Full Description
Continue your journey in Trauma-Informed education with the 3rd installment of our series, "Contemporary Perspectives on Developing Trauma-Informed Teachers." In this volume, we delve into the heart of educational evolution: Intentional Partnerships to Create Classrooms that Foster Equity, Resiliency, and Asset-Based Approaches.
Discover the profound impact of Trauma-Informed Practices (TIP) on the educational landscape as we challenge traditional paradigms, encouraging educators to shift their perspectives from "what is wrong with you?" to a holistic understanding of "what has happened?"
Driven by a deep commitment to holistic student well-being, this edited text is a beacon of hope for in-service teachers seeking to truly understand and address their students' needs. Through intentional partnerships with Early Childhood Centers, K-12 schools, and Districts, educators are equipped with the knowledge, skills, and expertise to implement trauma-informed practices rooted in asset-based approaches. By recognizing the profound influence of trauma on student behavior, development, and readiness to learn, educators can forge a path towards true student success.
This resource is a testament to the power of collaboration and innovation. Explore essential tools, strategies, and approaches designed to empower teachers in creating safe, sustainable classroom environments. With a keen focus on equity, resilience, and pedagogical excellence, we pave the way for a brighter future in education.
Contents
Foreword; Kathryn Young
Introduction: Our Stories Belong Here; Eleanor Haberl
Chapter 1. Partnerships for Early Childhood Education Workforce Development; Dorothy Shapland Rodriguez, Deb Deverell, Jacqueline Greenbaum, and Mary Nelson
Chapter 2. Establishing a Trauma-Informed and Mental Health Research Collaborative; Regina Rahimi, April Garrity, Tamerah Hunt, Delores D. Liston, and Vanessa Keener
Chapter 3. "That Makes My Heart So Happy. How Does That Make You Feel?" Care-Informed Practices in a Rural Kindergarten Classroom; Stephanie Oudghiri and Jennifer Call
Chapter 4. Trauma Informed Pedagogy: Partnerships in Practice; Trent McLaurin Kimberly E. Lewinski, and Tracey Orem
Chapter 5. Dismantling Ability Grouping to Promote Equity-Centered Trauma-Informed Practices in Early Childhood Classrooms; Amber Howard and Robyn Hagerman
Chapter 6. Fostering Trauma-informed Teachers Within a Regional Community of Practice; Stephanie J. Gardner, Danielle Empson-Schultz, Bernadette Ulrich Boerckel, and Tim Knoster
Chapter 7. Awareness is Not Enough: Competency and Skills-Based Trauma Training for Teachers and Teacher Candidates; Zachary McNiece, Sandra Zuñiga Ruiz, Andrew Chakalian, and Amy Bencomo
Chapter 8. Cultivating Asset-Based Mindsets and Healthy School- University Partnerships Through the Use of a Trauma-Informed Protocol; Daniel Alston, Kristie Opiola, Erik Byker, and Erika Hedgepeth
Chapter 9. Fostering Teacher Confidence and Competence in Trauma and Historical Trauma-Informed Practices through Policy Driven School-Community Partnerships; Timothy N. Constant and Venessa Zverotic
Chapter 10. Developing Trauma-Informed Teachers Through A Collaborative Mentor-Mentee Partnership Between a University Professor and In-service Teacher: One Approach for Humanizing Education and Learning Success; Maureen P. Hall and Sadie Alves
Chapter 11. Trauma-Informed Practices: A Culturally Responsive Approach; Megan Lyons, Freda Hicks, Adorah Moore-Baker, Davron Rorie, and Bianca Smith
