To meet the evolving needs of school schedules and train individuals, we have developed a series of online training courses to take you through the elements of building trauma informed classrooms, systems, or schools.
To get more information about our online modular training, contact our Dissemination Coordinator, Dr. Anthony Marino.
Our online trainings come in three different pathways based on the differentiated needs of your role in your school community:
The teacher/paraeducator series is designed to support practicing lead and support educators to build their trauma-informed practices strategies and toolkit.
By the end of the program, you will be able to:
- Describe the impact of trauma on students’ brain development, the need to make adjustments to your environments to support brain-friendly learning, and the ways in which trauma manifests through behavior.
- Examine the impacts of secondary traumatic stress in order to develop a trauma stewardship plan to incorporate personal wellness into your practice.
- Apply strategies that are developmentally appropriate for students experiencing trauma to enhance your classroom practices.
- Develop a pilot plan to support their implementation of trauma-informed strategies in order to sustain your learning beyond the professional learning community.
The course includes the following 8 modules:
- Module 1: Building Community & Setting Intentions
- Module 2: Foundations of Trauma
- Module 3: Trauma Stewardship
- Module 4: Strengthening Relationships
- Module 5: Preventing Escalation & Emotional Regulation
- Module 6: Safe & Supportive Environments
- Module 7: Action Planning for Sustainability
- Module 8: Reflection & Showcase
The virtual mid-level leader series is designed to support student services coordinators, culture deans, instructional coaches, MTSS coordinators, ELL coordinators and other mid-level leadership roles to build their trauma-informed practices strategies and toolkit.
By the end of the program, you will be able to:
- Describe the impact of trauma on students’ brain development, the ways in which teachers on their teams can make environmental changes to support brain-friendly learning, and how to support teachers who are building trauma-informed environments by being a champion.
- Understand your role in building trauma-informed practices and systems into the school environment, including building personal and adaptive leadership skills and practicing collaborative teaming.
- Determine appropriate strategies and practices aligned to your role at the Tier 1, Tier 2, and Tier 3 level to build systems and practices that support trauma-informed schools.
- Develop a pilot plan to support your implementation of trauma-informed strategies in order to sustain their learning beyond the professional learning community.
The course includes the following 8 modules:
- Module 1: Building Community & Setting Intentions
- Module 2: Foundations of Trauma
- Module 3: Supporting Practice & Systems
- Module 4: Trauma-Informed Mid-Level Leadership
- Module 5: Tier 1 Practices
- Module 6: Tier 2 & 3 Practices
- Module 7: Action Planning for Sustainability
- Module 8: Reflection & Showcase
The school/district leader series is designed to support school-based leadership (principals, assistant principals) as well as network- and district-based roles to build their trauma-informed practices strategies and toolkit.
By the end of the program, you will be able to:
- Describe the impact of trauma on students’ brain development, how to support your teachers in making changes to their practices and classroom environment to support brain-friendly learning, and how to support your mid-level leaders who are building trauma-informed systems.
- Understand your role in building trauma-informed practices through organizational change and leadership with a trauma-informed lens.
- Evaluate the need for school partnerships to sustain trauma-informed practices and consider the role of relationships and funding in maintaining partnerships with community members and organizations.
- Execute the exploration phase of implementing trauma-informed practice to drive revision of organizational strategic plans that move schools towards installation and implementation of trauma-informed practices.
- Effectively collaborate with school-based staff and mid-level leaders to support pilot activities around trauma-informed practices.
The course includes the following 8 modules:
- Module 1: Building Community & Setting Intentions
- Module 2: Foundations of Trauma
- Module 3: Trauma-Informed Leadership
- Module 4: Designing, Installing & Implementing Trauma-Informed Schools
- Module 5: Supporting Practice & Systems
- Module 6: Partnerships for Trauma-Informed Approaches
- Module 7: Organizational Action Planning for Sustainability
- Module 8: Reflection & Showcase
There are three avenues in which you can explore this online modular training. Each avenue provides a different level of support, based on the needs of the individual or school community.
