1

AmericanEducationalResearchAssociationConferenceDivisionKTeacherEducation

April2016Washington,D.C.

TheHeartoftheMatter:

IntegratingSocial-EmotionalLearningSkillsintoTeacherPreparation

NancyLouriéMarkowitz,Ph.D.ProfessorofEducation

ExecutiveDirector,CollaborativeforReaching&TeachingtheWholeChildSanJoseStateUniversity

WendyThowdis,M.A.AssistantDirector

CollaborativeforReaching&TeachingtheWholeChildSanJoseStateUniversity

RebecaDiaz,Ph.D.

SeniorResearchAssociateWestEd

Abstract

Thispaperprovidesadescriptionofanon-goingdevelopmentandresearchprojectknownastheSJSU

CollaborativeforReaching&TeachingtheWholeChild(CRTWC)*andfirstyearfindingsofathreeyear

longitudinalstudyofourwork.CRTWCissituatedatSanJoséStateUniversityina5thyearMultipleSubject

Credential/Mastersteacherpreparationprogram.Approximately100teachercandidatesareenrolledin

theteachercredentialprogrameachyear.Theover-archingmissionofCRTWC,whichbeganin2009,isto

integratesocial-emotionallearning(SEL)knowledge,skillsanddispositionsintothecourseandfield

experiencesrequiredinthisK-8credentialprogram.ThefocusofCRTWC’sworkisonfosteringcandidates’

abilitytousean“SELlens”aspartoftheirteachingpractice.Ourintentionistodevelopcandidateswhowill

becomecompetentandcaringteachersofculturally,racially,andlinguisticallydiverselearnersinvarious

settings;andassessmentstrategiesinteacherpreparationthatguideon-goinginquiryandimprovement.

Thispaperincludestherationalefortheproject;theprocessesusedtopromoteprogrammaticchange

towardSELintegrationacrosstheprogram;adescriptionofthematerialsandstrategiesdevelopedto

supportthiseffort;themeansofassessingprojectgoals;andtheoutcomestodate.

*ThisprojectisfundedbyagenerousgrantfromtheMorganFamilyFoundation.

2

DescriptionoftheCollaborativeforReaching&TeachingtheWholeChild(CRTWC)

Overthepastsixyears,theCollaborativeforReaching&TeachingtheWholeChild(CRTWC)hasworked

withtheSJSUDepartmentofElementaryEducationfacultytointegrateSELskilldevelopmentintothe

preparationofcandidatesfortheteachingprofession.ThefounderandExecutiveDirectorofCRTWCisa

professorwithintheElementaryEducationdepartment.CRTWC’sapproachhasbeentoexpandattention

tosocial-emotionallearning(SEL)skilldevelopmentofboththelearnerandtheteacher.Wethusreferto

theSocial-EmotionalDimensionsofTeachingandLearning(SEDTL)ratherthanSEL.Atthebeginningofthis

project,wemadeanintentionaldecisiontointegrateSEDTLskilldevelopmentthroughouttheK-8

credentialprogramratherthandevelopasinglecoursethatwouldfocusonSEDTL.Wedidsoforthe

followingreasons.First,webelievethattoassignSEDTLskilldevelopmenttooneclasswouldreinforceit

beingseenasaseparatecurriculumratherthanfirst,andforemost,asalenstoguideteacherintentions,

datagathering,andresponsetostudents.Second,wewanttoemphasizetheimportanceofattentionto

SEDTLthroughoutthecurriculum,particularlywiththeimplementationofthenewCommonCoreState

Standards(CCSS),whichrequiresuchskillsasperseveranceandreflectiontosuccessfullymastertherigor

ofthesenewacademicexpectations.Third,giventhatourvisionistofosterself-growth,socialawareness,

andresponsibledecision-makinginstudents,itrequiresthattheteacheralsoembracethesedispositions

andmodelthemthroughouttheschoolyearintheirclassrooms.WorkingwiththeSELcorecompetencies

identifiedbyCASEL(www.casel.org),andtheresearchonculturallyresponsiveteaching(CRT)(Ladson-

