This is a live webinar that will be hosted on Zoom. Participants will be sent the link to join via email. Justin will present live, answer questions that are submitted via chat and voice. Para-educators, special educators, and classroom teachers are encouraged to join along with school administration.
Description: UVM Assistant Professor of Special Education, Justin Garwood, will provide a two-hour live and interactive webinar that will (a) provide a rationale for relationship-based behavior management, (b) discuss several mindsets one must adopt to best serve youth with emotional and behavioral disorders, (c) present a cognitive-behavioral approach to help teachers prevent feelings of burnout, and (d) describe a how we can build relationships during distance education and prepare classroom management plans for the first weeks back to school.
Professional Development Workshop intended for: K-12 Classroom Teachers, Special Educators, Paraprofessionals, Guidance Counselors, Department Heads, Team Leaders, Curriculum Coordinators, Administrators
Bio: Justin D. Garwood, Ph.D., is an Assistant Professor of Special Education in the College of Education and Social Services at University of Vermont (UVM).
Dr. Garwood’s research and teaching focuses on students with and at risk for emotional and behavioral disorders (EBD) across three specific areas: (1) pre-service preparation and teachers use of relationship-based pedagogy, (2) academic interventions, and (3) classroom management. Dr. Garwood serves on the editorial boards of the two prominent EBD journals – Behavioral Disorders and Journal of Emotional & Behavioral Disorders – and he is a licensed teacher in English Education 7-12 and Special Education K-12.
In 2018, Dr. Garwood’s research was recognized by the Council for Exceptional Children – Division of Research for the Early Career Publication Award and his teaching was recognized by the NC Council for Exceptional Children – Teacher Education Division for the Outstanding Early Career Award in Teacher Preparation. In 2019 he won the Research Article of the Year Award from the American Council on Rural Special Education for his work related to special educator burnout. Most recently, he has secured a $500k research grant from the U.S. Department of Education to study burnout of teachers working with youth with EBD in middle and high school settings.