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Social and Emotional Learning Presentation given to HHH Leadership Council on January 21, 2009
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Implementing and Sustaining Social and Emotional Learning:
Educational Leader Competencies
Half Hollow Hills Central School DistrictLeadership Council
January 21, 2009
Adapted from Mary Utne O’Brien, Jennifer Axelrod, Edward Dulaney, Kristy Ogren
Collaborative for Academic, Social, and Emotional Learning (CASEL) 2006
© 2006. CASEL.
What is SEL?
SEL is the process through which children and adults acquire the skills to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations effectively.
This skill set provides the foundation for academic achievement, maintenance of good health, and civic engagement in a democratic society.
© 2006. CASEL.
Social and Emotional Development and Learning (SEDL)
In accordance with New York State Children’s Mental Health Act 2006 and Education Law Section 305 subdivision 35, the Commissioner (of education) shall, in cooperation with the Commissioner of mental health, develop guidelines for voluntary implementation by school districts that incorporate social and emotional development into elementary and secondary school education programs.
Social emotional development is the process “through which children and adults acquire the skills to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations effectively. This skill set provides the foundation for academic achievement, maintenance of good health, and civic engagement in a democratic society."
Social and emotional development and learning (SEDL) has an important role to play in:
– enhancing the daily smooth functioning of schools and the emergence of a safe, caring and supportive school climate;
– facilitating students’ holistic development; and – enabling student motivation and capability for academic learning
© 2006. CASEL.
How Does SEL Fit with What We’re Already Doing?
SEL
•PreventionProgramming•Character
Education•PBIS•Response toIntervention
© 2006. CASEL.
• Founded in 1994 by Daniel Goleman, author of Emotional Intelligence, and Eileen Rockefeller Growald, venture philanthropist
• MISSION: CASEL is a university-based nonprofit organization that works to:• Advance the science of SEL• Expand evidence-based, integrated SEL practice as
an essential part of education from preschool through high school
What is CASEL?
© 2006. CASEL.
Why SEL?
• Relationships provide a foundation for learning
• Emotions affect how and what we learn
• Relevant skills can be taught
• Positive effects on academic performance, health,
relationships, and citizenship
• Demanded by employers
• Essential for lifelong success
• Coordinating framework to overcome fragmentation
© 2006. CASEL.
How Does SEL Lead to Student Success?
Greater Success in School, Work, and Life
Greater Attachment, Engagement and Commitment to School
Less Risky Behavior, More Positive Development
Effective Learning Environments:• Safe• Caring• Well-managed • Engaging• Supportive• High Expectations
SE Skills Instruction:• Self-awareness• Self-management• Social awareness• Relationship skills• Responsible decision-making
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OutcomesDistal
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© 2006. CASEL.
What Are We Creating? A Coordinating Framework
© 2006. CASEL.
© 2006. CASEL.
Opportunities For Learning
and Recognition of Practice
Teach SEL Competencies
• Self-awareness• Social awareness• Self-management• Relationship skills• Responsible decision making
GreaterAttachment,
Engagement, & Commitment
to School
Less Risky Behavior, More
Assets, &Positive
Development
Better Academic
Performanceand Success
in School and Life
Evi
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ce-B
ased
SE
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Safe, Caring, Cooperative,
Well-Managed Learning
Environments
A Framework for SEL
http://www.casel.org/downloads/Safe%20and%20Sound/2B_Performance.pdf© 2006. CASEL.
© 2006. CASEL.
Positive School Environment
Evidence-based SEL classroom instruction
Challenging and engaging curriculum
Infusing SEL concepts throughout the regular academic curriculum
Engaging students actively and experientially in the learning process during and outside of school
Opportunities for participation, collaboration, and service
Safe, supportive learning community with respectful relationships and trust
Involvement of families and surrounding community
© 2006. CASEL.
Framework for Student Success: SEL Instruction
social & emotional learning
Self-awareness
Social awareness
Relationship Skills
Responsible decision-making
Self-management
Forming positive relationships, working in teams, dealing
effectively with conflict
Making ethical, constructive
choices about personal and social behavior
Managing emotions andbehaviors to
achieve one’s goals
Showing understanding and empathy for others
Recognizing one’s emotions and values as well as one’s strengths
and limitations
© 2006. CASEL.
© 2006. CASEL.
SEL and Academic Improvements:
Breakthrough CASEL Research A strong research base shows SEL
improves many student attitudes and behaviors that affect school success
A new study by CASEL also shows SEL significantly improves achievement test performance:
Meta-analysis of 270 studies shows:
SEL instruction 14% increase in achievement test scores
© 2006. CASEL.
SEL Improves Academic Outcomes
23% increase in skills
9% improvement in attitudes about self,others, and school
9% improvement in prosocial behavior
9% reduction in problem behaviors
10% reduction in emotional distress
11% increase in standardized achievement test scores (math and reading)
Source: Durlak, J.A., Weissberg, R.P., Taylor, R.D., & Dymnicki, A.B. (submitted for publication). The effects of school-based social and emotional learning: A meta-analytic review.
