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MEd in Curriculum & Instruction: Trauma & Resilience in Educational Settings

A parent going off to war. A car accident. Abuse. Nearly two out of three students experience trauma and it often openly or subtly affects their focus, behavior, and success in the classroom. These kids need a teacher, a principal, a guidance counselor, a school nurse—someone at school with extensive knowledge on how to recognize and respond to trauma. And if that person is you, building strength in your students is as important as cultivating it in yourself. That’s why Concordia’s groundbreaking new concentration, Trauma and Resilience in Educational Settings, is unique, imperative, and timely; in one year, you could bring life-changing knowledge to your school, and at the same time care for yourself.

Open to a wide range of education professionals, Concordia’s MEd in Curriculum & Instruction: Trauma and Resilience in Educational Settings will help you examine what is becoming a central concern and focus for public schools—effective responses to student trauma and the resilience necessary to thrive in the classroom. You’ll learn how to become a school, district, or community leader with the understanding and use of trauma-informed and resilience-building practices, and you’ll also study the importance of self-care throughout it all.

Accredited, nonprofit, and taught by practitioners, all of Concordia’s online MEd programs reflect the same meaningful experience we’ve been delivering on campus since 1905. The convenience of 100 percent online, clearly defined coursework—paired with realistic deadlines and the ability to immediately apply what you learn in your classroom—makes our programs ideal for busy lifestyles. And the potential career benefits—from higher pay to promotions—are second only to the reward of having an everlasting impact on the lives of your students.

Step 1 of 3: What type of student are you?

Step 2 of 3: What would you like to study?

Portland Campus: Classes taught entirely at Concordia University-Portland.

Accelerated Online: Classes taught 100% online. MEd programs complete in 1 year. EdD programs complete in 3 years.

Flex Online: For online students who want to go at a slower pace - MEds can be completed in 18-36 months.

Hybrid: Students take some classes online and some at Concordia University-Portland.

Step 3 of 3: Get info about this program

Yes! By submitting this form I ask to receive email, texts and calls about degree programs on behalf of Concordia University-Portland, and agree automated technology may be used to dial the number(s) I provided. I understand this consent is not required to enroll.

What would you like to study?

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Get info about this program

Portland Campus: Classes taught entirely at Concordia University-Portland.

Accelerated Online: Classes taught 100% online. MEd programs complete in 1 year. EdD programs complete in 3 years.

Flex Online: For online students who want to go at a slower pace - MEds can be completed in 18-36 months.

Hybrid: Students take some classes online and some at Concordia University-Portland.

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Yes! By submitting this form I ask to receive email, texts and calls about degree programs on behalf of Concordia University-Portland, and agree automated technology may be used to dial the number(s) I provided. I understand this consent is not required to enroll.
100% online
100% online (no in-person field work required)
One year
Earn your MEd in one year, one class at a time, with built-in breaks
Updated curriculum
Curriculum is up-to-date and relevant
NWCCU
Accredited by the Northwest Commission on Colleges and Universities (NWCCU)
Respected
Concordia is one of the most respected names in learning today
Positive career benefits
87% of our online MEd grads report positive career benefits as a result of their degree
10,000-strong alumni
10,000-strong alumni network
Satisfaction
93% of our online MEd grads say they are satisfied with their overall academic program experience

MEd in Curriculum & Instruction: Trauma and Resilience in Educational Settings Program Goals

In addition to meeting the objectives and requirements for the MEd in Curriculum & Instruction: Trauma and Resilience in Educational Settings online degree program, successful candidates will also demonstrate:
Expertise in Evaluating Progress

Expertise in Evaluating Progress

Expertise in the utilization of new methods of authentic assessment and strategies as tools to evaluate student learning progress in relation to Oregon’s Common Core State Standards and specific district standards

Effective Instructional Skills

Effective Instructional Skills

Effective instructional skills in planning, implementing, and assessing instruction in settings that include diverse cultural populations and special needs students

Classroom Diversity Skills

Classroom Diversity Skills

An understanding of the ways that the specific curricular/instructional area has the potential to be responsive to classroom diversity

Moral Leadership

Moral Leadership

A clear understanding of the moral leadership required of them as advanced scholars in the chosen area of curriculum and instruction

Differentiation

Differentiation

The ability to modify instructional plans and promote alternative goals and strategies when necessary, particularly in relation to assessment results

COURSE DESCRIPTIONS

The MEd in Curriculum & Instruction: Trauma and Resilience in Educational Settings requires 30 credit hours

MEd in Curriculum & Instruction - Core Courses
12 credits

This course will provide teachers with the resources and skills necessary to integrate character themes and character development into their school curriculum. It provides a forum in which to discuss and develop one's own moral perspectives on the basis of generally accepted criteria.

