Section III: Sustaining Trauma-Informed School Practices

This section addresses elements of TISP that originally may have seemed off on the horizon, but now require greater attention. Its primary focus is on Phase III of TISP, which emphasizes the iterative looping of Connecting, Coaching, and Commencing. It includes addressing elements of Strategic Plans ready for implementation, as well as an evaluation of our effectiveness in order to make necessary course corrections. The principles and strategies mirror the knowledge, skills, and dispositions contained in the TISP Tri-Phasic Model, as detailed in Chapter 6.

Chapter 10 addresses the Community element of the education system with the inclusion of parents as TISP partners. It identifies the rationale and guiding principles for providing TISP orientation and training opportunities for parents.

In Chapter 6, we directly addressed changes teacher and administrator preparation programs need to make in order to graduate educators with proven TISP competencies. Chapter 11 returns our focus to the Regulation and Support Systems element of system change needed to ensure TISP efficacy. Specifically, we recommend a reworking of teacher and administrator proficiencies as identified by professional associations and accrediting organizations.

Our concluding chapter addresses a three-legged stool central to sustaining TISP. The section on tracking and nurturing staff motivation and resources examines the interrelationship between staff motivation and access to resources for maintaining staff investment in TISP. The section on data collection and analysis examines TISP effectiveness not just in service to vested stakeholders, but also in support and encouragement to the educator. The third element concludes our work by revisiting perhaps one of the most important tasks of TISP as expressed in the Person of the Educator, as we examine preventing compassion fatigue and burnout. Our final words collate the ultimate goals of each of the Person of the Educator exercises you’ve encountered during your time working through this orientation to the TISP Tri-Phasic Model.


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Trauma-Informed School Practices by Anna A. Berardi and Brenda M. Morton is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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