© 2006. CASEL.
SEL Teaches 21st Century Skills
Critical thinking and problem-solvingEthics and social responsibilityCommunicationTeamwork and collaborationLifelong learning and self-directionLeadershipGlobal awareness
Source: Partnership for 21st Century Skills
© 2006. CASEL.
Reflection
Think of an outstanding leader you have known. Select someone you have had as a supervisor or, at a minimum, have seen in action.
Reflect on the qualities this leader possesses. Those qualities that in your eyes make great leaders.
Smart leaders know that they are models for everybody in the organization. They know that their behavior influences others and work hard at monitoring themselves as they monitor, develop, & encourage others’ performance. They understand that positive organizational change requires that individuals change. Change requires that everyone develops their social and emotional competencies, including the leader.
--Janet Patti (2003)
© 2006. CASEL.
Emotional Intelligence
Dan Goleman’s best seller in 1995 helped us to be able to talk about the power of emotions.
In the business world, developing one’s social and emotional competencies has become known as essential to effective leadership.
© 2006. CASEL.
School Example
Study compared 12 outstanding and 8 “typical” principals– Analyses showed that outstanding
principals were distinguished by their self-management skills (emotional self-awareness, adaptability, etc.) & their relationship management skills (empathy, developing others, etc.)
--Williams (2003)
© 2006. CASEL.
How Important is the Role of the Leader?
It’s the single biggest factor in predicting whether school reform takes hold and yields benefits to students.
Berends, Bodilly, & Nataraj Kirby (2002)
© 2006. CASEL.
Kam, Greenberg, & Walls (2003)
Found that above and beyond high-quality program implementation, active, engaged, principal support for the work of the teachers was essential to stronger impacts on children.
© 2006. CASEL.
SEL Implementation and Sustainability Process
E. Nurturepartnerships
with families &communities
A. Provide ongoing
professionaldevelopment
B. Monitor and
evaluate for continuous
improvement
C. Develop infrastructure
to support SEL
D. Integrate SEL
framework school-wide
5. Develop action plan
6. Select evidence-
basedprogram
4. Conduct needs and resources
assessment
3. Develop and articulateshared vision
7. Conduct initial staff
development
8. Launch SEL instruction in classrooms
9. Expand instruction
and integrate SEL school-
wide
10. Continue cycle of
implementing and improving
2. Engage stakeholders
and form steering
committee
1. Principal commits
to school-wide SEL
F. Communicatew/stakeholders
(marketing)
Leadership
© 2006. CASEL.
© 2006. CASEL.
Understanding The Scope of Implementing SEL
There Are Logical Steps And Stages To Implementation... It Doesn’t Have To Be Linear
• Often it takes both a vision and a crisis• Leadership is at the center• But will it improve student achievement?• Know the SEL competencies• Understand brain development
© 2006. CASEL.
Understanding The Scope of Implementing SEL (cont.)
• Establish A Planning Team• Know Your Starting Point• What Are Some Key Challenges?• Set Expectations For Outcomes and
Improvement • Plan To Assess and Evaluate• Implementation (Results) Takes Time
© 2006. CASEL.
What Can Leaders Can Doto Promote Sustainability?
Model SEL skills and language
- Make SEL part of staff meetings
- Use SEL language with staff
- Set expectations about how long this work will take and likely pitfalls along the way
© 2006. CASEL.
What Can Leaders Can Do toPromote Sustainability? (Cont.)
Foster staff leadership– Involve teacher leaders in
training and staff development
– Have teachers leaders assist with grant writing/fundraising
– Have staff contribute to the planning process
© 2006. CASEL.
What Can Leaders Can Do toPromote Sustainability? (Cont.)
Ensure sufficient resources are available, including:
- Time
- Space
- Money
© 2006. CASEL.
Serve as program spokesperson
- Use formal and informal networks to communicate with parents and community
- Promote program in local newspapers, radio/TV shows
What Can Leaders Can Do toPromote Sustainability? (cont.)
© 2006. CASEL.
What Can Leaders Can Do toPromote Sustainability? (cont.)Create ongoing, two-way communication with staff
- Create opportunities for staff to voice concerns or provide feedback about implementation process
- Have staff share innovative practices with each other
- Provide information about why program was chosen and invite input on how to make it work
© 2006. CASEL.
Final Observation
Eric Schaps, developer of another acclaimed SEL program, states that a program is never fully or permanently established. “It must be championed, monitored, assessed, and budgeted for, from the top down (district level) and the bottom up (school level), with ongoing staff development for new personnel.” Schaps concludes that, paradoxically, although it is most effective when it is fully embedded in school operations and planning, SEL programming must be championed by the leader as a distinct entity as well.
© 2006. CASEL.
A Classic SEL “Meta-Cognitive” Model
•STOP, CALM DOWN, & THINK before you act•Say the PROBLEM and how you FEEL•Set a POSITIVE GOAL•Think of lots of SOLUTIONS•Think ahead to the CONSEQUENCES•GO ahead and TRY the BEST PLAN