This course is designed to provide leaders with the latest psychological research about learning and guide them in exploring ways to directly apply these precepts to their current work setting. Topics will include cognitive science, learning theory, and relevant teaching theories that utilize this information. The course will fuse the latest biological and psychological understanding of how the brain learns so candidates can harness this knowledge and apply it directly to learning situations.
Relationships constructed on trust are critical for an efficient, collegial, collaborative workplace. This course challenges candidates to confront the tremendous diversity in their current environment and develop strategies to build community in the midst of the social, ethnic, economic and alternative lifestyle differences that permeate today's 21st century workplace. In sum, this course stresses the critical importance of creating community in the workplace and illustrates how that community, once established, can generate an efficient, supportive, and positive work place.

Candidates identify, review, and analyze major trends and issues impacting the contemporary state and national educational scenes. Each class session provides students with an opportunity to evaluate the advantages and liabilities of current educational reforms and issues from the perspective of prevailing educational research as well as from their own personal beliefs and current work environment. Candidates will also consider how they can impact and influence change in their own workplace.

 

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

MEd in Curriculum & Instruction - Trauma and Resilience in Educational Settings
12 credits

Course content addresses the definition, and influences of trauma on children – socially, emotionally, physically, and academically. Topics covered will include indicators of trauma in students, the impact of violence and other stress on learning, trauma stewardship, the risk of secondary trauma and burnout, tools for coping, and other strategies that support teachers. Resilience as a factor in responding to trauma will be explored.

Course addresses using social-emotional learning strategies and content for recognizing, understanding, and responding to trauma and toxic stress, developing trauma-sensitive classroom spaces and behavioral practices, and using trauma-informed approaches to foster student, teacher, and family relationships.

Course addresses characteristics of a school environment sensitive and responsive to trauma and toxic stress, staff development and professional support for teachers and staff, and the role of families and community partners in developing a trauma-sensitive school.

Course addresses methods for collaboration with colleagues to implement a trauma-sensitive lens in professional practices and school leadership. Practical application of teacher well-being strategies will be explored. Candidates will analyze an area of interest to improve professional practice with a trauma-sensitive lens.

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

Research Course 1
3 credits

This course provides students with the basic competencies necessary to understand and evaluate the research of others, and to plan their own research with a minimum of assistance. This course includes the basics of both qualitative and quantitative research.

The Master of Education culminates with the choice of either EDGR 698-Action Research or EDGR 696-Practitioner Inquiry. Either option provides candidates with an understanding of the role of research in the field of education as a tool to solve problems and as a way to improve student learning.

SELECT ONE CAPSTONE COURSE:

Research Course 2
3 credits   Select one of the following:

Practitioner Inquiry focuses on the reflective acts of the candidate as an educator seeking to improve teaching practice. Premised in the self-study research methodological traditions (Samaras, 2011), Practitioner Inquiry provides the opportunity to reflect on teaching practice and generate improvements based on classroom observation. Practitioner Inquiry focuses on the educator and her/his own practices, developing skills of inquiry, observation, reflection, and action in teachers. Prerequisite: Successful completion of EDGR 601 Educational Research

Action research is one of the capstone projects for the Master of Education program. During this five-week course, candidates will learn more about the action research methodology, complete final edits of the Literature Review, and design a complete Action Research proposal including data collection methods and analysis approaches. (During this course, the proposal will NOT be implemented with students/participants.)
This design provides students with the requisite skills and means to pursue the transformative practice called "Action Research" in their classroom, school, district or other work environment. The design method for the capstone project closely aligns with current classroom realities, with district and school requirements, and the needs of teachers and students.

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

ON-CAMPUS/HYBRID OPTIONS

In addition to fully online, Concordia offers several Master of Education programs in an on-campus or hybrid format. See the options here.

Is the Master of Education in Trauma and Resilience in Educational Settings concentration right for me?

Consider choosing this path if:

  • You want to be a leader in developing strategies for recognizing, understanding, and responding to trauma and toxic stress in your school and your community
  • You want to lead and train others in your school and community in trauma and resilience strategies
  • You want to help children develop resilience so they can cope with whatever they’re experiencing and realize their full potential
  • You want to better care for yourself and demonstrate the importance of self-care to others in your school

Still unsure? We know we offer a lot of programs! Let’s talk more about your professional and personal goals.

