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Ensuring Fair and Just Schools: a focus on Evidence-based, Preventive Interventions at the School and District Level Oakland Unified School District A Look into Social and Emotional Learning and Leadership Webinar Presentation June 25, 2012 Presentation By: Kristina Tank-Crestetto. - PowerPoint PPT Presentation
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Ensuring Fair and Just Schools: a focus on Evidence-based,
Preventive Interventions at the School and District Level
Oakland Unified School District A Look into Social and Emotional Learning and
Leadership
Webinar PresentationJune 25, 2012
Presentation By:Kristina Tank-Crestetto
OUSD Goals for Social Emotional Learning and Leadership
• Build common understanding across the Pre-K 12 spectrum that Social Emotional Learning (SEL) is fundamental to a quality education and creates equitable opportunities for learning and success.
• Develop culturally relevant SEL standards and competencies (students and adults) reinforced in all context.
• Integrate SEL and core curriculum to lead changing cultures within our schools.
What is Social and Emotional Learning?
Social and emotional learning (SEL) involves the process through which children and adults acquire and effectively apply the knowledge, qualities, and
skills necessary to:
• understand and manage emotions
• set and achieve positive goals
• feel and show empathy for others
• establish and maintain positive relationships
• make responsible decisions
A Look At SEL: Classroom, School, District, Community
Educators, students, families, and community\members work
together to support the healthy development of all students.
All students are engaged and active learners who are self-aware, caring, respectful,
connected to others, responsible decision makers, and academic achievers.
Students and adults are contributing in positive ways to
their school and community.
Why Implement SEL in Schools?
Relationships provide a foundation for learning.
Emotions affect how and what we learn.
Social and emotional skills can be taught.
SEL has positive impact on academic performance, health,
relationships, and citizenship.
SEL skills are desired by future employers.
SEL provides a coordinating framework to overcome
fragmentation of various efforts around prevention and
youth development programming in a district.
An Equation for a SEL Framework for Enhancing Student Success in
School and Life
Social Emotional Learning is
Positive Learning Environment + SEL Skills Instruction
____________________ Positive Outcomes
Key Approaches for
Promoting SEL in Schools
Greater Success in School, Work, and Life
Greater Attachment, Engagement and Commitment to School
Less Risky Behavior, More Positive Development
Short-term Outcomes
Long-term Outcomes
Positive Learning Climate & Instructional Strategies• Safe, Caring• Well-managed • Engaging •Cooperative • Supportive• High Expectations
SEL Skills Instruction:• Self-awareness• Self-management• Social awareness• Relationship skills• Responsible decision-making
Evid
ence
-bas
ed S
EL P
rogr
amm
ing
Inputs/Approaches
CASEL 20128
SEL Improves Student Outcomes
• Science Links SEL to Student Gains: • Social-emotional skills • Improved attitudes about self, others, and school• Positive classroom behavior • 11 percentile-point gain on standardized
achievement tests
• And Reduced Risks for Failure: • Conduct problems• Emotional distress
Self-Awareness Recognizing one’s emotions and
values as well as one’s strengths and limitations
• Labeling one’s feelings
• Relating feelings and thoughts to behavior
• Accurate self-assessment of strengths/limitations
• Self-efficacy
• Optimism
Self-ManagementManaging emotions and behaviors to
achieve one’s goal
• Regulating one’s emotions
• Managing stress
• Self-control
• Self-motivation
• Setting and achieving goals
Social AwarenessShowing understanding and
empathy for others
• Perspective-taking• Empathy• Appreciating diversity• Understanding social and ethical norms for
behavior• Recognizing family, school, and
community supports
Relationship SkillsForming positive relationships, working
in teams, dealing effectively with conflict
• Building relationships with diverse individuals/groups
• Communicating clearly
• Working cooperatively
• Resolving conflicts
• Seeking help
Responsible Decision-MakingMaking ethical and constructive
choices about personal and social behavior
• Considering the well-being of self and others• Recognizing one’s responsibility to behave
ethically• Basing decisions on safety, social and ethical
considerations• Evaluating realistic consequences of various
actions• Making constructive, safe choices about self,
relationships, and school
Ways SEL is Taught and Learned
Active participation in a safe, caring, engaging, supportive, well-managed learning environment
Evidence-based SEL skills instruction through a research based SEL curriculum as well as integrating these skills throughout the curriculum
Interactive, cooperative, and reflective instructional practices for modeling, practicing, and reinforcing SEL skills
Modeling of SEL skills by adults and students
Teachable moments to teach, model, and reinforce SEL throughout the school day
Connecting Adult SEL Competence and Learning
• Adults who have the ability to recognize, understand, label, express, and regulate emotions are more likely to demonstrate patience and empathy, encourage healthy communication, and create safe learning environments (Brackett, Katella, Kremenitzer, Alster, and Caruso, 2008).
• Emotional skills of teachers influence student conduct, engagement, attachment to school, and academic performance (Baker, 1999; Hawkins, 1999; Schaps, Battistich, & Solomon, 1997; Sutton & Wheatley, 2003; Wentzel, 2002).
• Teachers skilled at regulating their emotions report less burnout and more positive affect while teaching (Brackett, Mojsa, Palomera, Reyes, & Salovey, 2008).
• School leaders with strong SEL competencies build and maintain positive and trusting relationships among members of the school community (Patti and Tobin, 2006).