Chalkboard Presentation

DO- Middle School

SOCIAL EMOTIONAL LEARNING: ENHANCING EMOTIONAL INTELLIGENCE

Deidre-Ann Fisher

In other words- Help students manage their emotions....

To improve the emotional intelligence and interpersonal skills. This will contribute to a more positive school climate and mission of providing a safe, supportive, and inclusive learning environment.

INITIATIVE

Focus

"To learn, children and adolescents need to feel safe and supported."

Parrett & Budge (2020) p. 102

What is Sel?

CASEL defines SEL as the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. (2023)

Research has shown that SEL programs have reduced behavior-related problems, increased academic success, and the school culture has become more cohesive.

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what does this look like in schools?

- Use Common Language-Give positive reinforcement-Inform Parents about SEL-Make learning collaborative-Incorporate project-based learning-Elevate student voice-Foster a Growth Mindset-Align academic and SEL goals- Infuse equity and social justice-Ask students what questions they have.

Our mission and vision speak to providing learning opportunities and ensuring students mature socially in a safe, caring, supportive, nurturing environment.

School's mission & Vision

rationale

Research has shown that implementing this program has reduced behavioral problems, improved academic success, and contributed to a positive school culture. Discipline data reveals a 15% increase in behavior referrals over the past academic year, with most related to student conflicts and classroom disruptions. Research suggests that SEL can reduce such issues by improving students' emotional regulation and social interactions (Durlak et al.(2011) Discipline referrals dropped, overall behavior improved, and relationships of mutual respect became the norm in the school culture. (Parrett & Budge (2020) p.110.

why make the change?

What side will you be on?

the supporters, the un committed and the non- supporters

The supporters

Counselors

They would lead the profesional development sessions and help teachers with the daily lessons in the classrooms.

Grade level Leads

They would serve as liasons for the staff and the principal. They would gather feedback, model the SEL practices, and host peer discussions

Special Education Teachers

They work with student who require more emotional and behavioral support.

1. Professional Development- There would be organized training sessions led by SEL experts to allow the staff to see the benefits of SEL in action via success stories and case studies.2- Pilot Programs- The grade-lever leaders and counselors would model success to others.3. Collaboration- Working groups would be established for the teachers where they can sit and create ideas on how to integrate the SEL Framework inside the classroom.

empowering strategies

To encourage them we must:-Provide SEL workshops where they can learn how to embed SEL into their daily lessons without feeling like it's extra work.- Provide data-driven results from pilot programs demonstrating an increase in positive student behavior and academic achievement.- Pair teachers with early adopters to observe SEL in practice. This way they can offer guidance and support and help reduce the anxiety surrounding change.-

THE UNCOMMITTED

This is estimated to be about 40% of staff who may understand the importance of SEL but are not sure of how to implement it in the classroom or it it will even have an effect on teir current students.

To compel them we must:-Provide them with the autonomy to integrate SEL in their classes and provide differentiated approaches on how to do so manageably.- Have one-on-one conversations with them to listen to their concerns and reservations; then find common ground by linking the benefits of SEL with things they care about.- Pair teachers with early adopters to observe SEL in practice. This way they can offer guidance and support and help reduce the anxiety surrounding change.-Celebrate small wins and provide prompt feedback to staff when frustrations are being aired.

THE NON SUPPORTERS

This is estimated to be about 15% of the staff who may be resistant to change. They may have some skepticism about the impact of SEL or may just be afraid to change the status quo.

PERSEVERANCE

8 STEP CHANGE MODEL

I1. Create a sense of urgency. 2. Building a Coalition 3. Developing and Communicating a Vision 4. Empowering others to Act 5. Remove Obstacles 6. Genereating Short Term Wins 7. Consolidating Gains 8. Anchoring Change in the School Culture

Strategies for Preserving the course

" When adults take disciplinary action, it’s focused on teaching new behaviors and does not deprive students of the opportunity to continue academic learning" (Parrett & Budge, 2020, p.173)

‘I Administrators should set high expectations for both students and teachers to achieve the goals. This involves building positive relationships and ensuring that expectations are clearly communicated (Stronge & Xu, 2021).

To ensure we stay on course :

1. Data will be reviewed frequently.
2. Implementation will be flexible.
3. Leadership will also be persistent.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x Fundamentals of SEL. (2023, June 29). CASEL. https://casel.org/fundamentals-of-sel/ Incorporating social-emotional learning (SEL) into everyday academic instruction: How do I do it? (n.d.). Student Behavior Blog | Our goal is to help educators, administrators, school social workers, counselors, parents/caregivers, students, and other researchers learn about evidence-based practices that ultimately support all students’ positive behavior, mental health, and well-being. https://studentbehaviorblog.org/incorporating-social-emotional-learning-sel-into-everyday-academic-instruction-how-do-i-do-it/ Parrett, W. H., & Budge, K. M. (2020). Turning high-poverty schools into high-performing schools. ASCD. Stronge, J. H., & Xu, X. (2021). Qualities of effective principals. ASCD.

REFERENCES

THANK YOU!!!!

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