By Tracy Wright, MAEd | April 15, 2019

Think about a sexuality educator you know. Think about something brilliant or inspired or compassionate they’ve done in their teaching. Think about the students they serve and what those students need in the classroom. Think about the challenges that educator faces in their school or district, community or state.

If you’re like me, what you get when you think through these things is one highly dedicated, deeply committed individual. 

By Chris Moore, MS and Rachel Erisman | March 13, 2019
Health Educator/Assistant Soccer Coach (CM) and Health & Physical Education Instructor (RE), Fort Worth Independent School District

You could call us lucky health teachers. We are lucky enough to work within the Fort Worth Independent School District. For the last several years, FWISD has put a big emphasis on professional development (PD) for its health teachers.

This has helped us become stronger and better educators. It’s helped all our colleagues—both the seasoned vets and the newbies. Most importantly, it’s creating a more engaged and energetic health education environment for our students. We have some suggestions for educators who’d like to introduce more effective PD in their setting.

By Georgi Roberts and Brooke Sharples  | January 29, 2019
Director of Health & Physical Education (GR) and Health Education Coordinator Fort Worth Independent School District (BS)

We are passionate about health education. We believe in educating youth to give them the skills to make good health decisions. If we don’t take these steps, it’s hardly fair for us to expect young people to make the right choices about their health.

By Tracy Wright, MAED | January 10, 2019

At ETR, we value research and science. We apply those values throughout all of our work and across the entire agency. We encourage other organizations to do the same.

A few years back, ETR conducted a synthesis of current research on professional development (PD) programs. Our goal? To determine the critical elements needed to provide PD that leads to change in learners' practice—that is, PD that has a true impact. 

By Michael Everett, MHS | July 5, 2018

Why do we deliver trainings? To share information, to build new skills—and sometimes, to help people get a whole new attitude. In my previous post, I discussed the ways emotions and feelings can influence attitudes, along with the importance of helping training participants succeed in achieving positive attitude shifts.

When participants can look honestly and thoroughly at the emotions and feelings that shape their attitudes, they’re in a better place to make a shift.

By Marcia Quackenbush, MS, MFT, MCHES | July 3, 2018

A memory: I’m presenting a training on AIDS. AIDS, not HIV, because it’s in the mid-1980’s. The HIV test does not yet exist. Participants in this training will be working with people at risk, and at this time in history, in this country, that’s mostly gay men.

By Michael Everett, MHS | June 26, 2018

Are you a trainer? If so, you are likely to already know this truism. Changes in knowledge come pretty easily. Changes in skill take a little more effort. But let’s face it—changing attitudes sometimes feels impossible.

By Sarah Axelson, MSW | June 20, 2018

It’s 10:30 on a Thursday night, and I’m somewhere over the Midwest, flying home. I’ve spent the last few days training a group of professionals who, for the most part, I haven’t worked with before. The training as a whole was fantastic. Well-planned, intentional, engaging, and the list goes on. I couldn’t be more proud of our team for putting it together. 

What I wasn’t proud of was my own section, or more specifically one activity within the day-long session that I delivered.