T A K I N G A B A T H and walking the dog to stave off burnout and compassion fatigue not working anymore? Not a surprise. Educators have been told to lean into self-care the past year and a half in the face of overwhelming challenges at work and at home. But it's unrealistic to expect you to "solve" burnout and compassion fatigue by yourself through mindfulness and eating clean — though they, and other self-care practices, can be a key part of the process. To fully heal and restore your emotional health, Canadian researchers suggest, schools and districts should set up systems and structures to help ("Compassion Fatigue: A Systemic Con- cern," page 22). An example is the Educators riving program in Stockton, founded by member Tyler Hester. ET was brought in by his district; CTA gave a grant to Stockton Teachers Asso- ciation to expand the program ("SEL for You, Too," page 23). "is is not professional development," says Hester. "is is personal development." Participants come together in a group to identify their strengths, craft goals and prioritize what is import- ant, helping them create community and, yes, thrive. e Pacifica School District holds restorative circles for their staff. "My biggest benefit was fostering connections and know- ing I wasn't in this alone," says member Natalie Abinante, who led the circles this past year. is is not to dismiss individual efforts to achieve and sustain well-being. Inside our "Ways to Wellness" section (page 17) are tips, examples and information on getting you and your students back on track so optimal teaching and learning, and nurturing of self and others, can take place. your guide to your union CTA's 2021-2022 Membership Manual, at the back of this magazine, has everything you need to know to make the most of your union. Check it out! All Systems Go Don't miss other great stories about your fellow members, whose experiences during distance learning — from improving their skills and qualifications to joining the profession as first- year teachers — shape their approaches to students ("Pandemic Perspectives," page 44), and the unexpected benefits of summer school ("Summertime," page 48). Thomas Courtney 's experience teaching online, witness- ing his students' trauma and in one case a tragedy, pushed him to rethink hi s obje ctives ("An Educator's New Oath," page 15). Read his new vows, including this: "May I always remember what I saw during the pandemic, and never fail to act on my conscience, on my heart and in my head for my stu- dents' future selves." Though the pandemic continues, there is much to cele- brate this coming year. Most of you are together again with students and colleagues; the whiteboards are clean and the markers are fresh; there's excitement and anticipation in the air. Welcome back. Katharine Fong E D I T O R I N C H I E F editor@cta.org 6 cta.org E D I T O R ' S N O T E