Billings,1995;Ladson-Billings,1992;Schussler&Knarr,2012;Schussler,Stooksberry,&Bercaw,2010),

projectstaffandouroutsideconsultants,AcknowledgeAlliance,createdanSEL-CRT“wheel”asa

frameworktoguideoureffortstointegrateSELintoteacherpreparation.(AppendixA)

Inthispaper,weprovide1)arationalefortheimportanceofaddressingSEDTLinpre-serviceteacher

preparation;2)adescriptionoftheworkofCRTWCwhosemissionistointegrateSEDTLintothepre-service

courseandfieldexperiencesofteachercandidates;3)adescriptionoftheprocessesandmaterialsthatwe

havedevelopedintheserviceofourmission;4)adescriptionoftheassessmentstrategieswehaveusedto

assesstheeffectivenessofoureffort;and5)theresearchresultsfromPhaseIofourwork.

Thecaseforattendingtosocial-emotionallearningskillsinteacherpreparation

“TheultimategoalisthatSELbecomessoembeddedthattothenakedeye,youcan’ttellit’sgoingon.”(AshleyBondi,CooperatingTeacher,Spring2015)

3

SELisdefinedasaprocessthroughwhich“childrenenhance/theirabilitytointegratethinking,feeling,and

behavingtoachieveimportantlifetasks.”(Zinsetal.,2004).Durlaketal(2011)statesthatSELimprove(s)

students’social-emotionalskills,attitudesaboutselfandothers,connectiontoschool,andpositivesocial

behavior;reduce(s)conductproblemsandemotionaldistress;andimprove(s)students’achievement.

StudentswithstrongSELskillsareresilient,self-aware,andsociallycompetent.Theyareabletomanage

theiremotions,establishhealthyrelationships,setgoals,organizeandprioritizetasks,andmake

responsible,ethicaldecisions(Elias,1997;Medoff,2010;Zinsetal.2004).Teachersmustrecognizethe

importanceoftargetingtheseskillsinschools(CivicEnterprisesetal,2013).Atwentyyearstudyjust

released(PennsylvaniaStateUniversity,2015)determinedthatkindergarteners’socialskills,like

cooperation,listeningtoothers,andhelpingclassmates,providedstrongpredictorsofhowthosechildren

wouldfaretwodecadeslater1.

Thereisanurgentneedtoprepareteachercandidateswhoknowhowtodevelopculturallyand

linguisticallydiversechildren’scapacitytousetheseskillsastheyfaceever-increasingstressand

expectationsinarapidlychangingworld.Pre-serviceteachereducationhasauniqueopportunitytomakea

profounddifferenceinteacherpractice.Atnoothertimeintheirprofessionallivesareteachersprovided

thetimeandguidancetodevelopathoroughknowledgebaseandopportunitytopracticekeyskills

requiredofeffectivepractitioners.Teachereducationprogramscanplayanindispensableroleinproviding

apipelineofnewteachers,fullypreparedtoembraceandenactSELintheirclassrooms.Thereisno

shortageofeducationalpapersemphasizingtheneedtobringSEDTLintoteacherpreparation.Asstatedin

areportfromtheNationalGovernors’Association,“…effectiveteachersdomorethanpromoteacademic

learning–theyteachthewholechild.Teachershelppromotethesocialandemotionallearningskills

studentsneedtobecollegeandcareerready...”(NationalGovernorsAssociation:CenterforBestPractices

andCouncilofChiefStateSchoolOfficers(CCSSO),2010a;NGACenter&CCSSO,2010b).Whatismissingis

the“howtodoit”.

WhilemuchhasbeenpublishedprovidingpowerfulreasonsforbringingSELintotheclassroom,most

recentlyfromatwentyyearlongitudinalstudyconductedbyJones,Greenberg,Crowley(2015),the

recommendationistoprovideschoolswithSELprograms.Thus,schooldistrictsareseenastheprimaryunit

ofchangetowardinclusionofSELskillsforstudents(CASELCollaboratingDistrictsInitiative,seeCASEL.org).

