The Awakened Schools Institue

Beginning October 2021
CLICK HERE FOR MORE INFOREGISTER

The Awakened Schools Institue

Beginning October 2021
CLICK HERE FOR MORE INFOREGISTER

A Gift

The Awakened Schools Institute is where the research of CSE comes to life. Through professional development for educators, our goal is to work alongside educators in public and under-resourced schools in designing an Awakened school culture. Given this priority, The Awakened Schools Institute will be offered free of charge for all participants.

Teacher education is at its best when new ways of teaching or leading are modeled. Showing people what spiritually supportive education is, rather than just telling them what it is, speaks to the lived experience of teaching and learning in deeper and more lasting ways.  By creating an environment in which people are members of a community, we are establishing a space in which they can practice the type of society we aim to create, modeling such a process which schools could emulate. In this way, through modeling, we can show through experience the link between a spiritually supportive school culture and civic engagement.

A Gift

The Awakened Schools Institute is where the research of CSE comes to life. Through professional development for educators, our goal is to work alongside educators in public and under-resourced schools in designing an Awakened school culture. Given this priority, The Awakened Schools Institute will be offered free of charge for all participants.

Teacher education is at its best when new ways of teaching or leading are modeled. Showing people what spiritually supportive education is, rather than just telling them what it is, speaks to the lived experience of teaching and learning in deeper and more lasting ways.  By creating an environment in which people are members of a community, we are establishing a space in which they can practice the type of society we aim to create, modeling such a process which schools could emulate. In this way, through modeling, we can show through experience the link between a spiritually supportive school culture and civic engagement.

  1. To encourage teachers and school leaders to nurture and ground their practice in their own spirituality;
  2. To reclaim why teachers entered teaching initially, reclaiming that excitement, love, and purpose;
  3. To experience what spirituality in education means and to tie that to their reason for becoming a teacher;
  4. To (re)awaken teachers to this approach to education so that they can change their school culture. By getting back to who they wanted to be as teachers, and to do this collectively so that they can support each other in maintaining this shift and in changing school culture.

The Objectives

The Objectives

  1. To encourage teachers and school leaders to nurture and ground their practice in their own spirituality;
  2. To reclaim why teachers entered teaching initially, reclaiming that excitement, love, and purpose;
  3. To experience what spirituality in education means and to tie that to their reason for becoming a teacher;
  4. To (re)awaken teachers to this approach to education so that they can change their school culture. By getting back to who they wanted to be as teachers, and to do this collectively so that they can support each other in maintaining this shift and in changing school culture.

Participants

Whole-school change requires a team made up of members who are experienced and seen as leaders. The Awakened Schools Institute will invite small teams of teachers and educational leaders to participate in a year-long process of nourishment, relationship building, and reimagining education for school culture change. These teams should be made up of experienced teachers who are leaders, and may also include those who hold supervisory responsibilities: grade-level coordinators; directors of guidance, athletics, technology, or special education; department heads; or members of the administration. It will be important to have the support of the administration to both make meaningful change and to encourage teachers to participate in this program, but given the constraints on administrators’ time, we do not require the participation of administrators in the Awakened Schools Institute.

Participants

Whole-school change requires a team made up of members who are experienced and seen as leaders. The Awakened Schools Institute will invite small teams of teachers and educational leaders to participate in a year-long process of nourishment, relationship building, and reimagining education for school culture change. These teams should be made up of experienced teachers who are leaders, and may also include those who hold supervisory responsibilities: grade-level coordinators; directors of guidance, athletics, technology, or special education; department heads; or members of the administration. It will be important to have the support of the administration to both make meaningful change and to encourage teachers to participate in this program, but given the constraints on administrators’ time, we do not require the participation of administrators in the Awakened Schools Institute.

Format

Over the course of the year, there will be twelve virtual sessions and 2 site visits. Each session will last approximately ½ day, and each school visit will take place over two days. 8 sessions and one site visit will be held in the Fall 2021; 4 sessions and one site visit will be held in the Spring 2022.

The eight sessions in the fall will be a combination of experience and input, providing examples from our data and findings and providing ideas for them to implement in their own classrooms. By trying some new approaches to education over a semester, we will be able to mentor teachers and leaders through these smaller changes as a way to scaffold them into larger, more school-wide changes. The format for each session will begin with an experience connected to one of CSE’s 11 drivers. Embedded throughout will be attention to three drivers, ritual, intentional lexicon, and integrated mission, which will be the focus of the eighth session as a way of pulling together what has been learned in the fall and as a springboard for creating a more systematic approach of change in the spring semester. Each session provides practical suggestions for ways in which participants can further develop their classrooms and schools to be spiritually supportive.

Site visits, led by a member of CSE’s staff and planned in tandem with the school, will build on the work begun in the virtual sessions by encouraging educators to deepen and broaden the reach of what they are learning. During site visits, schools and educators will receive tailored support to apply the content and principles of the virtual sessions to their particular context. 

