As teachers and educators, we know that children and adults grow through developmental stages. This program will share the science underlying development and show how it can be harnessed to become more effective educators, teachers, leaders, and learners.

This six-week foundation course will be followed by three-week, consecutive application modules geared towards a specific educational level. The course price includes the six-week foundation and one three-week module, for nine weeks of total course time. (You can take all three additional modules if you’d like — this is a choice when you register for this course.) 

This course will be taught by Terri O’Fallon, PhD, in collaboration with professional educators Abigail Lynam PhD, John Gruber, MS, and Jennifer Haynes, BeD, BVQ.

Following the six-week foundational course there will be three-week, consecutive application modules on primary school education, high school education, and adult learning in higher education and professional contexts. 

The shorter courses will focus on application and experiential learning. Participants will practice recognizing developmental patterns in students and colleagues, how to design developmentally responsive curriculum and assessment, and how to work more effectively and transformatively with the developmental diversity in any classroom.

All classes are 2-hours, live, interactive, and have 30 dedicated minutes for Q&A.


Abigail Lynam, PhD

Jennifer Haynes

John Gruber, MS

Terri O’Fallon, PhD

6-Week Foundation Course (with all faculty)

Saturdays 5 – 7 p.m. MST / Sundays 9 – 11 a.m. Brisbane Time

Click on the date to view the Time Zone Converter

March 7March 14March 21March 28April 4April 11

* All Australia dates will be on the following calendar day.

3-Week Applied Courses, with Jennifer, John, or Abigail

Saturdays 5 – 7 p.m. MST / Sundays 9 – 11 a.m. Brisbane Time

Jennifer Haynes, BEd, BVA

Primary School

April 25
May 2
May 9

John Gruber, MS

Secondary School

May 16
May 23
May 30

Abigail Lynam, PhD


June 13
June 20
June 27

* All Austrailia dates will be on the following calendar day.

Final, Optional Course Q&A (with all faculty)
July 18

Saturday, 5 -6 p.m. MST/ Sunday 9 – 10 a.m. Brisbane Time


STAGES for Educators = Foundation Course + 1 Applied Course + Final Q&A

6-Week Foundation Course

3-Week Applied Course

Final, Optional Course Q&A

Registration is now closed. 

What You’ll Learn 

Participants will learn developmental theory and practice, and the implications for supporting student and teacher development, curriculum development, the design of learning environments and activities, and working effectively across developmental differences within particular grade levels or courses.

STAGES is a research-based framework that reveals important new understandings about how human beings grow throughout life. The faculty for this course include the originator of the STAGES model, and educators from primary school, high school, and higher education.

The learning in this course supports a more nuanced understanding of developmental patterns and how these patterns shape teaching and learning. It supports greater self-awareness and understanding for educators, as well as how an educator’s development influences how they teach and interact with their students’ development.

Credit, clock hours, PDU’s and CEU’s available from The Heritage Institute for an additional fee.

2 Continuing Education Quarter Credits:  $90
18 WA Clock Hours:  $35
18 OR PDU’s:  $35

These additional fees will be collected by STAGES so you can receive credit, clock hours, PDU’s or CEU’s at the end of the course. Please let us know when registering if you’d like to sign up for one of these options. We also suggest that you contact your HR Department or licensing body to ensure that these options are applicable for your salary advancement or licensing renewal needs. You can view the syllabus for this course here. Completion of assignments is only necessary for credit, not for clock hours, PDU’s or CEU’s. Please contact David Ketter for more information: dketter [at]

Testimonials from Educators

STAGES helped me to understand the active influence of my assumptions in key areas. I find I now have a frame of reference for anticipating and recognizing moments when my preferences are in tension with student directed learning and discovery.

Lisa Norton

Learning about adult development has profoundly changed how I approach all of my communications and relationships. I am more objective, compassionate, and dedicated to finding the teachable moment for myself and others.

Jani Attebury

STAGES deepened my understanding of myself and my students. I am now more understanding of the developmental span of my students and more patient with their responses to what and how I teach.

Nicky Phea

STAGES shifted the way I perceive my students, how I work with them, and even what I perceive my role as a teacher to be. I didn’t realize how much I was projecting my style of learning onto students until I was introduced to, and grappled with the material.

