Trauma-Informed School Practices (TISP) Certification Program
For full details, visit the Trauma-Informed School Initiative (TSI) at the Trauma Response Institute
Trauma-Informed School Initiative (TSI)
Information
What is the TSI?
The TSI is a collaborative initiative with George Fox University’s School of Education and Trauma Response Institute and school districts seeking to implement best practices in trauma-informed school methods.
Mission: Our mission is to collaborate with districts desiring to implement trauma-informed school methods to facilitate developmental processes central to student learning and well-being.
Link for more info:
TISP 500: Introduction to Trauma & Trauma-Informed Care
(TISP Phase I)
Children and the nature of trauma
Lifespan impact: ACES data
Neurobiology of trauma
Impact on cognitive and social development
Impact in the classroom and across the lifespan
Overview of best practices
Review of the literature
Course Outcome: As the educator understands the bio-psycho-social impact of unmitigated stress and trauma, the importance of neural network integration to facilitate learning is now understood.
TISP 501: Trauma-Informed School Practices
(TISP Phase I)
Neural network regulation and school engagement
Attachment theory and child development
Trauma-Informed School Practices Tri-Phasic Model as best practice response
Focus on school attachment practices for educators, both certified and classified, and administration
Craft short-range implementation action plan
Course Outcome: As the educator assesses current effective TI school programming and best practices to support neural network integration, work will begin on designing Trauma-Informed School Practices suitable for your district, school, and/or classroom.
TISP 502: TISP Implementation Strategic Planning
(TISP Phase I)
Assess system readiness for TISP
Develop District and School Strategic Planning Teams
Develop Educator Action Plans
Prepare and practice role-plays for Phase I Classroom Implementation
Course Outcome: The Educator will complete a comprehensive assessment of TISP readiness within their district, school, and classroom, develop a timeline, and increase skills for Phase I implementation.
TISP 503: Trauma-Informed SEL and Classroom Management
(TISP Phase II)
Identify goals of social-emotional skills building as part of Coaching to facilitate neural integration
Use perceptual and conceptual skills to design scaffolded SEL skills as student responds to TISP
Evaluate the conceptual and practice elements of your school’s student management culture and processes
Articulate your TISP classroom management system, and how the culture of the classroom mirrors your methods and desired outcomes
Identify how to use authority and compassion
Honor student voices to promote personal responsibility
Course Outcome: Applying trauma-informed knowledge, the educator will re-envision and design classroom practices, strategies, management, and routines congruent with Phase II of the TISP Tri-Phasic Model.
TISP 504: Developing Person of the Educator Competencies: Self-Care Survival Guide
(TISP Phase I, II, III)
Guided self-assessment to identify and reduce personal triggers
Model the whole-system approach: treat self and coworkers as you treat and teach students; a consistent relational ethic as the antidote to trauma injury
Create a self-care plan as a part of the TISP implementation plan
Course Outcome: By applying TISP Person of the Educator principles, the Educator will be able to identify a professional ethic of care for self and coworkers designed to support staff, nurture well-being, and prevent compassion fatigue and burnout.
TISP 505: Trauma-Informed School Practices Coaching I
(TISP Phase I, II)
Ongoing for 1 academic term
Prerequisites: TISP 500 and 501
Can co-occur with TISP 502 and 503
Assess completeness and progress of plan initially mapped out in TISP 501
Based on implementation timeline and needs, design strategies in response
Identify assessment processes as part of design in preparation for TISP 507
Course Outcome: The educator will develop initial perceptual, conceptual, and executive TISP skills by participating in a group supervision/coaching process whereby one’s work, detailed in a video clip and written case study, is presented.
TISP 506: Trauma-Informed School Practices Coaching II
(TISP Phase II, III)
Ongoing for 1 academic term
Must co-occur with TISP 503
Prerequisites: TISP 500, 501, 505
Participate in face-to-face and online synchronous peer consultation
Case consult; problem-solve; role-play
Summarize progress through case studies and presentations
Course Outcome: The educator will deepen perceptual, conceptual, and executive TISP skills by participating in a group supervision/coaching process whereby one’s work, detailed in a video clip and written case study, is presented. The primary focus will be on scaffolding social-emotional and TISP behavioral management skills.
TISP 507: Data Gathering and Analysis
(TISP Phase III)
Consult for 1 academic year
Advised to co-occur with TISP 504, or with TISP 505 and 506.
Identify stages of assessing TISP efficacy, beginning with assessing TISP accuracy and stage of development
Implement and monitor data-gathering procedures
Analyze incoming data to ID immediate needs and desired course corrections
Engage in short- and long-term planning based on results
Collate and present results
Course Outcome: The Educator will be able to identify TISP efficacy and needed improvements, and share lessons learned with professional educator communities.
