TRAUMA-INFORMED PROFESSIONAL DEVELOPMENT: A CORE COMPETENCY FOR K-12 TEACHERS IN SASKATCHEWAN

Abstract

Teachers play a significant role in the development of children. Not only do they help to shape their academics, but they also play an important part in helping them develop socially. Teachers are tasked to stay abreast with new methods of teaching, with new technologies, and stay current with best practices in teaching. Professional development for teachers is an important part of their profession, as it allows them to stay current in teaching practices. Hilton and Hilton (2017) state that teachers have the responsibility to extend their professional knowledge through reflective practice and ongoing professional development throughout their careers. For some teachers, professional development is imposed by the division or region they work for, while others can have choice regarding areas that they wish to increase their knowledge and skills. Regardless of what professional development educators participate in, the desired outcome is to ensure all students learn and grow in a caring environment. Many students experience trauma outside of school that affects their academics, their behaviour and how they function in their learning environment. Teachers need to be aware of the effects of trauma and how trauma can manifest in students, so they can best meet their students’ academic, emotional and behavioural needs. This study uses a practitioner action research approach that encourages self-reflection and allows the “systematic and inquiry into practice” (Dinkelman, 2003, p.6). By using this approach, the researcher shows how trauma-informed professional development can provide assistance to educators to better support students who experience trauma.