Dave Ketter

Recognizing human development in terms of values, morality and cognition have been game changers in my job as a professor. Recognizing where my students are developmentally has allowed me to truly check in to see how best to frame the material I teach.

Mark Fischler

STAGES opened up a world of possibility to be of service to human potential. I was getting tired of the conventional models of leadership and growth. In my experience, they were not meeting the challenges of our times both individually and collectively.

Vipin Thek

One of my main learnings has been to listen better for what kind of constructs students use, and to work from those to try and stretch or scaffold their perception in the context of the classroom conversation.

Jonathan Reams

What is incredibly impactful is the recognition that adult developmental frameworks (a) describe and organize the various ways that dignify people for who they are, (b) can predict, indicate, and graciously mark the growth trajectories of who people are becoming, and (c) offer educators life-affirming containers to facilitate students to more fully and freely step into their leading-edge possibilities--a massive hop past empowerment!

Devon Almond

At the core of learning and implementing adult development is our increased capacity to love. Understanding the adult development paradigm allows for deeper and authentic engagement with self and others.

Sushant Shrestha

This program will serve:

Teachers, including primary, secondary, and university
Educators, from grandparents to coaches to community leaders
Home Schoolers, who are responsible for teaching and educating
Educational Leadership and Support Staff, including administrators, principles, and support staff 
Academics, who are interested in a developmental view of education
Parents, Grandparents, and Caregivers, who are some of the most important teachers to young people
Instructors and Trainers, such as yoga teachers, spiritual teachers, leadership trainers, and others who lead groups of people

Registration is now closed. 

Meet Your Educators

This short video features Terri, John, Abigail, and Jennifer, who discuss how a developmental view of education makes teaching easier and more effective.

At its core, STAGES shows us that we all make meaning in different ways. As educators and teachers, we owe it to our students to understand this process so we don’t project our way of making meaning onto others.

The learning supports educators to:

  • Understand development, from infancy through some of the latest stages of adult development yet known to us.
  • Be aware of your own developmental habits and patterns.
  • Understand how and why to diversify the way you teach to meet a diversity of developmental needs.
  • Recognize developmental blind spots or shadows.
  • Work with our tendency to “teach who we are” rather than “who is in front of us.”
  • Support your own developmental unfolding and that of your students.
  • Reduce your developmental projection onto your students.
  • Understand how some learning tasks are developmental and require developmental supports.
  • Find radical respect for self and other.
  • Gain a community of like-minded educators from all over the world.
  • Recognize that conflict or misbehavior is often shaped by developmental differences in a learning environment rather than “problematic” students.

Learn about Learning in Service of You and Your Students’ Growth

In this 9-week online course, you’ll learn the STAGES model of development with Terri, and then you’ll learn how to apply this model to your own area of teaching.

The Course Breakdown

Foundation Course (all Faculty)

March 7 – April 11

Teachers and their students are in an evolving relationship with each other.  However, teachers (and parents) often don’t know how to see through the developmental eyes of their students. Being able to step into the minds of our students can support more effective ways to teach, parent, grandparent, and befriend them. 

Likewise, teachers also go through their own developmental stages. This influences their teaching styles. Sometimes their favorite teaching style isn’t compatible with the learning style of the stage their students are in. One’s favorite style of teaching won’t fit all the stages students grow through or the developmental diversity in a community of learners. It is important for educators to adapt their teaching style to the developmental diversity of their students.  

This course will support educators to see through the eyes of their students, and to help them adapt their teaching style to the level of the learning style that the student is experiencing. It will cover four student levels and four teaching styles and delineate which style works best with the growth stage of students learning. 

Handy, take home, practical exercises and practices and group discussions will be woven through these courses.

