Building a culture of mindfulness,
social-emotional learning,
and reflective inquiry

a conference for educators

Meet ∞ Make connections ∞ Refocus your practice

May 9, 2015
10 am  - 4 pm

Click Here to Register Now

Hidden Villa Education Center
26870 Moody Road, Los Altos Hills, CA 94022
Cost: $95 / $115 after April 10 (student discounts available)

What are the approaches to teaching and learning that emphasize humanity, connection, meaning, and fulfillment? Do these qualities matter in school, or are they taken for granted? How much does the prevailing culture around you and your colleagues support your sense of well being (and that of your students)? What steps can you take to connect teaching with personal development?

This gathering is intended to offer you a space where these questions can be considered. You will hear presentations on various aspects of a kind of education that places awareness at the center of the learning experience. Participants will engage in periods of dialogue and contemplation. You will also have the opportunity to present your own work and experience to eager and thoughtful colleagues.

Featured Presenters

Brooke Dodson-Lavelle, Compassion and Care in Our Schools
Linda Inlay, Ho`àla Education, A Systems Approach to Social Emotional Wisdom
Sara Armstrong, Inquiry-Based Project Learning

Sponsored by Young Spirit Foundation


Brooke Dodson-Lavelle Heineberg

Brooke is the Senior Education Consultant to Mind & Life's Ethics, Education, and Human Development Initiative. As the former Senior Program Officer for this initiative, she led the development of the Call to Care framework and curricula for educators and students. She is also completing her PhD in the Graduate Division of Religion at Emory University. Her academic work focuses on the confluence of Buddhist contemplative theory and cognitive science, as well as the cultural contexts that shape the transmission, reception, and secularization of Buddhist contemplative practices in America. Brooke was a lead instructor for several studies examining the efficacy of Cognitively-Based Compassion Training (CBCT) at Emory, and has adapted and taught CBCT to school children as well as adolescents in Atlanta's foster care system. In 2010, she helped developed the CBCT Teacher Training Program, and served as associate training director. Prior to attending Emory, she earned her bachelor of arts degree in religion and psychology at Barnard College, and her master's degree in religion at Columbia University. While at Columbia, she also worked as a research coordinator for the Columbia Integrative Medicine Program, where she developed and taught yoga and Mindfulness-Based Stress Reduction (MBSR) programs for a variety of clinical populations. She now resides in the Bay Area where she develops and implements Innate Compassion Training (ICT) and Compassion-Focused Therapy (CFT) inspired programs and trainings.

Linda Inlay

Linda began her career as an educator at Our Lady of Sorrows School in Wahiawa, Hawaii, where she collaborated with the founders of the Ho`àla Educational Philosophy, a combination of Adlerian principles and Carl Roger’s self-actualization theory. Ho`àla in Hawaiian means, “awakening of the self,” emphasizing the core values of responsibility, respect, resourcefulness, and responsiveness. Later Linda entered the California public school system and served for eighteen years as principal of River School in Napa County, where she introduced the Ho`àla educational philosophy. During her tenure, River School received two California Distinguished School Awards, the Promising Practices Award and National School of Character Award, and the California School Board Association’s Golden Bell Award. In 2012 River School also became a New Tech Network School where project-based learning is infused with technology as an engaging and effective methodology for teaching and learning. Linda has presented at numerous state and national conferences and has published four articles in Educational Leadership. Linda holds a Masters in Educational Foundations from the University of Hawaii. Her thesis, Ho`àla School The Transformation of Character Through the Implicit Curriculum, continues to be used a training guide for teachers at two schools.

Sara Armstrong, PhD

Sara has been an educator for 42 years, including serving as a classroom teacher, principal, author, curriculum designer, and professional development leader. She has worked with teachers at a variety of schools as they design and implement project-based learning, spoken at conferences including ISTE, CUE, IERG, NCSS, and NSN, and her current work on helping teachers and student ask good questions to get good answers is a popular conference topic. Sara has written for a variety of journals, including “Happiness and Learning: The New Best Thing,” OnCUE, Winter, 2013, and “How Do You Know and Why is it Important? Asking Good Questions for Engagement and Effective Learning,” for Creative Educator, 2012. Her latest book, co-authored with David and Norma Thornburg, focuses on interesting projects across age levels and curriculum topics involving 3D printers: The Invent to Learn Guide to 3D Printing in the Classroom: Recipes for Success. Sara is the recipient of both the Gold Disk and Platinum Disk awards from CUE, which speak to her passion for effective use of technology in education.

Rochelle McLaughlin

Rochelle earned a Master of Science in Occupational Therapy from SJSU and is completing her training as a Certified Mindfulness-Based Stress Reduction (MBSR) teacher from U Mass Medical School. She has completed advanced studies in Humanistic Psychology and is a certified yoga instructor. She developed and has been teaching the Mindfulness-Based Occupational Therapy (MBOT) course at SJSU for the past 6 years. Rochelle is currently developing a MBOT Post-Graduate Certificate to be offered to OTs internationally beginning in 2016. Rochelle's clinical specialties are in the areas of the Gut and Psychology & Physiology Syndrome (GAPS), chronic pain, traumatic brain injury, stroke, cognitive impairment, as well as mental and emotional psychophysiology. She has many years of experience working with pediatric, adult, and geriatric populations in a variety of settings, including Stanford Hospital, the Bay Area Pain and Wellness Center, and the Samaritan Cancer Foundation. Rochelle developed and co-taught a year-long mindful awareness embodiment curriculum for youth. Rochelle is an author and a researcher and the mother of a vibrant 9 year old daughter.


Conference Details

Click Here to Register Now


Theodore Timpson ∞ 650-284-8979


$75 early (before March 9)
$95 regular
$115 late (after April 11)

Student discounts available. Please inquire if you wish to attend but price is an issue. Consider a tax-deductible donation to make scholarships available.

Proposed Schedule (subject to change)

9:15 - 9:45 Registration
9:30 Morning Awareness Activity
10:00 Welcoming
10:15 Panel Speakers
11:15 Break
11:30 Panel Speakers
12:00 Awareness Activity
12:30 Lunch/Break
1:30 Breakout sessions
2:30 Break
2:45 Dialogue/Reflection
3:30 Awareness Activity / Peaceful Journey
4:00 Trail Walk

Catered lunch will be included.