Job Posting 86251

Subject Matter Expert (Sme): Stress Management And Self-Care For Teachers
Alberta Association of Immigrant Serving Agencies (AAISA)
Work From Home - Calgary area, Edmonton area
closes in 10 days (Sat, 20 Aug)
rfp (request for proposal)  •  $6,000 per project

request for proposals

subject matter expert (sme): STRESS MANAGEMENT and Self-CARE FOR TEACHERS

 

in brief

The Alberta Association of Immigrant Serving Agencies (AAISA) is seeking a subject matter expert (SME) to create and deliver a facilitated workshop that will then be adapted into an online, self-paced workshop. The course will be on the topic of Stress Management and Self Care for Teachers, with the primary aim of increasing the capacity of providers working in the settlement sector.  

about aaisa

The Alberta Association of Immigrant Serving Agencies (AAISA) is a non-profit umbrella organization that has represented, supported, and advocated for Alberta’s settlement and integration sector since 1980. Collectively, AAISA member agencies offer services to newcomers in over 22 municipalities across the province. AAISA’s mandate is to build sector capacity to serve newcomers by providing access to relevant and meaningful professional development opportunities, engaging the sector on issue-based initiatives, and by undertaking research to build understanding of context and emerging needs.

More info about AAISA: www.aaisa.ca 

objectives and learning outcomes

AAISA is seeking a subject Matter Expert (SME) to undertake a Course Design Development and Facilitation project in collaboration with AAISA staff.

Funded by AAISA, this training must teach teachers targeted tools and strategies for self-care, stress management and wellness to improve their performance, learning environment as well as maintain and enhance their mental and physical well-being.  

 

The learning goals of the course must include, but not limited to the following:

objectives

  • Familiarize participants with risk factors and the basic brain science of stress, the ways acute and chronic stress can impact the body as well as the impact of stress on teaching
  • Review and evaluate the varying impact of stressors on different individuals and predict stress response tendencies
  • Assist participants to develop a personal stress profile with aligned strategies for stress management
  • Describe some characteristics of and strategies for self-care and wellness
  • Provide resources and teach techniques for reducing stressors, prevent burnout, manage challenging situations, and build long-term self-care strategies
  • Share approaches for designing activities that foster individualistic and collectivist notions of radical self-care
  • Develop self-care plans, maintenance self-care, ensure emergency self-care by making a commitment to attend to all the domains of their life, including their physical health, psychological health, emotional needs, and relationships
  • Develop strategies for planning and implementing sustainable wellness activities that support professional and personal growth
  • Share with participants how to track progress of self-care practices through a series of somatic and emotional self-evaluations as well as evaluate stress reduction techniques
  • Provide participants with the opportunity to focus on emotional intelligence and emotional regulation as a powerful skill to cope with stress
  • Acquire tips for increasing fruitfulness, inspiration, and motivation, which ultimately lead to a balanced career and design action plan for building resilience to stress
  • Review case studies that connect decline in student outcomes to teacher burnout and stress

 

learning outcomes

By the end of the course participants will be able to:

  • Use tools to create a stress profile and stress management portfolio and apply techniques for building resilience
  • Understand how stress impacts the body and learning in the classroom
  • Identify and distinguish between potentially helpful and harmful sources of stress and learn to exercise control over common sources of educator stress
  • Select and apply strategies for physical, emotional, and mental wellness that would benefit the self-care of teachers and your students
  • Assess the current state of mind and identify relevant strategies that could be employed
  • Improve on self-care practices that can increase relationships and teaching
  • Develop, implement, and evaluate self-care plan as well as progress towards self-care goals
  • Manage stress through a greater understanding and control of emotions through improved emotional intelligence
  • Employ self-care techniques to cultivate personal and professional resilience
  • Understand exercises to help determine your stress triggers, responses, tolerance, and vulnerabilities and apply techniques for reducing stress from triggers
  • Utilize resources and tools for practicing self-care

 

scope of work

The scope of work of the project is as follows:

  • Design, development and facilitation of professional development sessions including:
    • Facilitated workshops delivered by early October 2022
    • Online self-paced course with 5-7 modules and appropriate course materials, assignments, supplementary materials, quizzes, assessments, and instruments for evaluation of learning to be made available on AAISA’s Moodle LMS by December 2022
  • Creation of an Evaluation of Learning effectiveness for the workshop sessions and self-paced online course modules
  • A development report that provides a summary of workshop and course description, learning objectives and outcomes, learning activities, and course structure
  • A delivery report that provides information regarding attendance and participation, number of registered participants from AAISA member agencies and non-members, reflection by facilitators on the proceedings of the workshops and activities and possible area of improvement, and other relevant information for greater accountability
  • A final report that will assist AAISA in shaping the future direction of its professional development work with settlement practitioners in Alberta settlement and integration sector

PROJECT DELIVERABLES

The SME (also known as the “consultant”) will be responsible for:

