Western Oregon University
- Pricing & Details
(You Save: $30.00)
- Number of:
3 university semester credits, 4 university quarter credits
(university fees are additional)
While it is widely recognized that teachers are tasked with creating the learning
conditions for students, some student-specific variables represent situations well
beyond the teacher’s and the student’s control. These student-specific variables
can include a number of traumatic events experienced by the child, including: tragic
accidents, sudden death of parent(s), natural disasters), physical/emotional/sexual
abuse, drug abuse and addiction in the household, and incarceration of a parent
and/or significant adult. Educators need to understand the ways the ways in which
the needs of children who experience trauma and/or sustained periods of stress can
differ significantly from their peers. For teachers not completely aware of the
ways that adverse childhood experiences (or ACE’s) can impact students, the challenges
for both students and teachers alike can be magnified. Taken in combination with
the myriad of other ways that students differ, it is important that teachers have
a plan for how they will understand the needs of learners with complex needs and
respond compassionately so that all students remain connected to their schooling
Creating Compassionate Schools will provide teachers an overview of the rationale
for embracing pedagogical strategies rooted in compassion. The course has been developed
to introduce educators to the principles and practices of an approach that takes
aim at “getting it right” for both students and their teachers. Creating Compassionate
Schools will provide an introductory look at the scientific research-base emerging
from a number of disciplines (e.g., social services, education research, neurobiology,
public health approaches) in support of compassionate schooling. With compassion
as a lens through which professionals can view their work, a number of topics such
as professional learning communities, action research and job satisfaction will
be explored. Implications of the approach will be discussed as well as barriers
Attention will also be devoted to considering the shifting educational landscape
as legislative efforts to increase the prominence of social and emotional learning
(SEL) standards across K-12 settings are occurring. The defining characteristics
of Compassionate Schools will be considered along with characteristics of other
movements such as Positive Behavior and Instructional Supports (PBIS), Differentiated
Instruction (DI) and Whole Child Education. Exemplars of states operating in alignment
with compassionate schooling principles will included.
Teachers responding to the needs of a diverse learning population that include such
variables often feel unprepared and isolated. Attempts to connect with colleagues
and others within their educational context can yield limited results. Creating
Compassionate Schools will also include resources for reflecting on the level of
complexity present in classrooms today. Research-based information and strategies
will provide course participants with:
- a pedagogical framework which recognizes a definition of student diversity that
includes students impacted by adverse childhood experiences,
- strategies for professionals attempting to meet the immediate needs of learners
impacted by adverse childhood experiences (ACE’s),
- tools which teachers may use immediately within a compassionate approach, and
- strategies and tools for engaging colleagues to respond similarly so that a culture
of care is the long-term result in educational settings where children with complex
needs are served.
Designed with a K-12 professional audience in mind, Creating Compassionate Schools
offers insight into challenges faced by professionals across the educational spectrum
in identifying, addressing, and collaborating around the complex needs of students.
- Distinguish between “empathy” and “compassion” within the school setting
- Understand the role compassionate schooling plays within the broad context of school
- Consider legislative efforts reflecting increased awareness of need for social emotional
learning standards (SEL) nationwide
- Understand the concerns some professionals may have regarding creating compassionate
- Locate information on rationale for compassionate schools that supports a balanced
- Understand the philosophical framework that supports the compassionate schooling
- Locate and access best practice government resources relevant to social emotional
learning and concepts associated with compassionate schooling
- Utilize a self-reflection tool to determine the current level of implementation
of social emotional learning for the course participant’s context.
- Learn a working definition of a “compassionate school”
- Understand how different movements (e.g., Differentiation Instruction, PBIS, SEL)
fit with a compassionate schooling approach
- Identify characteristics of positive behavior intervention supports (PBIS) that
may already exist in teaching context
- Understand and assess for level of evidence of social and emotional learning (SEL)
within current teaching context
- Review one state’s model for supporting school districts to implement compassionate
- Identify barriers to creating compassionate schools
- Understand the significance of the concept of a “standard of care” within educational
- Articulate the ways in which creating a compassionate school demonstrates a professional
“standard of care”
- Understand the basis for a shift from reliance on educational labels toward understanding
- Consider how professional responses to student needs can alleviate or increase student
- Identify one state-level attempt to implement social emotional learning (SEL) standards
- Understand and apply terminology of “compassion satisfaction” and “compassion fatigue”
to their own work context
- Apply a specific reflection strategy that demonstrates understanding of the challenges
associated with serving students with complex needs
- Understand the significance of students feeling connected to their school experience.
- Recognize the degree to which adverse childhood experiences create disconnects for
learners as they experience school
- Review importance of complying with mandatory reporting requirements
- Understand the ways in which students who have experienced adverse childhood experiences
are in “triple jeopardy”
- Discern the difference between behavioral forms and behavioral functions
- Validate the need for professions to listen for a student’s “voice” through their
- Understand how an increased awareness of the impact of maltreatment reinforces the
need for brain-compatible learning approaches
- Understand the educational significance of the current scientific research on the
impacts of adverse childhood experiences (ACE’s)
- Understand how ACE’s can potentially increase complexities for students, parents,
and professionals, and communities
- Develop awareness of a tool for assessing individual and collective (eg, classroom,
school) levels of student maltreatment and ACE’s.
- Conduct a survey of colleagues on the concept of ACE’s and report observations demonstrating
understanding of concepts
- Demonstrate ability to reflect on your own level of ACE’s and how this may influence
your interactions with students
- Distinguish characteristics of “good stress” and “bad stress” and how these impact
capacity to learn
- Locate resources that could be useful in identifying characteristics of students
experiencing childhood traumatic stress
- Learn basic components of effective engagement with students who are currently experiencing
varying levels of stress
- Demonstrate understanding of course concepts by completing a functional based assessment
on a particular student
- Interpret information about the negative impacts of early adversity and “toxic stress
levels” and apply this information to current teaching context
- Articulate different types of trauma and how they might impact educational routines
- Implement a “compassionate schooling action plan” at the individual, classroom,
or school level and provide evidence of impact.
