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Victoria Elaine Romero

Romero, Victoria

Victoria E. Romero taught elementary students in one suburban and two urban school districts; significantly improved the academic standing of two schools as a principal; and coached administrators, directors, and school leadership teams for sustainable school improvement in five school districts. She facilitates professional development for K-12 teachers on classroom strategies that promote student academic success, infuse multiple perspectives into regular curriculum, and establish classroom management systems that promote autonomy, positive well-being, and resiliency.

Victoria co-authored the Reflection Guide for the third edition of Gary Howard's book, We Can’t Teach What We Don’t Know. She also coordinated two teams of science teachers, one in the US and the other in the country of Namibia.

She is currently a consultant for Corwin Press, working once again with her colleague, Gary Howard, bringing his Deep Equity process to school districts around the country.


Workshops

Building Resilience in Students Impacted by Adverse Childhood Experiences (2 or 4 Days):

Participants will deepen their understanding of the impact of ACEs and trauma on students’ learning and behavior. Research has shown that ACEs and trauma affect a child’s brain development, cognition, behavior, and social-emotional development. By building our knowledge of the impact of ACEs, we strengthen our “why,” or the reason that we engage in this work, while gaining insights that make us more effective school professionals. School-wide systems that engage the entire staff to create a universal culture of compassion and achievement can provide students with consistent support, structure, and nurturance.

  • Expand your capacity to foster resilience and success for your students and yourself.
  • Learn strategies for cultivating self-awareness, growth mindset, resiliency, and self-care
  • Develop multi-tiered strategies to support the behavioral, social-emotional, and academic success of all students, especially those impacted by ACEs and trauma
  • Develop action plans to implement a multi-tiered trauma-informed framework in schools

 

 

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