SEDL Leadership Council January2009


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Social and Emotional Learning Presentation given to HHH Leadership Council on January 21, 2009

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SEDL Leadership Council January2009

  1. 1. Implementing and Sustaining Social and Emotional Learning: Educational Leader Competencies Half Hollow Hills Central School District Leadership 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
  2. 2. What is SEL? <ul><li>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. </li></ul><ul><li>This skill set provides the foundation for academic achievement, maintenance of good health, and civic engagement in a democratic society. </li></ul>
  3. 3. Social and Emotional Development and Learning (SEDL) <ul><li>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. </li></ul><ul><li>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.&quot; </li></ul><ul><li>Social and emotional development and learning (SEDL) has an important role to play in: </li></ul><ul><ul><li>enhancing the daily smooth functioning of schools and the emergence of a safe, caring and supportive school climate; </li></ul></ul><ul><ul><li>facilitating students’ holistic development; and </li></ul></ul><ul><ul><li>enabling student motivation and capability for academic learning </li></ul></ul>
  4. 4. How Does SEL Fit with What We’re Already Doing? <ul><li>Prevention </li></ul><ul><li>Programming </li></ul><ul><li>Character Education </li></ul><ul><li>PBIS </li></ul><ul><li>Response to </li></ul><ul><li>Intervention </li></ul>SEL
  5. 5. <ul><li>Founded in 1994 by Daniel Goleman, author of Emotional Intelligence, and Eileen Rockefeller Growald, venture philanthropist </li></ul><ul><li>MISSION: CASEL is a university-based nonprofit organization that works to: </li></ul><ul><ul><li>Advance the science of SEL </li></ul></ul><ul><ul><li>Expand evidence-based, integrated SEL practice as an essential part of education from preschool through high school </li></ul></ul>What is CASEL?
  6. 6. Why SEL? <ul><li>Relationships provide a foundation for learning </li></ul><ul><li>Emotions affect how and what we learn </li></ul><ul><li>Relevant skills can be taught </li></ul><ul><li>Positive effects on academic performance, health, relationships, and citizenship </li></ul><ul><li>Demanded by employers </li></ul><ul><li>Essential for lifelong success </li></ul><ul><li>Coordinating framework to overcome fragmentation </li></ul>
  7. 7. 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 <ul><li>Effective Learning Environments: </li></ul><ul><li>Safe </li></ul><ul><li>Caring </li></ul><ul><li>Well-managed </li></ul><ul><li>Engaging </li></ul><ul><li>Supportive </li></ul><ul><li>High Expectations </li></ul><ul><li>SE Skills Instruction: </li></ul><ul><li>Self-awareness </li></ul><ul><li>Self-management </li></ul><ul><li>Social awareness </li></ul><ul><li>Relationship skills </li></ul><ul><li>Responsible decision-making </li></ul>Evidence-based SEL Programming Inputs Proximal Outcomes Distal Outcomes
  8. 8. What Are We Creating? A Coordinating Framework © 2006. CASEL.
  9. 9. A Framework for SEL Opportunities For Learning and Recognition of Practice <ul><li>Teach SEL </li></ul><ul><li>Competencies </li></ul><ul><li>Self-awareness </li></ul><ul><li>Social awareness </li></ul><ul><li>Self-management </li></ul><ul><li>Relationship skills </li></ul><ul><li>Responsible </li></ul><ul><li>decision making </li></ul>Greater Attachment, Engagement, & Commitment to School Less Risky Behavior, More Assets, & Positive Development Better Academic Performance and Success in School and Life Evidence-Based SEL Programming Safe, Caring, Cooperative, Well- Managed Learning Environments © 2006. CASEL.
  10. 10. Positive School Environment <ul><li>Evidence-based SEL classroom instruction </li></ul><ul><li>Challenging and engaging curriculum </li></ul><ul><li>Infusing SEL concepts throughout the regular academic curriculum </li></ul><ul><li>Engaging students actively and experientially in the learning process during and outside of school </li></ul><ul><li>Opportunities for participation, collaboration, and service </li></ul><ul><li>Safe, supportive learning community with respectful relationships and trust </li></ul><ul><li>Involvement of families and surrounding community </li></ul>
  11. 11. Framework for Student Success: SEL Instruction Forming positive relationships, working in teams, dealing effectively with conflict Making ethical, constructive choices about personal and social behavior Managing emotions and behaviors 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. social & emotional learning Self-awareness Social awareness Relationship Skills Responsible decision-making Self-management
  12. 12. SEL and Academic Improvements: Breakthrough CASEL Research   <ul><li>A strong research base shows SEL improves many student attitudes and behaviors that affect school success </li></ul><ul><li>A new study by CASEL also shows SEL significantly improves achievement test performance: </li></ul><ul><li>Meta-analysis of 270 studies shows: </li></ul><ul><li>SEL instruction 14% increase in achievement test scores </li></ul>