Seeing through the eyes of the student:

Stage 1.0: Birth through about 18 months

  • The importance of the senses and how and when they develop
  • The confusion between self and parent
  • Activities and games to play with infants

Stage 1.5: 18 months through about age 4

  • The development of the inner senses
  • The first identity of a child forms
  • The confusion between yours and mine
  • Parallel play
  • Activities and games to play with toddlers

Stage 2.0: Age 4 through about age 14

  • Standing in other’s shoes. I have a friend!
  • What is an agreement? What is a rule?
  • What is time?
  • What is thinking (concrete operations)?
  • Teaching and engaging with this child

Stage 2.5: Age 15 through about age 19

  • Conforming to your peer group
  • What is “thinking” (formal operations)
  • The development of principles
  • Teaching and guidance for teens

Seeing through the eyes of adults (for teachers, parents, grandparents…)

Stage 3.0: Age 19 onwards (upshift from 1.0)

  • Subtle senses develop
  • Exploration of what this new self can do
  • Time and the future
  • Perfectionism
  • Human rights
  • Teaching and parenting style

Stage 3.5: mid 20’s onward (upshift from 1.5)

  • Formalizing one’s subtle identity
  • Parallel play
  • Time: The future arises
  • Metacognition
  • Teaching and parenting style

Stage 4.0: Upshift from 2.0

  • I see you see me: reciprocity
  • Time: three generations
  • Parts arise: thinking, emotions and behavior
  • Teaching and parenting style

Stage 4.5: Upshift from 2.5

  • Awareness arises
  • Depends on the context
  • Interior and exterior systems
  • The development of subtle principles
  • I am you
  • Teaching and parenting styles

Childhood to Adolescent Development: Primary School

April 25, May 2, May 9
With Jennifer Haynes, BeD, BVQ

This course will focus on the developmental years starting in kindergarten and moving through a child’s graduation into secondary (high school) years.

Every adult wants to support the children under their care to have the best learning experience. Working with children in the Concrete Tier can be both joyous and confronting as we can struggle at times to balance our own needs with those of the child. This course is designed to provide a clear and considered set of tools for a deep investigation into how children make meaning, especially as they transition through stages of their development.

In each session, we will focus on the stage in question and how it interacts with these factors:

  • Childhood to adolescent development (from 1.0 to 2.5 in the STAGES model)
  • The classroom collective features we observe in action
  • Resources, materials, and social/emotional features to best support a child’s transition
  • The challenge of “subtle” language when teaching in the Concrete Tier (this will be explained for those not familiar with STAGES language)
  • Shifting our perspective to reawaken our awareness of pivotal concrete moments of identify construction and how that impacts on our pedagogy
  • Transition indicators and how to handle them in a developmental mix

We will also be engaging in personal development work between sessions to unpack our learning story as it emerges in our interactions with young people. These interactions are active and reciprocal, drawing us into our own concrete learning, projections, shadows, biases, and patterns. By working on these patterns we can become aware and awake practitioners and parents who are able to see their own footprints on the child’s path.

Adolescent to Young Adult Development: Secondary School

May 16, May 23, May 30
With John Gruber, MS

This course will explore the application of STAGES from the late middle school years through secondary school and the transition to college or university.

Among the central transitions of this developmental moment is the profound shift from Concrete to Subtle awareness (this will be explained during the course if these terms don’t hold much meaning for you). During secondary school years, many learners awaken to an entirely new realm of abstract thought, novel perspective taking, and an emerging sense of a unique self. This process of individuation and the concurrent development of a newfound capacity for abstract concepts takes place at different moments in our students’ lives; as a result, the secondary school teacher is often working with students in the same setting who see and understand things in significantly different ways. We will work on teaching with awareness of these developmental transformations within a class or group and also highlight key adjustments we can make when working with younger or older secondary school students.

The course will provide particular emphasis on:

  • Adolescent and young adult development with special attention to individual and collective aspects of engagement (from 2.0 to 3.5 in the STAGES model)
  • Teaching styles and learning activities that engage students at different developmental stages and the unique challenges of working simultaneously with concrete and abstract thinkers
  • Teaching practices and questions that support the healthy emergence of subtle understanding
  • How teachers can help students begin to reflect on their own unique academic and social needs and personal strategies for effective learning
  • What we value in our students: how educators’ developmental stages and perspectives influence the process of assessment and evaluation

We will also give some attention to the socioemotional health and wellbeing of adolescents in a complex world, and the interplay between development and an emerging sense of agency and responsibility in relation to collective challenges.

Adult Development: University & Adult Learning

June 13, June 20, June 27
With Abigail Lynam, PhD

This course will focus on the application of STAGES to adult teaching and learning within post-secondary education contexts and beyond, including professional and non-formal educational contexts.

