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X-WR-CALDESC:Events for Vermont Higher Education Collaborative
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UID:10000260-1787184000-1787270399@www.vthec.org
SUMMARY:Regulating\, Reflecting\, and Reframing: Trauma-Transforming Practice in Education (Level 2)
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\n\n\nDates & Registration\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\nEvent Date\n\n\n\nEvent Date\n\n\n\n\n\n\n\n\n\nSchools have long served as hubs of learning\, relationships\, and civic life. Today\, educators are doing this work under conditions of unprecedented complexity—shaped by chronic stress\, racial reckonings\, and sociocultural trauma. Many of the pedagogies\, discipline practices\, and belief systems still guiding schools were not designed for these realities—and too often intensify harm for both students and adults.This advanced course invites educators to move from reactivity toward a more responsive and effective understanding of human behavior and school culture. Grounded in the developmental sciences\, pro-equity work\, and the lived realities of school communities\, participants will examine not only what happens in classrooms and schools—but why—and how our own nervous systems\, beliefs\, and positional power shape daily practice.The focus of this course is on trauma-transforming work and our collective responsibility to deepen our understanding of the stress response system (SRS) at individual\, relational\, and organizational levels. We will make a distinction between learning trauma-informed strategies and engaging in true culture change. Culture change embeds essential human capacities—such as humility\, emotional literacy\, cognitive agility\, and tolerance for ambiguity—into how we teach\, lead\, and relate to one another. Participants will explore how school culture is produced through everyday interactions\, language\, policy\, beliefs\, and power dynamics\, and how educators — regardless of role — can influence that culture through regulation\, reflection\, and reframing. \n\n\n\nTransforming trauma is also deeply personal work. It requires not only a sustained commitment to the growth and well-being of students and families\, but also a willingness to examine and expand our own capacity to change.  Participants will strengthen three core capacities essential to trauma-transforming practice: \n\n\n\n\nRegulate: Strengthening individual and collective regulation by recognizing stress responses in ourselves\, our students\, and our systems—and practicing strategies that restore safety\, predictability\, dignity\, and connection.\n\n\n\nReflect: Advancing reflective practice as a professional responsibility by slowing down decision-making to examine implicit beliefs\, narratives\, and action patterns shaped by experience and context.\n\n\n\nReframe: Developing reframing as both a mindset and a social justice practice\, transforming meaning-making around behavior from blame and control toward curiosity and relationship. Reframing is treated not as a technique\, but as a disciplined practice—rehearsed\, modeled\, and integrated into daily interactions.\n\n\n\n\nThroughout the course\, participants will engage in shared readings\, media\, and reflective exercises to examine how dominant ideologies and power structures continue to shape educational spaces. By the end of the course\, educators will be better equipped to function effectively under real-world conditions—contributing to learning environments that are equitable\, responsive\, and sustainable\, where both students and adults are supported not just to cope\, but to grow and thrive. \n\n\n\nStart/End Dates: August 20\, 2026 – January 5\, 2027 \n\n\n\nSynchronous Online Learning Sessions \n\n\n\n\n\n\n\n\n\n\n\nLearn more about your instructor:\n\n\n\nDave Melnick
URL:https://www.vthec.org/event/regulating-reflecting-and-reframing-trauma-transforming-practice-in-education-level-2-2/
LOCATION:VT
CATEGORIES:Graduate Courses
ATTACH;FMTTYPE=image/jpeg:https://www.vthec.org/wp-content/uploads/2025/01/jay-castor-7AcMUSYRZpU-unsplash-scaled.jpg
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DTSTART;TZID=America/New_York:20260820T000000
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DTSTAMP:20260731T152811Z
CREATED:20260623T184921Z
LAST-MODIFIED:20260731T152811Z
UID:10000261-1787184000-1787270399@www.vthec.org
SUMMARY:Curiosity at the Core: Human-Centered Approaches to Teaching and Learning
DESCRIPTION:Date:  \n\n\n\n\n\n\n\n\n\nPrice:  \n\n\n\n\n\n\n\n\n\n\n\nInstructor(s):  \n\n\n\nRuth Durkee\, J.D. \n\n\n\n\n\nEvent Type:  \n\n\n\nHybrid \n\n\n\n\n\n\n\nGraduate Credits:  \n\n\n\n3 \n\n\n\n\n\n\n\nRegister\n\n\n\n\n\n\n\n\n\n\nParticipants must attend all events:  \n\n\n\n\nEvent Date\n\n\n\nEvent Date\n\n\n\n\n\n\n\n\n\nThis course examines how curiosity\, compassion\, and connection transform teaching and learning. Drawing on topics and strategies covered in A Stance of Curiosity podcast and companion webinar series—participants will explore the effects of trauma\, stress\, and adversity on students and educators\, and develop strategies that foster resilience\, belonging\, and authentic learning. The course emphasizes neurodiversity-affirming and trauma-informed approaches\, highlighting the power of co-regulation\, play\, communication\, and professional wellness to create inclusive classrooms and thriving school communities. Through applied practice and reflection\, participants will critically evaluate systemic barriers in education and design curiosity-driven solutions that honor both student and educator well-being. \n\n\n\nStart/End Dates: August 20\, 2026 – December 11\, 2026 \n\n\n\nThis is an asynchronous course\, meaning there are no class meetings. Work will be completed independently\, with assignments due weekly. \n\n\n\n\n\n\n\n\n\n\n\n\n\nLearn more about our instructor:\n\n\n\nGillian Boudreau
URL:https://www.vthec.org/event/curiosity-at-the-core-human-centered-approaches-to-teaching-and-learning-2/
LOCATION:VT
CATEGORIES:Graduate Courses,Professional Learning
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