Fully Asynchronous
The fully asynchronous option provides the lowest level of support with the highest amount of independence to meet your own needs.
Participants who opt into fully asynchronous can start at any time. You are provided one year of access to the online module platform when you sign up. During this time, you can watch the videos at your own discretion to complete the learning. You can decide whether or not you want to complete the tasks at the end of each module. Opting into the tasks will award you with a certificate of completion at the end of the modules.
Consultation Model
The consultation model option provides a mix of support with independence.
Participants or school communities who opt into the consultation model can start at any time. You are provided one year of access to the online module platform when you sign up. During this time, you can watch the videos at your own discretion to complete the learning. You can decide whether or not you want to complete the tasks at the end of each module. Opting into the tasks will award you with a certificate of completion at the end of the modules.
Consultations can be customized to meet the needs of the individual or community. These can be one-on-one, team-based, or whole school, depending on engagement with the modules in your community. You will be assigned a point person at the Coalition based on your trauma-informed goals. They will meet with you to discuss your learning, provide additional resources, and support you in moving from learning to practice. You can select between one (1) to eight (8) consultations as a part of this module. Consultations can be scheduled at any point in the modular experience.
Professional Learning Community
The professional learning community (PLC) provides the highest level of support with a mixed level of independence.
Participants who opt into the PLC must do so prior to the start of the community launch. The PLC starts mid-August and goes through mid-April. The PLC experience requires approximately a 3-hour commitment each month. PLC participants will watch the online modules (up to 1 hour) at their discretion and are expected to complete all tasks (up to 1 hour) following the modules. Once a month, you will attend a 1-hour synchronous Zoom session with other participants to debrief your learning and share insights with like-minded individuals. Participants will also be able to receive up to eight (8) consultations (one per module). Only 3 consultations are required for course completion to earn a certificate of completion.
For more information about the professional learning community, including the dates and times of the synchronous sessions, view the fliers below.
26-27 Teacher/Paraeducator Professional Learning Community
26-27 Mid-Level Leader Professional Learning Community
26-27 School/District Leader Professional Learning Community
Testimonials
The following testimonials are from participants of our inaugural professional learning community cohorts.
I think the best part of the module experience for me was learning to not get angry at a students that is acting out, learn and have patience to find the cause of the behavior. Next, assist and teach the tools to the students on how best they can work through the trauma or angry they are going through.
– New Orleans Middle School Teacher
It was flexible. It never felt rushed. The modules were very easy to get through. The reflection and quizzes were not intense/strict/lengthy, but still helpful.
– New Orleans Middle School Teacher
The most valuable aspect of this learning experience was the opportunity for [District Name] to participate in this program and engage in learning from experts in the field of trauma-informed and healing-centered practices. This experience provided meaningful insights, practical strategies, and a deeper understanding that can be directly applied to support students, staff, and the overall school community.
– New Orleans Social Worker
The best part of this learning experience was realizing how the information provided relates so closely to the work that I do at my school.
– New Orleans Dean of Culture
Hearing from the other administrators about their work and how things were being implemented in their schools.
– New Orleans Director of Special Education
The best thing was observing the differences in staff that may not have been exposed to these concepts previously.
– New Orleans Director of Social Work
The best part of the learning experience, is the realization that trauma-informed practices are not only for our students. It made me reflect on the fact that adults come into our school with their own trauma as well.
– New Orleans Principal
For me one of the best parts of this training has informed me is that a trauma-informed approach at [School Name] is essential because it recognizes a simple reality that is often overlooked in education: students do not leave their experiences at the door when they enter the classroom. Students come to school with loss, struggles, and challenges that directly impact their ability to learn, trust, and engage. Our commitment to doing the work to create a trauma-informed environment, shows that we prioritizes not just academic success, but the emotional safety and well-being of every child. and to create an environment where students feel seen, valued, and supported.
– New Orleans Assistant Principal