About Terri O'Fallon

Professional Experience

Theorist, Scorer and researcher, STAGES Development Scale

Researched Integral Developmental scale and scoring system, correlating it with other scales

Principal Director, Pacific Integral, LLC

Co-developed and teaches “Generating Transformational Change in Human Systems,” an Integral leadership-training program; business consulting; scores, researches, administers

Director, The Developmental Research Institute (DRI)

Nonprofit supporting development and teaching of StAGES Model

Adjunct professor, Fielding University

Teaching Leadership and Organizational theory with an Integral Frame

Adjunct professor, JFK Integral Studies Program

Taught course in Integral Systems

Adjunct and Methodologist

Institute for Transpersonal Studies, Sophia University Methodologist on dissertation committees

Visiting Professor, Administrative Adjunct

Transformative Learning and Change Program, California Institute for Integral Studies (CIIS) Chaired 30 Ph.D. dissertations; advised Ph.D. students on personal curriculum and electives; developed outcome-based Ph.D. and M.A. curriculum and assessment; facilitated self-organizing capacities within the cohort. Taught: Learning Community, Dissertation Proposal Writing, Transpersonal Research Methods, Heuristics; Integrative Seminar, Learning and Change in Human Systems, Foundations of Worldviews, Qualitative Research, Post-Modernism, Culture and Language, and others.

Curriculum Specialist

Northwest Center for Emerging Technologies, Bellevue Community College, Bellevue, WA Supported teachers developing syllabi and teaching methods for teaching online; research on best practices in curriculum design for online and distributed courses; wrote development kit for application of curriculum principles to online classes; assisted with an online “Potemkin” community project; taught conference sectionals for teaching online courses.


Graduate management program, Antioch University, Seattle, WA Teaching the processes of virtual teams and learning in an online environment.

Teaching Fellow

1995 – 1997
Distance learning Ph.D. program, CIIS Assisted in developing Ph.D. curriculum, modeled and coached self-organizing skills, and taught courses.

Consultant COGNET Project

1992 – 1999
University of Tennessee, Knoxville This project supported the research and development of Feuerstein’s Instrumental Enrichment.

University Supervisor Student Teachers


University of Montana, Western Montana College Federal Programs Director

Ronan Public Schools Created and supervised a diversity program for the Ronan Elementary School. Directed and managed the National Follow-Through Research Grant and the Federal Bilingual research grant. Provided training for Native and non-native parents.


Ronan Elementary School, MT Employed, supervised and evaluated twenty-nine faculty and a total of fifty employees in a building of over 500 students; developed “Extension University of Montana” which offered university graduate classes and utilized a faculty mentoring approach for teachers Faculty 1984-1992 University of Montana and Western Montana College Supervised student teachers


Salish Kootenai College Taught teacher education courses to Native American education students


St. Ignatius Public Schools, Flathead Indian Reservation, MT Passed a bond issue that built a new elementary school; planned facility with architect, board, faculty and community; developed and implemented an outcome-based curriculum


West Yellowstone Public School Developed K-12 competency-based curriculum in collaboration with faculty and input from parents; researched school climate improvement program using quantitative and qualitative measures; first female superintendent in Montana.

Superintendent Intern

Harden and Absoroke public schools, MT Worked with Crow and Cheyenne tribes; Special Education Cooperative Administer: evaluated current services and planned following year services for a consortium of schools.

Executive Director and Founder

Regional Services for the Disabled, Billings, MT Recruited board members for this nonprofit; provided services for developmentally disabled in four communities in Montana. Located eight facilities for purchase or lease; developed a building program that included working with the Small Business Association and contractors.

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Publications & Professional Papers

O’Fallon. T. J. and Fitch G. (2011, White Paper). The observing mind, Autopoiesis and Enactment.

O’Fallon. T. J. (2010) Integral program/curriculum design in a technical world, in W. Dee.Ed. Igniting brilliance 195-210. Tuscan. Integral Publishers LLC.

O’Fallon. T. J. (2010). Grounding integral theory in the field of experience, in S.Esbjourn Hargans, J Reams & O. Gunnlaugson.Eds. Integral education: new directions for higher learning 185-193. Albany. Suny Press.

O’Fallon, T. (2010). Developmental Experiments in Individual and Collective Movement to Second Tier. Journal of Integral Theory and Practice, 5(2), 149-160.

O’Fallon, Fitch G. (1998) Experiments in Second Tier Community: Collective Individualism. Integral Theory Conference Proceedings VI. O’Fallon, T (2008) Community and Conscious Evolution; A Contemplation. Kosmos. VII,2 Lenox MA.

O’Fallon, T. (2007). Leadership and the interpenetration of structure stages and state stages: a subjective expose’. Integral Leadership Review. VII,5. Retrieved 2/28/08 from http://www.integralleadershipreview.com O’Fallon, T. (2005) Integral Spirituality; Kosmos, Lenox MA

O’Fallon, T. (2005) Organizational Shadow through the AQAL Model, unpublished manuscript for Generating Transformative Change in Human Systems; Pacific Integral, Bellevue WA

O’Fallon, T. (2004) Liberating Ecologies, unpublished manuscript for Generating Transformative Change in Human Systems. Pacific Integral; Bellevue WA O’Fallon, T. (2004) Development of an AQAL model for Online and Face-to-Face Programs; unpublished manuscript for the Integral Institute.