Child Learning
If you’re thinking about a university where teachers care and are progressive, Concordia University-Portland is the place to be. They are cutting edge on all education technologies.
CASMORE SHAW, MEd in Curriculum & Instruction:
Reading Interventionist '18

Additional Trauma Facts

Why it's critical to address trauma in the classroom

After exploring Concordia’s new concentration, read on if you’re still wondering whether trauma and resilience is the right area for you to dive into—or if traumatic experiences really are affecting your students.
  • Nearly 700,000 children are abused in the U.S. annually. An estimated 683,000 children were victims of abuse and neglect in 2015 (unique incidents).
  • According to a 2013 study:
    • Nearly 14% of children repeatedly experienced maltreatment by a caregiver, including nearly 4% who experienced physical abuse.
    • 4 of every 10 children in America say they experienced a physical assault during the past year, with one in 10 receiving an assault-related injury.
    • 1 in 4 children were the victim of robbery, vandalism, or theft during the previous year.
    • 1 in 5 children witnessed violence in their family or the neighborhood during the previous year.
  • 26% of children in the U.S. will witness or experience a traumatic event before they turn four.
  • 60% of adults report experiencing abuse or other difficult family circumstances during
    childhood.
  • Among 536 elementary and middle school children surveyed in an inner-city community, 30% had witnessed a stabbing and 26% had witnessed a shooting.
  • More than 60% of youth age 17 and younger have been exposed to crime, violence, and abuse either directly or indirectly.

Sources: The National Child Traumatic Stress Network, Mental Health Connection of Tarrant County, National Center for Mental Health Promotion and Youth Violence Prevention, U.S. Department of Health and Human Services, JAMA Pediatrics, National Crime Victims Research and Treatment Center, Medical University of South Carolina

Here are a few examples of traumatic events or experiences that could affect kids:

  • Sexual, physical, or emotional abuse
  • Neglect
  • Witnessing a death or dealing with loss
  • Natural disasters
  • Illness or injury
  • Community or school violence
  • Terrorism
  • Being the victim of a crime
  • Bullying
  • Divorce
  • Parent going off to war
  • Witnessing domestic violence
  • Invasive medical procedures or treatments

Every child processes traumatic events differently. Some may act out, while others exhibit subtle behavior changes. Here a few possible reactions you may notice in your class:

  • Startling easily
  • Development of new fears
  • Excessive temper or aggressive behavior
  • Excessive crying or screaming
  • Sexual knowledge beyond child’s age
  • Acting out in social situations
  • Acting withdrawn
  • Decline in schoolwork
  • Fearing select adults
  • Sudden changes in behavior
  • Exhibiting memory problems
  • Difficulty focusing
  • Stomachaches, headaches, and other physical complaints
  • Inability to trust others or make friends
  • Fatigue
  • Poor self-esteem
  • Separation anxiety
  • Anger or irritability

It can be difficult for any educator—who so often are overtasked and under-resourced—to prioritize self-care. But doing so is incredibly important and beneficial, both for the educator and their students—especially when it comes to supporting those affected by trauma. Educators in this role run the risk for secondary traumatic stress, also referred to as compassion fatigue.

According to The National Child Traumatic Stress Network, compassion fatigue is “the emotional duress that results when an individual hears about the firsthand trauma experiences of another.” This can lead to changes in memory and perception, and reduce a sense of self-efficacy, independence, and more.

Concordia’s program tackles this issue head-on with ways you can cope, care for yourself, and prevent burnout. That way, you can continue to model the compassion and resiliency needed for any survivor of trauma to succeed in the world.

Sources: American Psychological Association; Healthline; JAMA Pediatrics, McInerney and McKlindon, 2014; National Center for Mental Health Promotion and Youth Violence Prevention; National Children’s Alliance; The National Child Traumatic Stress Network; U.S. Department of Health and Human Services.

Latest Room 241 posts about Trauma & Resilience in Educational Settings

CAREER OUTCOMES

See where a Master's in education focused on trauma and resilience could take you

Planning to stay in your current teaching job? Many MEd graduates do! But in addition to potential benefits like increased salary and more self-confidence, an MEd could also expand your career opportunities within the education industry.

Potential careers include:

  • Higher education instructor in the teaching of trauma-informed care
  • Advisor to publishers of trauma-informed care textbooks
  • Trauma-informed care professional development leader
  • Division or department chair (middle/high school)
  • Trauma-informed care program advisor to local, state, or national policymakers
  • Leader in trauma-informed care, school and district
  • Consultant and information source regarding trauma-informed care
  • Public or private school supplemental educational services (SES) provider

(Some states may require specific licensure for some of these positions. Check with your state’s Department of Education for more details.)

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