We will focus on the subtle stages of the STAGES model and the transitions through and out of those stages, with an emphasis on examples and applications. Recognizing that education itself is a developmental process, we will work on understanding the developmental needs of adult learners, and adjusting the curriculum and mentorship/teaching to meet their developmental needs. We will also focus on the development of ourselves as educators, supporting developmental self-awareness and growth, working with developmental blindspots or shadow, and understanding how development shapes teaching styles.

We will focus on:

  • Young adult through adult stages of development (3.5 through 5.5 in the STAGES model)
  • How the development of the educator interacts with student’s developmental learning needs
  • How to work effectively with developmental diversity in learning communities
  • How to discern whether a student is on a developmental edge and ready to transform, or whether they need support stabilizing and integrating newly acquired developmental capacities
  • Teaching, research, and scholarship through a developmental lens
  • Stage transitions: recognizing patterns and how to support them
  • How to recognize and work well with students that might be later developmentally than their faculty, mentor, or coach
  • Developmental principles and ethics in education
  • Shadow practices for educators
  • Critical and reflective thinking, metacognition, systems thinking through the stages
  • Developmental patterns in higher education

What’s included in the course

  • CEUs in Washington and Oregon states 
  • 90 minutes of teaching each week
  • 30 minutes of live Q&A each week
  • Course manual
  • Online forum for reflection and connection
  • Q&A
  • A practice partner for in-between sessions
  • Transcripts of all presentations

Registration is now closed. 


If you have questions or need support, please contact us at We strive to respond to all inquiries within 24 hours during regular business hours, Monday-Friday, Mountain Time.


Terri O’Fallon, PhD is an Integral scholar whose research spans 40 years, including eleven research studies conducted in various colleges, public schools, and private research venues. Her most recent theory, and the culmination of a lifetime of work, is the STAGES model of human development. From this model a new theory is evolving around the interpenetration of states and stages. STAGES integrates several developmental models and is informed by Ken Wilber’s Integral Theory and Terri’s own research, to form a robust and predictive map that is being used by numerous scholars, practitioners, and leaders throughout the world.

Terri’s theory and research interests are founded in a passionate practice of auspicious curiosity, learning, and marinating in life. Teaching has been a theme throughout Terri’s life. Beginning as a preschool and first-grade teacher, she has taught every grade, including special education and the gifted. She has held the role of elementary school principal and public school-district superintendent and taught in seven colleges and universities, with over fifty years experience in teaching from pre-kindergarten through post-doctorate studies.

Her interest in life span development naturally arose from her experience in the field of education. She has a PhD in Integral Studies with a concentration in Learning and Change in Human Systems, and masters degrees in Spiritual Direction and Special Education. These embodied experiences inform her primary theory, research, and teaching theme: growing up is waking up throughout the lifespan.

Ordinariness has been the trajectory of Terri’s life. She is the eldest of seven siblings, parent of two adult children, and grandparent of two granddaughters. Steeped in philosophy, research, teaching, and a myriad of spiritual practices, her path continues to bring her solidly home to the practical living, breathing appreciation of the simple things in life.

We wake up every morning. We grow up, quite naturally. We live through joys and sorrows, and face our family, friends, and neighbors every day. We grow old and watch our life approach its end as we apprehend the birth of our grandchildren. With the gifts of so many experiences, the highs and lows of being, what seems to always remain, is what we were advised to value from birth: listening, gratitude, compassion, love, forgiveness, generosity, light-heartedness—lifelong lessons that never seem to end.

Jennifer Haynes, BeD, BVQ has been an educator and school leader for over twenty years in both primary and secondary grades in both public and private schooling. She has spent the last 8 years developing a Stages inspired model of primary learning at BIS in Brisbane Australia.

Jen began her passion for education as a community artist working as a social activist juggling a visual arts degree and the challenges of raising a daughter as a single parent. The diverse perspectives on learning and social construction these early experiences provided led to a post-graduate degree in education.

After beginning her teaching journey in secondary classrooms, Jen took on a school leader role at an alternative school teaching 8 to 13-year-olds. During this period, Jen developed innovative work on self-directed learning and experimenting with Integral theory in her practice.

