OUSD Goals for Social Emotional Learning and Leadership

1. 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

3. 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.

4. 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

5. 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.

6. 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 impacton academic performance, health, relationships, and citizenship. • SEL skills are desired by future employers. • SEL provides a coordinating frameworkto overcome fragmentation of various efforts around prevention and youth development programming in a district.

7. 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

8. Key Approaches for Promoting SEL in Schools Inputs/Approaches Short-term Outcomes Long-term Outcomes Evidence-based SEL Programming SEL Skills Instruction: • Self-awareness • Self-management • Social awareness • Relationship skills • Responsible decision-making Greater Success in School, Work, and Life Greater Attachment, Engagement and Commitment to School • Positive Learning Climate & Instructional Strategies • Safe, Caring • Well-managed • Engaging • Cooperative • Supportive • High Expectations Less Risky Behavior, More Positive Development CASEL 2012 8

9. 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

11. 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

12. Self-ManagementManaging emotions and behaviors to achieve one’s goal • Regulating one’s emotions • Managing stress • Self-control • Self-motivation • Setting and achieving goals

13. 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

14. RelationshipSkillsForming positive relationships, working in teams, dealing effectively with conflict • Building relationships with diverse individuals/groups • Communicating clearly • Working cooperatively • Resolving conflicts • Seeking help

15. 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

16. Ways SEL is Taught and Learned • Active participation in a safe, caring, engaging, supportive, well-managed learning environment • Evidence-based SEL skills instructionthrough a research based SEL curriculum as well as integrating these skills throughout the curriculum • Interactive, cooperative, and reflective instructional practicesfor modeling, practicing, and reinforcing SEL skills • Modeling of SEL skills by adults and students • Teachable momentsto teach, model, and reinforce SEL throughout the school day

17. 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).