Developing Trauma-Informed Teachers

Intentional Partnerships to Create Classrooms that Foster Equity, Resiliency, and Asset-Based Approaches

Edited by:
Ofelia Schepers, Purdue University
Megan Brennan, Resilient Futures
Philip E. Bernhardt, Metropolitan State University of Denver

A volume in the series: Contemporary Perspectives on Developing Trauma-Informed Teachers. Editor(s): Ofelia Schepers, Purdue University. Megan Brennan, Resilient Futures. Philip E. Bernhardt, Metropolitan State University of Denver.

Call for Chapters

OVERVIEW:
The use of Trauma-Informed Practices (TIP) in schools aims to create a safe, supportive climate, in which school personnel are encouraged to view and respond to students’ behaviors with an understanding of the potential impact of trauma and the strength of resilience. These practices are intended to be holistic and require a paradigm shift framing potential concerns about students with what has happened rather than what is wrong with you? When educators understand the impact of trauma on a child’s behavior, development, social-emotional skills, and readiness for learning, they can actively work to address these needs and more effectively promote student success.

The vision and development of this edited text are driven by a desire to ensure that in-service teachers are thoughtfully prepared to more fully address students’ needs and create classroom environments that are safe and sustainable for students. Specifically, this text will provide a more informed understanding of how educator preparation programs are intentionally partnering with early childhood centers, K-12 schools, and/or districts to ensure teachers have opportunities to develop the knowledge, practical skills, and expertise to effectively utilize trauma-informed practices that are rooted in an asset-based approach to foster resiliency skills that support students who have or are experiencing trauma. The text will also consider how these partnerships are working together to develop equity-focused content, curriculum, & pedagogies to ensure teachers understand how to develop their own resiliency skills. This resource will highlight important and relevant tools, strategies, and approaches for preparing teachers to implement trauma-informed practices within their classrooms. The following question will situate and frame the edited text and serve as a guide for contributing authors:

• In what ways are educator preparation programs intentionally partnering with early childhood centers, K-12 schools, and/or districts to develop and implement equity-focused, asset-based content, curriculum, & pedagogies to ensure teachers can successfully integrate trauma-informed practices as well as develop their own resiliency skills?

CHAPTER SUBMISSIONS WILL:

• *Be co-authored with school and/or district personnel.

• Draw from or be grounded in research from the field of teacher preparation, clinical practice, trauma informed practices, and/or critical theories of trauma and/or other intersectional theories.

• Comprehensively describe and explain the content, curriculum, & pedagogies being utilized to ensure teacher candidates can thoughtfully integrate trauma-informed practices as well as develop their own resiliency skills.

• If possible, report on any data-based outcomes related to recent or current program initiatives.

• Discuss program, curricula, etc. implementation within a school and/or district.

CHAPTERS SHOULD INCLUDE THE FOLLOWING CONTENT:

• Opportunities and/or challenge(s) faced by early childhood centers, K-12 schools, and/or districts.

• Theoretical framework and/or literature review grounding work.

• Background and discussion of content, curriculum, & pedagogies being utilized to ensure teacher candidates can thoughtfully apply and integrate trauma-informed practices.

• Background and discussion of content, curriculum, & pedagogies being utilized to ensure teacher candidates can develop their own resiliency skills.

• Findings, outcomes, and/or lesson learned.

• Implications of work discussed in chapter and plans to continue developing and enhancing this work.

TARGET AUDIENCE FOR TEXT:

This text will be of primary interest to all those working in institutions of higher education, alternative licensure programs, and organizations, schools, and districts involved with the preparation of teachers and/or professional development of in-service educators.

ABSTRACT SUBMISSION AND DEADLINE:
To be considered for publication, authors should send a 500-750 word chapter abstract, abbreviated CV, and contact information to Philip Bernhardt @ pbernhar@msudenver.edu. Final chapters should be between 16-20 pages, including all text, tables, and references.

*Abstracts and other requested information are DUE by July 15, 2023.

TENTATIVE SCHEDULE FOR PUBLICATION:
Chapter abstracts submitted to editors by: July 15, 2023
Selected chapter authors notified by: September 15, 2023
Chapters DUE to editors by: December 20, 2023
Final chapters to publisher by: March 15, 2024

PRIMARY EDITOR CONTACT INFORMATION:
Philip E. Bernhardt, Professor of Secondary Education and Associate Director of Honors Program,
Metropolitan State University of Denver, pbernhar@msudenver.edu

Send all inquiries to Philip Bernhardt, pbernhar@msudenver.edu