A 4-year sojourn into environmental education led Jen to establish sustainability programs for the schooling sector in Brisbane, one of the largest in Australia. Working with over a hundred school communities provided Jen with insight into the diversity of school environments.

Eight years ago Jen took on the challenging job of growing BIS, a small progressive school on the outskirts of Brisbane. This was an incredible opportunity to develop the Stages Roadmap as a core basis for an education model, which has been her journey till now. Working with an amazing group of teachers and parents, the school has been a working experiment in how Stages can challenge our assumptions about how schools should run to best support learning.

Jen runs the ADHD support group ( which is an ongoing challenge in her own life) and the Integral Life Practices group for her community. She offers regular lecture series and training workshops for teachers and parents as providing support adults better supports the children. Her passion for educational reform to support better holistic growth and health for children and young people remains a driving force for Jen in her research and outreach.

John Gruber, MS is an evolutionary biologist and science educator with thirty years of experience working closely with young people and educators in diverse settings. Deeply interested in evolution, human development, and teaching, John has blended his work in secondary school science education with field and research experiences, innovative models of teaching and learning, and approaches to living our lives as a spiritual practice. He holds an undergraduate degree in Environmental Studies and a Masters Degree in Medicinal Chemistry.

John leads a Distinguished Visiting Scientist program that immerses secondary school students each year in a collaborative seminar organized around a focal science topic, ranging from gravitational waves and black holes to the neuroscience underlying theory of mind or the chemistry of petroleum and microplastics in the marine environment. In his school setting, John teaches courses in physics, botany, and advanced biodiversity studies. A lifelong fascination with the diversity of life on Earth has led John to a long term study of speciation and the DNA fingerprints that help us to recognize unique genetic entities in specific ecosystems. John’s lab has engaged in over ten years of molecular phylogenetics research to find and describe unrecognized species from the mountains of the American southwest.

In the community, John works to support medical students as volunteer teachers in underserved urban high schools through a program designed to encourage students to explore dimensions of community health and consider careers in medical and public health fields. He has explored lab, research and field experiences for homeschooling families to incorporate in their offerings to young people, and works with secondary school students and their parents in areas of personal growth and understanding.

John is a dharma holder and a senior priest in the White Plum lineage of the Soto School of Zen Buddhism. He teaches meditation practice and gratitude practice to young people in conjunction with his science work, and has led a series of workshops on the Six Perfections as a framework for living a life of meaning and purpose grounded in core expressions of generosity and wisdom.

Abigail Lynam, PhD is an adult development educator, scholar, and practitioner who endeavors to support the unfolding of human consciousness in individuals and groups, in service of a just and flourishing future for all of life.

Abigail is faculty for Fielding Graduate University’s PhD program in Human and Organizational Development. At Fielding she teaches adult development applied to leadership development, education, coaching, and social/ecological change. Abigail’s scholarship and practice aims to integrate the interior dimensions of human knowledge and experience (culture, worldviews, psychology, wisdom traditions, etc.) with personal, interpersonal, and systems development. 

Abigail has twenty years of experience in transformative learning and leadership development in higher education. She has taught in a variety of contexts, including graduate and undergraduate programs, online, hybrid, and intensive learning community-based immersion programs, and internationally in India, Ethiopia, Hong Kong and Mexico. She also has worked directly to support the development of educators through coaching and a graduate program for teachers.

Her doctoral research examined the personal and professional impacts of introducing adult development theory to faculty and students in a post secondary program in sustainability education. Her findings demonstrated that learning about adult development (including one’s own) supports increased self-awareness and self-knowledge, understanding and compassion for others, and skill development for working transformatively with a diversity of students.

Abigail is also faculty for Pacific Integral’s Generating Transformative Change (GTC) program, a 9 month developmentally informed and held personal and professional leadership development program. GTC enacts and facilitates a way of being and action in the world that is grounded in developmentally mature subtle states and stages of consciousness. It focuses on transformative approaches to leadership and human development and is designed to help participants not just acquire new skills, but grow the inner capacities necessary for effective leadership in complex and demanding contexts. Abigail is a developmental coach and facilitator with Pacific Integral. She is also certified as a STAGES scorer and debriefer and works with Terri O’Fallon on STAGES Education including developing a specialty protocol for educators.