Format

Over the course of the year, there will be twelve virtual sessions and 2 site visits. Each session will last approximately ½ day, and each school visit will take place over two days. 8 sessions and one site visit will be held in the Fall 2021; 4 sessions and one site visit will be held in the Spring 2022.

The eight sessions in the fall will be a combination of experience and input, providing examples from our data and findings and providing ideas for them to implement in their own classrooms. By trying some new approaches to education over a semester, we will be able to mentor teachers and leaders through these smaller changes as a way to scaffold them into larger, more school-wide changes. The format for each session will begin with an experience connected to one of CSE’s 11 drivers. Embedded throughout will be attention to three drivers, ritual, intentional lexicon, and integrated mission, which will be the focus of the eighth session as a way of pulling together what has been learned in the fall and as a springboard for creating a more systematic approach of change in the spring semester. Each session provides practical suggestions for ways in which participants can further develop their classrooms and schools to be spiritually supportive.

Site visits, led by a member of CSE’s staff and planned in tandem with the school, will build on the work begun in the virtual sessions by encouraging educators to deepen and broaden the reach of what they are learning. During site visits, schools and educators will receive tailored support to apply the content and principles of the virtual sessions to their particular context. 

Presenters

The primary instructor for The Awakened Schools Institute will be Arlène Casimir, a former public school teacher in New Orleans and New York City. Arlène now provides educational consulting to schools nationally and internationally around spiritually-supportive, culturally-responsive, and trauma-informed teaching. Arlène will lead most sessions of The Awakened Schools Institute and will work with educators during the site visits.

Dr. Amy Chapman, Director of CSE, will also present throughout The Awakened Schools Institute, sharing her deep knowledge of CSE’s research and years of experience as a public school teacher and educational administrator.

Dr. Lisa Miller, founder and president of CSE, will join The Awakened Schools Institute to present the science of spirituality to participants.

Presenters

The primary instructor for The Awakened Schools Institute will be Arlène Casimir, a former public school teacher in New Orleans and New York City. Arlène now provides educational consulting to schools nationally and internationally around spiritually-supportive, culturally-responsive, and trauma-informed teaching. Arlène will lead most sessions of The Awakened Schools Institute and will work with educators during the site visits.

Dr. Amy Chapman, Director of CSE, will also present throughout The Awakened Schools Institute, sharing her deep knowledge of CSE’s research and years of experience as a public school teacher and educational administrator.

Dr. Lisa Miller, founder and president of CSE, will join The Awakened Schools Institute to present the science of spirituality to participants.

Example Session #1: Transformative Relationships

Purpose: Recognizing and building transformative relationships in your school.

The session will begin and end with a ritual which will be common to all sessions.

Experience: Teachers and leaders will be invited to reflect on the teacher in their own lives who made the most impact, who saw them for who they truly were, or who shaped their lives or teaching practice. Participants will engage in a think (journaling)/pair (dialogue about your journaling with one partner)/ share (verbally sharing with the entire group) experience. This will build community, orient each participant to what a transformative relationship in schools is, identify what we mean by “spirituality,” and allow each participant to see that their experience is valued.

Input: we will share our data around what transformative relationships look like in the schools we researched, and why we consider this to be the driver which grounds a spiritually supportive school culture and is the foundation for the other drivers. We will also share how the schools fostered these types of relationships.

Practice: We will talk about ways that participants could foster these types of relationships in their classes or schools, and offer some practical suggestions for things that they could try. They will be asked to do this and to be prepared to share about their experiences doing so at the next session.

Example Session #1: Transformative Relationships

Purpose: Recognizing and building transformative relationships in your school.

The session will begin and end with a ritual which will be common to all sessions.

Experience: Teachers and leaders will be invited to reflect on the teacher in their own lives who made the most impact, who saw them for who they truly were, or who shaped their lives or teaching practice. Participants will engage in a think (journaling)/pair (dialogue about your journaling with one partner)/ share (verbally sharing with the entire group) experience. This will build community, orient each participant to what a transformative relationship in schools is, identify what we mean by “spirituality,” and allow each participant to see that their experience is valued.

Input: we will share our data around what transformative relationships look like in the schools we researched, and why we consider this to be the driver which grounds a spiritually supportive school culture and is the foundation for the other drivers. We will also share how the schools fostered these types of relationships.

Practice: We will talk about ways that participants could foster these types of relationships in their classes or schools, and offer some practical suggestions for things that they could try. They will be asked to do this and to be prepared to share about their experiences doing so at the next session.

Registration

For more information, or to register for The Awakened Schools Institute, please contact:

Dr. Amy Chapman, Director of CSE | amychapman@spiritualityineducation.org

 Virtual sessions will begin in October 2021.

Registration

For more information, or to register for The Awakened Schools Institute, please contact:

Dr. Amy Chapman, Director of CSE –  amychapman@spiritualityineducation.org

Virtual sessions will begin: October 2021.