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Creating Compassionate Schools

Price

Creating Compassionate Schools

Western Oregon University

  • Tuition: $375.00
  • Tuition: $345.00
  • (You Save: $30.00)
  • Number of: Hours 45
  • 3 university semester credits, 4 university quarter credits
    (university fees are additional)
  • System Requirements
What you need to know

CE Credits Online Courses Have Been Approved for Academic Credits through Western Oregon University

  • Start anytime and work at your own convenience
  • Available 24/7 from any computer with Internet access
  • One-on-one facilitation

IMPORTANT INFORMATION

Western Oregon University (WOU): WOU offers post baccalaureate, 600 graduate level credits based on the quarter system. The tuition cost is $50 per credit, plus a $10 processing fee, payable to CE Credits Online.

Step 1:
  Select your course(s) from the catalog tab above and enroll following the onscreen instructions.

Step 2: To request Western Oregon University (WOU) Credits:
Western Oregon University Registration Form

If you want WOU credit for the CE Credits Online course, you are required to submit a registration form for the course within 2 weeks of starting the class. Located on your “Student Homepage” (after you enroll) you will find a Request University Credit section under Obtaining Credits. You will select Western Oregon University 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.

Step 3:  Once the credit fee has been paid, your completion paperwork and WOU registration 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.

Quarter Ending date
Fall 2012  12/13/2013
Winter 2014  03/21/2014
Spring 2014  06/17/2014
Summer 2014  08/15/2014


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
Phone: 1-800-451-5767
Fax: 503-838-8473
Email: extend@wou.edu

Western Oregon University Registration Form
If you want WOU credit for the course, the Division of Extended Programs (DEP) of Western Oregon University requires completed DEP registration forms.  CE Credits Online will submit your course completion paperwork for each CE Credits Online course. 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 DEP registration form. If you have any questions please contact DEP office or visit the website: http://www.wou.edu/provost/extprogram/creditoverlay_CEONLINE.php.

Course Description

Course Description:

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 experience.

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 to implementation.

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:

  1. a pedagogical framework which recognizes a definition of student diversity that includes students impacted by adverse childhood experiences,
  2. strategies for professionals attempting to meet the immediate needs of learners impacted by adverse childhood experiences (ACE’s),
  3. tools which teachers may use immediately within a compassionate approach, and
  4. 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.

Course Objectives:

  • Distinguish between “empathy” and “compassion” within the school setting
  • Understand the role compassionate schooling plays within the broad context of school reform
  • 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 schools
  • Locate information on rationale for compassionate schools that supports a balanced reform approach
  • Understand the philosophical framework that supports the compassionate schooling approach
  • 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 schools.
  • Identify barriers to creating compassionate schools
  • Understand the significance of the concept of a “standard of care” within educational settings
  • 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 learner complexity
  • Consider how professional responses to student needs can alleviate or increase student needs
  • 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 behaviors
  • 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
Syllabus
  • Course:
    Creating Compassionate Schools
  • Prerequisites:
    None

Course Description:

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 experience.

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 im 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 to implementation.

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:

  1. a pedagogical framework which recognizes a definition of student diversity that includes students impacted by adverse childhood experiences,
  2. strategies for professionals attempting to meet the immediate needs of learners impacted by adverse childhood experiences (ACE’s),
  3. tools which teachers may use immediately within a compassionate approach, and
  4. 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.

Course Objectives:

  • Distinguish between “empathy” and “compassion” within the school setting
  • Understand the role compassionate schooling plays within the broad context of school reform
  • 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 schools
  • Locate information on rationale for compassionate schools that supports a balanced reform approach
  • Understand the philosophical framework that supports the compassionate schooling approach
  • 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 schools.
  • Identify barriers to creating compassionate schools
  • Understand the significance of the concept of a “standard of care” within educational settings
  • 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 learner complexity
  • Consider how professional responses to student needs can alleviate or increase student needs
  • 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 behaviors
  • 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

Student Expectations:

This online course is experiential and interactive. Participants will need to do the exercises, complete the online assignments, and post responses that are indicated to the forum for feedback. In addition, participants will be expected to apply certain skills-building exercises in their own setting and report the results of that to the forum. Participation is necessary for passing the course.

Credit:

Upon completion of the course, students can decide if they would like to receive credit and from which university they would like to receive credit. Please see University Affiliations under the Information Center for the cost per credit.