- Demonstrate understanding of core compassionate school concepts through submission
of personal teaching philosophy statement reflecting course concepts
Course Description, Enrollment and Pricing
Western Oregon University
CE Credits Online Courses Have Been Approved for Academic Credits through Western Oregon University
Step 1: Select your course(s)
- Start anytime and work at your own convenience
- Available 24/7 from any computer with Internet access
- One-on-one facilitation
from the catalog tab above and enroll following the onscreen instructions.
Step 2: To request Western Oregon University (WOU) Credits:
You are required to apply for Western Oregon University credits within 2 weeks of completing your course. Located on your accounts “Student Homepage” (after you enroll) you will find a Credit Request section. You will select the Request University Credits and follow the instructions for requesting and paying for your WOU credits.
To ensure that you receive credit for a specific quarter, your request, registration form and payment need to be received 20 days before the end of that quarter or the first of the month, whichever one is earlier. For example if the quarter ends on June 10th we would need to receive your request, registration form and payment by May 22nd.
Western Oregon University (WOU):
WOU offers post baccalaureate, 600 level credits based on the quarter system. The credit fee due from the student is $50 per credit.
Once the credit fee has been paid, your completion paperwork will be submitted to WOU 18 days prior to the quarter ending. Allow three weeks after the end of the quarter before requesting an official or unofficial transcript.
|| Ending date
| Fall 2012
| Winter 2013
| Spring 2013
You can find directions for requesting an official transcript on the Western Oregon University Registrar page
Western Oregon DEP contact information
Division of Extended Programs
Western Oregon University
345 N Monmouth Ave.
Monmouth, OR 97361
Western Oregon University Registration Form
The Division of Extended Programs of Western Oregon University requires that one of their registration forms accompanies the course completion paperwork for each CE Credits Online participant that submits for Western Oregon University academic credit. Please print the Western Oregon University Registration Form and complete items #1-15, skip #14 Method of Payment. Sign and date on #16 and fax to CE Credits Online
1-425-844-4164 or mail to:
CE Credits Online
Attention: Sandra Blazevich
23224 NE 156th PL.
Woodinville, WA. 98077
CE Credits Online can not process your academic credit request without the completed Western Oregon University registration form.
Information for Oregon
Oregon State Information
Professional Development and Renewal of Standard Teaching License
Educators who hold Basic, Standard or Continuing Licenses are required to complete a Continuing Professional Development (CPD) Plan in order to renew the license. This requirement does not apply to initial licenses. The Oregon CPD plan provides two options for the educator. One is a plan offered by the District. The second is an individual plan developed by the educator in collaboration with a supervisor or a CPD advisor. A CPD advisor may be a colleague, faculty member from an institution, or business or community member that is related to the activities of the plan and approved by the educator’s supervisor.
Those applicants who renew a BASIC license will need to complete 75 Professional Development Units (PDUs). The applicants for renewal of STANDARD or CONTINUING licenses will need to complete 125 PDUs. The Proposal for the Professional Development Plan should be developed at the beginning of the licensure period. The required PDUs must be earned prior to application for renewal.
What is a PDU?
A Professional Development Unit equates to one clock hour. One quarter hour of college or university credit equals 20 PDUs. One semester hour of college or university credit equals 30 PDUs.
There are many activities that may be included in the educator's individual continuing professional development plan provided the activities meet the rule and are related to the goals of the plan. An educator's individual plan may use parts of an approved District CPD plan along with individual activities. Following are some suggested activities that may be included.
Additional course work
--Courses may be undergraduate or graduate level if germane to the educator's current or anticipated assignment. One quarter hour equals 20 PDUs; one semester hour equals 30 PDUs.
If you are using college credit to renew your license, it will be necessary for you to enclose with your renewal application an official transcript(s) bearing the seal of the institution and signature of the registrar verifying that credit. Therefore, be certain to verify that the transcript lists the credit you are using to renew your licensure.
Official transcripts must be submitted in a sealed envelope from the college or university. Domains of Professional Competency 584-090-0010
For purposes of renewal of licensure educators shall choose activities and experiences that are based on at least one of the following domains of professional growth:
(1) Content of the subject matter or specialty area directly related to the educator's current assignment(s) or to responsibilities the educator reasonably expects to be assigned.
(2) Strategies for assessment of pupil performance in achieving school and district objectives and State content standards and interpretation and application of the results.
(3) Methods for effective teaching, classroom management, counseling, supervision, leadership, and curriculum development.
(4) Understanding of diversity in abilities, social and/or cultural background and use of such knowledge to promote achievement of high standards for all students.
(5) Knowledge of State and national education priorities and the application of that knowledge to one's school and district programs.
(6) Competence in the uses of technology in schools and the application of that knowledge to one's assignment.
Referenced from Teacher Standards and Practices Commission of Oregon: http://www.tspc.state.or.us/faqs.asp?id=0
Why choose CE Credits Online
How CE Credits Online Courses satisfy Oregon requirements for use for renewal of standard teaching license.
Educators may request university, post baccalaureate, academic credit(s) from one of CE Credits Online partner universities. It is the educator’s responsibility
to contact their local professional development coordinator to obtain verification that the proposed coursework meets criteria and needs of the educator’s continuing professional development plan (CDP), his/her school’s professional development plan, and the local school system’s professional development plan.
For a list of CE Credits Online university partners