Professional Development Opportunity for NYC Teachers!
Updated: Sep 2, 2021
In Partnership with
Cowart Trauma Informed Partnership
is pleased to announce an
upcoming course for the
Teachers may earn 3 A+ credits in
Aligned with the
Danielson Framework for Teaching
and other standards, this course is the first step to truly understanding and fully implementing a
trauma-informed approach in your classroom!
Studies indicate that a significant portion of the population have experienced trauma, or harmful or life-threatening events which have impacted their everyday functioning or well-being. Research shows that individuals living in poverty or with a disability are even more at risk for having experienced trauma in their lifetimes. In addition, the current global pandemic and nationwide social justice and civil rights movement are adding to the trauma felt by our communities—and students are just as susceptible to the impacts of trauma as anyone else.
Though presentations, selected readings and multi-media sources, written activities, and discussions, this course will examine trauma and its possible effects on students and teachers, and provide participants with ways to intervene harmful effects. The course will explore the research on toxic stress, and explain how it can impact a child’s education. It will explore the key principles of a trauma-informed approach and how they apply in an educational setting.
Participants will work with concepts that will help them lower stress levels of their students. This will have a direct impact on student health, well-being, and educational outcomes. Topics of this 45-hour course will include:
Learning how to identify possible triggers in their classes, and how to mitigate them;
Identifying times when they interacted with a student that they now suspect may have been displaying symptoms of trauma, and develop alternative ways of handling similar situations in the future;
Avoiding the re-traumatization of students and helping them regulate their emotions and build resilience
Learning how to de-escalate situations and help students better regulate their behavior;
Considering the merits of universal trauma screening in schools;
Modifying the physical space of their classrooms based on trauma-informed principles;
Examining school discipline policies through a trauma-informed lens and how to interrupt the “school-to-prison pipeline” through which students with disabilities and students of color experience disproportionate disciplinary measures; and
Critically evaluating/constructing lessons centered on sensitive topics including immigration and race from a culturally- and trauma-sensitive perspective.