  • Providing a plan with a timeline for each project component and deliverable
  • Conducting a literature review and exploring current best practices to identify key areas of focus for the workshops and modules of the online self-paced course
  • Ensuring all facilitated workshops and online self-paced course components are developed in alignment with AAISA’s settlement practitioner competency framework and current contextual needs
  • Providing the content for the online facilitated and self-paced course including drafts, revisions, and finals
  • Meeting with AAISA’s Programs & Services department to plan for the development of the online self-paced course
  • Collaborating with AAISA’s Learning & Technology Coordinator to develop content in relation to AAISA’s structure of the online self-paced course
  • Committing to generation of digital learning resources for the online self-paced course (this would include electronic versions of pre- and post- assessments of competencies, discussion board tasks, full course content, descriptions and course outlines, assignments and quizzes, readings and references, and Microsoft PowerPoint slides)
  • Assisting in the creation of the audio and video recording of content for the online self-paced course. The SME will require a commitment of an estimate 25 hours (approximately 5 hrs per module) to complete audio and video recording. The SME will coordinate with AAISA’s Learning & Technology Coordinator to arrange suitable dates to undertake recordings
  • Create an Evaluation of Effectiveness of Learning for the workshop sessions and online self-paced course modules to AAISA’s Learning and Professional Development Lead

AAISA will be responsible for:

  • Securing the online platform or in person location, advertising, and promoting course on social media, and handling registration, enrolment, and distribution of workshop materials
  • Providing the working space and technology to audio record the voice over for all presentation slides of the content modules for the online self-paced course. These recordings will be done at the AAISA office in downtown Calgary or virtually
  • Providing the working space and technology to video record a short introductory orientation for the online self-paced course. These recordings will be done at the AAISA office in downtown Calgary or virtually
  • Providing the SME with the AAISA Competency Framework

ONLINE FACILITATED AND SELF-PACED COURSE COMPONENTS

  • A brief description of the intended learning outcomes for the workshop and online self-paced course
  • Demonstration of how learner outcomes align with AAISA’s Settlement Practitioner Competency Framework
  • Key tasks and activities, including assessment of learnings in workshop and online self-paced course
  • List of resources and references
  • Pre-reading materials to be provided to workshop participants
  • Facilitator guide including notes to facilitators with instructions for delivery and materials required
  • Digital learning resources for online delivery (electronic documents, Microsoft PowerPoint presentation slides, audio, video and other multimedia resources)
  • Assessment for learning that can be completed by participants
  • Evaluation criteria that can be used to judge the effectiveness and experiences and experience of learning in the workshop and the online self-paced course

INTELLECTUAL PROPERTY

Proprietary right to all data, materials, documentation and products originated by and prepared pursuant to the contract shall belong exclusively to AAISA. The contractor will acknowledge and agree that any Product and/or Deliverable created shall be considered a “work made for hire” and all rights to said Product and/or Deliverable shall belong exclusively to AAISA. The contractor will be prohibited from disseminating products and information developed.

PROPOSAL

We require a detailed proposal with a cost estimate and projected timelines for the project that includes the above deliverables. PLEASE NOTE that the proposal should not exceed $6,000.

The project will start no later than OCTOBER 2022 and the deliverables contents other than the facilitated synchronous sessions must be completed no later than DECEMBER 2022.

The proposal should include:

  • Project design: proposed activities, cost estimates, and timeline for the various components (approach to learning/facilitation, learning goals, proposed modules, etc.) of the project
  • Resume of the Project Leader responsible for the development and coordination of the project
  • List of courses/workshops developed/delivered previously
  • Two references of people whom you have developed/delivered course or workshops previously and their contact information

SELECTION CRITERIA & PROCESS

The following are the criteria we will use in the selection process:

  • Detailed plan and timeline (including projected costs for each component).
  • Proven ability to communicate with all levels within an organization, in a multicultural and diverse work environment
  • At least 5 years of demonstrated expertise in managing conflict, criticism, selfcare/management, and mental health
  • Experience in designing learning that develops knowledge and skills around the supports that assists individuals in helping to manage their own health, wellness, and resiliency
  • Training in management and counselling
  • Demonstrated ability to advocate, liaises, mediate
  • Knowledge of government and community resources
  • Familiarity with online learning platforms preferred (e.g Moodle, etc)
  • Familiarity with online webinar platforms preferred (e.g. Zoom, Microsoft Teams, etc.)
  • Evidence of high standards in curriculum design, development, and evaluation
  • Compliance with deadline(s)
  • Fluency in English, both written and verbal
  • In your proposal, please identify the following information;
    • Learning goals and outcomes
    • Key focus questions
    • Main areas of awareness and attitude

The proposal will be reviewed in detail according to the above criteria. Shortlisted candidates will be asked to provide portfolios of their work or examples of previously designed and developed courses and/or workshops, as well as to participate in an interview. All applicants will be promptly notified when a selection has been made.

Both individual and collaborative proposals will be considered.

PROPOSAL SUBMISSION

Please send an electronic submission including the following: letter of intent, resume, plan, examples of past work, and proposed fees to . Please ensure that your name or your organization’s name appears in the file name.

Your electronic submission should be sent by Friday, August 19, 2022 @ 5PM MDT to .

Qualified applicants will be added to AAISA’s network for notification of future opportunities.

If you have any questions, please contact .

AAISA is an Equal Opportunity Employer and we work to sustain anti-discrimination and anti- racism practices in our workplace. We do not discriminate based on race, ethnicity, sexual orientation, gender identity and/or gender expression, age, physical or mental health, religion or beliefs, or any other status protected by law. Harassment or discrimination is not tolerated at AAISA. All aspects of employment including the decision to hire, promote, discipline, or discharge, will be based on merit, competence, performance, and business need

PLEASE NOTE: AAISA is not obligated to accept the lowest cost proposal. In addition, AAISA need not accept any of the proposals. All decisions of AAISA shall be final and binding.

 

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