- Pricing & Details
- 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
3 "P" CREDITS -- ONLY $145 FOR EACH COURSE (9 available)
(does not include $125 ASPDP fee)
Salary differentials for NYCDOE Employees and/or
the 175 Required NYS PD Hours
Fall Term Registration: August 14, 2013 through October 1, 2013
Courses Begin: September 18, 2013
Complete Courses by: January 6, 2014
How to Register and Enroll
- Register. To obtain "P" credits, you must register for each CE Credits Online course on the NY ASPDP website. If you do not have an account, you must create one.
- Our courses are in the ASPDP catalog using the provider drop-down menu and selecting CE Credits Online/Riesling Group. You will pay the NY ASPDP fee of $125 when you register.
- Enroll. Once you have registered, you must enroll on the CE Credits Online website (www.cecreditsonline.org/ASPDP). You are here now, so you may proceed if you have already registered your courses. Click "Add to the Cart" to enroll in the courses in which you registered for through the NY ASPDP. You will pay the $145 course fee to CE Credits Online.
- If you enroll on the CE Credits Online website prior to registering on the NY ASPDP website, you will be enrolled, but you will not be able to access your courses until you are registered and have paid on the NY ASPDP website.
- CE Credits Online checks its enrollments against NY ASPDP registrants daily (Monday through Friday) to ensure everyone who has enrolled is registered.
- Once the term begins and we have verified your registration, we will activate your enrollment and you may access your course.
- Completion. At the end of the term, we will notify NY ASPDP of your completion status. They will verify your grades and payments. Once you have been “Validated for Credit” on the NY ASPDP site, you will be able to print your P Credit Transcript. To view or print your transcript(s), go to “Show Enrolled Courses” on the ASPDP site and select the “View Print Transcripts” tab.
Cost: $270 ($145 payable to CE Credits Online, $125 payable to the NY ASPDP)
Please Read: ASPDP Refund Policy & Program Policy
Credits Earned: 3 "P" Credits (each)
Course Length: 36 Hours (self-paced, work anytime, anywhere)
Access: 100% Online, 24/7, no late registrations, no extensions
Format: engaging presentation of material, video modeling with real teachers in the classroom, forum discussions. Apply new strategies (K-12) and receive 1-on-1 feedback.
Please read: “P” Credit Requirements
“P” Credit Requirements
- CE Credits Online provides online courses approved for “P” credits, and NYC DOE After School Professional Development Program (ASPDP) issues the “P” credits.
- Courses are available for “P” credits for NYC Salary Differentials and/or the 175 hour NYS PD Requirement. University Credits are not available for “P” courses.
- To receive “P” credits from NYC DOE ASPDP you must register on their site and complete your coursework on the CE Credits Online website according to the registration and completion deadlines listed on the ASPDP website.
- If you do not complete your coursework by the end of the term and you still want to receive "P" credits, you will need to re-register and pay for the course again in the term you will complete.
Information for New York
If you need "P-Credits" from the NY ASPDP please go to http://www.cecreditsonline.org/ASPDP.
CE Credits Online Anytime-Anywhere
- 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)
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
- Support Staff