Class Outline:

  • Lesson 1: WHY COMPASSIONATE SCHOOLS ARE NEEDED
    • Introduction
    • 1.a Concerned About Compassion?
    • 1.b Addressing Concern # 1: Compassionate Schooling is Unscientific
    • 1.c Addressing Concern # 2: Compassionate Schooling is a Distraction from “Real Reform”?
    • 1.d Understanding How Reform Efforts Move at the Speed of Relationships
    • 1.e When Relationships Slow to a Crawl
    • 1.f Addressing Concern #3: Can Educators Opt Out of the Compassionate Schooling Approach?
    • 1.g Compassion Helps Frame “The Big Picture”
  • Lesson 2: WHAT IS A COMPASSIONATE SCHOOL?
    • 2.a Characteristics of Compassionate Schooling
    • 2.b Principles of Compassionate Schooling
    • 2.c A Working Definition of a Compassionate School
    • 2.d Barriers to Creating Compassionate Schools
  • Lesson 3: COMMON CARE STANDARDS
    • 3.a Common CARE Standards
    • 3.b What is Education’s “Standard of Care”?
    • 3.c Why A “Duty To Care” Will Not Satisfy
    • 3.d Compassion Is Fueled by Curiosity
    • 3.e Compassion Anticipates the Essential Questions of the Learner’s Heart
  • Lesson 4: COMPASSION HONORS THE COMPLEXITY OF DIVERSITY
    • 4.a Compassion Honors the Complexity of Diversity
    • 4.b Complexity in the Context of Compassion
    • 4.c Complexity is a Moving Target for Compassion
    • 4.d The Core of a Compassionate School Professional
    • 4.e What Kinds of Problems Does Compassion Solve?
  • Lesson 5: COMPASSION CREATES CONNECTIONS
    • 5.a How the Need for Connectedness Leads Us to Consider Compassion
    • 5.b A Disconnect for Education
    • 5.c Connecting the Disconnected
    • 5.d Compassion Hears a Voice Through Behavior
    • 5.e How Compassion Helps Professionals Learn
  • Lesson 6: UNDERSTANDING ADVERSE CHILDHOOD EXPERIENCES (ACE’S)
    • 6.a Understanding Adverse Childhood Experiences (ACE’s)
    • 6.b Findings of the ACE Study
    • 6.c Reflecting on the Meaning of ACE’s
    • 6.d How Becoming ACE’s-aware Challenges and Changes Us
    • 6.e Implications of ACE’s Research for Educators
    • 6.f How Being ACE-informed Increases Protective Factors
  • Midterm
  • Lesson 7: HOW STRESS AND TRAUMA IMPACT LEARNING
    • 7.a Stress In Context
    • 7.b Understanding “Good Stress” and “Bad Stress”
    • 7.c The Impact of Stress On Learning
    • 7.d Trauma Is Sometimes the Elusive “Something Else”
    • 7.e How Stress Impacts Us Physiologically
    • 7.f Post-Traumatic Stress Disorder
    • 7.g Our Brains are a “Driving” Force
    • 7.h Does All Stress Lead to Trauma?
    • 7i Strategies That Promote a Culture of Calm
  • Lesson 8: MOVING AT THE SPEED OF RELATIONSHIPS
    • 8.a The Importance of Sharing Power with Learners
    • 8.b Improving Our Relationships with Learners
    • 8.c Course Conclusion
  • Evaluation
  • Final Exam
Your State Information

CE Credits Online Anytime-Anywhere

  • Standards-based 
  • University credits available* 
  • Asynchronous – start at any time – 24/7
  • Self-paced – work at your own pace and convenience 
  • Completely online – no commuting, parking, missed classes and no dress code
  • User friendly and engaging with numerous videos that model new strategies and skills 

*University Credits: All CE Credits Online courses are eligible for University Credit. Please visit our University Affiliation page for more information. (University credit fees are additional)

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Why Choose CE Credits Online

CE Credits Online has been providing continuing education credits to K-12 educators since 2002. Our courses are offered nationwide, serving the professional learning needs of thousands of K-12 educators. Our courses are:

  • High-quality online professional learning courses designed to improve teaching and student achievement.
  • 100% online - no commuting, no missed classes, and no dress code.
  • Self-paced courses, offering participants the flexibility to work anytime, anywhere, 24/7.
  • All CE Credit Online courses are eligible for University Credits (for an additional fee) through our university affiliates. Please visit our University Affiliation page for more information.

Our courses cover a variety of instructional areas and meet the needs of many educator groups, including;

  • Reading / Language Arts
  • Instructional Strategies
  • English Language Learners (ELL)
  • Transforming Instruction with Technology
  • Classroom and Behavior Management
  • Creating Effective Learning Environments
  • Beginning Teachers
  • Special Education
  • Counseling
  • Support Staff