O’Fallon, T. (1999) Best Practices in Curriculum Design for Online and Distributed Courses; 1999, North West Center for Emerging Technology, Bellevue, WA

O’Fallon, T. (1999) Curriculum Design for Online Teaching, a Development Kit for the Application of Curriculum Principles to Online Classes, 1999, North West Center for Emerging Technology, Bellevue, WA

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O’Fallon, T. (2007-2015 and continuing) Third tier research describing the latest evolving levels of consciousness and an evolutionary scoring system, correlating with Cook-Greuter, Loevinger Sentence Completion Test

O’Fallon T. (2004-10) The Changes in Developmental Levels of Individuals Participating in the GTC program: A Longitudinal Loevinger Test/Retest; (ongoing) Pacific Integral, Seattle, WA

O’Fallon T. (2008-9). Using the Loevinger Scale with 50 Managers to craft a developmental culture at Care Oregon.

O’Fallon T. (2008-2010) The Developmental Incarnation Stages of the Divine in Spiritual Direction (Nov. 2010); Lorian Association

O’Fallon, T. (1997) Insight Dialogue and Insight Dialogic Inquiry; a dissertation on the effects of online community meditation on the participants, and of the validity of a new methodology, Insight Dialogic Inquiry

O’Fallon, T, and Kramer, G; (1996) A Phenomenology of Collectiveness: The essence of Cohort 3. CIIS, San Francisco

O’Fallon, T, (1995). An Ethnographic Study of the CIIS Transformative Learning and Change Cohort Model, CIIS, San Francisco

O’Fallon, T, (1988-1992). A Longitudinal Study of the Effects of Cultural Support for Native American Children, unpublished research, Ronan Public Schools, bilingual grant funded.

Greenberg, K and O’Fallon, T (1988-1992) The Effects of COGNET on the Learning of Students in Ronan Elementary School: a Follow-Through funded study for the University of Tennessee

O’Fallon, T; (1980-1982) The Effects of Social Climate Change on the Attitudes of Faculty; unpublished research study for the West Yellowstone Public Schools, West Yellowstone, MT

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Seminars & Presentations

The Periodic Matrix of Consciousness: a 4.5 day seminar in San Deigo, Oct. 2015

STAGES: An Integrative Meta-theory that Catalyzes Effective Change in the Fields of Psychotherapy, Coaching, Spiritual Direction and Clergy; ITC Conference, California. STAGES: a two-day workshop in Sidney Australia, 2015.

STAGES: a two-day seminar in Melbourne, Australia, 2014.

STAGES In Depth: a five day preliminary to StAGES Debriefing and StAGES Scoring; 2014

Adult Development for Psychotherapists: Pacific Integral two-day CEU workshop, co-presented with Madeleine Lewis, 2013

Development and the Sacred: an Integral Autopoietic Adventure. JFKU Integral Intensive. April 2011

The Developmental Self as Instrument; Integral without Borders, Vancouver, March 2010 The Collapse of the Wilber Combs Matrix, ITC conference, August 2010

Experiencing the Eight Perspectives; I Ed conference 2009

Generating Transformative Change Program: ITC conference, 2008

Using the U Model in Education: I ED Conference, 2008

Levels of Leadership: Leading through One’s Level of Consciousness using Loevinger scale. Pacific Integral seminar, March 2007

The Action Logics: Nine Levels of Adult Maturity, Using the Loevinger’s scale, I Ed conference Aug 2007

Insight Dialogue in Learning Community, Collaborative presentation with C-11, 2001, Transformative Learning Conference, Toronto

Insight Dialogue, 2001, Lorian Association Conference, Issaquah, WA Online

Teaching and Learning, co-presented with Jan Michele Sawyer, 2000, an online conference, University of Hawaii Teaching Online, co-presented with Dr. Liz Campbell, 2000, online conference presented by METANET

Insight Dialogue, co-presented with Greg Kramer, Association for Transpersonal Psychology Conference, 1996, Monterey CA

Leadership Skills 1993, COGNET Leadership Conference, Knoxville, TN

Brain Based Learning, 1987, 1988, 1989, co-presented with Dee Dickenson, New Horizons for Learning Conference, Yellow Bay, MT

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Care Oregon, 2006-10

UNDP, Kosovo, 2006

Kittatas Community Hospital, 2004

COGNET, Teaneck NJ Public School 1993

COGNET, Omaha Public School, 1993, 1994

COGNET, Knoxville Public School 1993

COGNET, Chattanooga Public School, 1993

COGNET, Palm Springs Public School, 1994

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TerryO000Terri has lived enough life to appreciate her own tarnished halo. Life has polished her rather than worn her out. With six siblings, Terri literally grew up in the “Little House on the Prairie” lifestyle on a small family farm in central Montana-receiving the blessing of having actual experience with a world that was a generation before her time.

She received a BS in Education, teaching in one-room country schools for several years before completing her MS in Special Education. She started and led an organization that served developmentally disabled adults that served four Montana communities. Terri went on to receive certification in public school administration, which included superintendents, principals, and special educational administration certificates at which time she served as a school superintendent for five years, and an elementary school principal for 8 years. With the completion of her PhD she went on to teach at the colleges and university level.

Terri has been teaching now for 51 years. Her life’s purpose seems to be culminating in her work with the STAGES model. Its scoring system is derived from Wilber’s quadrant polar pairs, which provide the frame for his AQAL quadratic theory. This scoring approach reveals repeating developmental patterns, which can be used in the scoring of an Integral developmental inventory, and also in-the-moment with clients.

STAGES reveals intriguing possibilities: understanding the relationship between states and stages; pointing to collective evolutionary patterns; recognizing the role of the senses in the evolution of perception and perspectives; developmental grammar and semiotics; repeating patterns; and the place in our development for concrete, subtle and metaware objects. There is much room for exploration and prototyping, including matching practices to developmental stages.
Hopefully this space will open playful and open-minded explorations in the places that we know are there but are still veiled to us. We will be able to explore these and other interests together.

Terri has two sons, a daughter-in-law and two granddaughters and loves to hike the mountains every day, ride her bike and contemplate how to develop the listening skills her mother had; though now passed away, “she is still raising me”.