  13. 13. SEL Improves Academic Outcomes <ul><li>23% increase in skills </li></ul><ul><li>9% improvement in attitudes about self, others, and school </li></ul><ul><li>9% improvement in prosocial behavior </li></ul><ul><li>9% reduction in problem behaviors </li></ul><ul><li>10% reduction in emotional distress </li></ul><ul><li>11% increase in standardized achievement test scores (math and reading) </li></ul><ul><li>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. </li></ul>
  14. 14. SEL Teaches 21 st Century Skills <ul><li>Critical thinking and problem-solving </li></ul><ul><li>Ethics and social responsibility </li></ul><ul><li>Communication </li></ul><ul><li>Teamwork and collaboration </li></ul><ul><li>Lifelong learning and self-direction </li></ul><ul><li>Leadership </li></ul><ul><li>Global awareness </li></ul>Source: Partnership for 21 st Century Skills
  15. 15. Reflection <ul><li>Think of an outstanding leader you have known. Select someone you have had as a supervisor or, at a minimum, have seen in action. </li></ul><ul><li>Reflect on the qualities this leader possesses. Those qualities that in your eyes make great leaders. </li></ul>
  16. 16. 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)
  17. 17. Emotional Intelligence <ul><li>Dan Goleman’s best seller in 1995 helped us to be able to talk about the power of emotions. </li></ul><ul><li>In the business world, developing one’s social and emotional competencies has become known as essential to effective leadership. </li></ul>
  18. 18. School Example <ul><li>Study compared 12 outstanding and 8 “typical” principals </li></ul><ul><ul><li>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.) </li></ul></ul><ul><li>--Williams (2003) </li></ul>
  19. 19. How Important is the Role of the Leader? <ul><li>It’s the single biggest factor in predicting whether school reform takes hold and yields benefits to students. </li></ul><ul><li>Berends, Bodilly, & Nataraj Kirby (2002) </li></ul>
  20. 20. Kam, Greenberg, & Walls (2003) <ul><li>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. </li></ul>
  21. 21. SEL Implementation and Sustainability Process E. Nurture partnerships with families & communities A. Provide ongoing professional development 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- based program 4. Conduct needs and resources assessment 3. Develop and articulate shared 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. Communicate w/stakeholders (marketing) Leadership © 2006. CASEL.
  22. 22. Understanding The Scope of Implementing SEL <ul><li>There Are Logical Steps And Stages To Implementation... It Doesn’t Have To Be Linear </li></ul><ul><ul><li>Often it takes both a vision and a crisis </li></ul></ul><ul><ul><li>Leadership is at the center </li></ul></ul><ul><ul><li>But will it improve student achievement? </li></ul></ul><ul><ul><li>Know the SEL competencies </li></ul></ul><ul><ul><li>Understand brain development </li></ul></ul>
  23. 23. Understanding The Scope of Implementing SEL (cont.) <ul><li>Establish A Planning Team </li></ul><ul><li>Know Your Starting Point </li></ul><ul><li>What Are Some Key Challenges? </li></ul><ul><li>Set Expectations For Outcomes and Improvement </li></ul><ul><li>Plan To Assess and Evaluate </li></ul><ul><li>Implementation (Results) Takes Time </li></ul>
  24. 24. What Can Leaders Can Do to Promote Sustainability? <ul><li>Model SEL skills and language </li></ul><ul><ul><li>Make SEL part of staff meetings </li></ul></ul><ul><ul><li>Use SEL language with staff </li></ul></ul><ul><ul><li>Set expectations about how long this work will take and likely pitfalls along the way </li></ul></ul>
  25. 25. What Can Leaders Can Do to Promote Sustainability? (Cont.) <ul><li>Foster staff leadership </li></ul><ul><ul><li>Involve teacher leaders in training and staff development </li></ul></ul><ul><ul><li>Have teachers leaders assist with grant writing/fundraising </li></ul></ul><ul><ul><li>Have staff contribute to the planning process </li></ul></ul>
  26. 26. What Can Leaders Can Do to Promote Sustainability? (Cont.) <ul><li>Ensure sufficient resources are available , including: </li></ul><ul><li>- Time </li></ul><ul><li>- Space </li></ul><ul><li>- Money </li></ul>
  27. 27. <ul><li>Serve as program spokesperson </li></ul><ul><ul><li>- Use formal and informal networks to communicate with parents and community </li></ul></ul><ul><ul><li>- Promote program in local newspapers, radio/TV shows </li></ul></ul>What Can Leaders Can Do to Promote Sustainability? (cont.)
  28. 28. What Can Leaders Can Do to Promote Sustainability? (cont.) <ul><li>Create ongoing, two-way communication with staff </li></ul><ul><ul><li>Create opportunities for staff to voice concerns or provide feedback about implementation process </li></ul></ul><ul><ul><li>Have staff share innovative practices with each other </li></ul></ul><ul><ul><li>Provide information about why program was chosen and invite input on how to make it work </li></ul></ul>
  29. 29. Final Observation <ul><li>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. </li></ul>
  30. 30. A Classic SEL “Meta-Cognitive” Model <ul><li>STOP, CALM DOWN, & THINK before you act </li></ul><ul><li>Say the PROBLEM and how you FEEL </li></ul><ul><li>Set a POSITIVE GOAL </li></ul><ul><li>Think of lots of SOLUTIONS </li></ul><ul><li>Think ahead to the CONSEQUENCES </li></ul><ul><li>GO ahead and TRY the BEST PLAN </li></ul>