Littleattentionhasbeenpaidtotheteacherpreparationprogramsthatprovidethepipelineofnew

1PubicBroadcastingStationinterviewwithDamonBrown,PennsylvaniaStateUniversity,July16,2015

4

teacherswhowillbeemployedbythosedistricts.EvenwithcallsforteachereducatorstointegrateSELinto

universityteachereducationcurricula(FlemingandBay,2004;Yoder,2014;Schonert-Reichletal,2014),

preparationprogramshavenotyetactualizedthischange,possiblybecausetheyhavenotbeenprovided

withspecificstrategiesfordoingso.TheHarvardSocialPolicyReport(2012)statesthat“teacherstypically

receivelittletraininginhowtopromoteSELskills,dealwithpeerconflict,oraddressotherSEL-related

issues(Lopes,Maestre,Guil,KreminitzerandSalovey,2012;Kreminitzer,2005).Further,whilestatessuch

asIllinois,Connecticut,andMassachusettsareadoptingSELstandardsfortheteachingprofession(Yoder,

2014),fewteacherpreparationprogramsattendtoSELskillsintheirprograms(Schonert-Reichl,2014).

TherehavebeenmanyprogramscreatedtosupportthedevelopmentofSELskills(seeCASEL.org.).

However,ashelpfulasSELprogramscanbe,theymayalsounintentionallyperpetuatetheideathatSELis

somethingyoudoonTuesdaysandThursdays.Further,whileofuse,itisunlikelythattheycanbetakento

scaleasschoolsand/ordistrictshavesomanycompetingprioritiesforinstructionaltimeandlimited

financialresourcesavailabletothem.Forthesereasons,ourgoalhasbeentounpackwhatthe

developmentofasocial-emotionallearning“lens”lookslikeandhowwecanfosteritsdevelopmentinour

teachers.Thisshifttowarddevelopmentofateacher’sSELlenshasledtotheneedfordifferentkindsof

professionaldevelopmentmaterialsandprocesses,withafocusonhelpingteacherslearnthequestionsto

askandacquirethedataneeded,toeffectivelyrespondtotheneedsofdiverselearners.Wearguethat

manySELprograms,whilepotentiallyveryuseful,areinadequateforsustained,systemicchange.

CRTWCProjectComponents

Ifteacherscanlookattheirstudents,thelearningenvironmenttheyarecreating,andthecontenttheyare

teaching,withthisSELlens,theactionstheytakewilldeveloptheSELskillsneededforboththeteacher

andstudenttosucceed.Howonemaygoaboutdevelopingteachercandidates’SELlensisthefocusof

CRTWC’swork.

IfoneisnotusinganSELprogramorasingleSELcoursetoprovidedevelopmentinSELskills,whatisthe

alternative?First,weidentifiedtheprofessionalsoccupyingthreekeyroleswithinuniversityteacher

preparationwhomustbeincludedifSEListobeinstitutionalized:facultywhoteachteachercandidates;

universitysupervisorswhocoachtheminthefield;andcooperatingteacherswhohostteachercandidates

intheirclassrooms.Second,wehaveidentifiedthekindsofsupportneededbycooperatingteachers,

universitysupervisors,andfacultyinordertodevelopanSELlensintheirwork.Ourmodelincludes

creationofaprofessionallearningcommunitythatoffersmanyopportunitiestopracticeusinganSELlens

5

examiningvideosandteachingcasesas“gristforthemill”ofdiscussion.Third,wehaveidentified

“pressurepoints”withintheprogramthatwillbeaddressedtogrowourcandidates’SELlens.

Identificationofthese“pressurepoints”haveledtothedevelopmentofalessonplantemplateusedby

teachercandidatesthatintegratesSEL;anobservationprotocolthataddressesteacheractionsthat

promoteSELskilldevelopment;andthecreationofnewfacultypositiondescriptionsthatinclude

knowledgeof,andcommitmenttoSELpractices.

ThefollowingisadescriptionofeachofthecomponentswehavefocusedontointegrateSEDTLintoa

teachercredentialprogram.

I. CreationofaProfessionalLearningCommunity(PLC)focusedonSEDTLinteacherpracticeII. CourseintegrationIII. MaterialscreationtosupportprofessionaldevelopmentworkIV. UniversitySupervisorworkshopsV. CooperatingTeacherProfessionalDevelopmentseries

I.CreationofSEDTLProfessionalLearningCommunity

Giventheimportanceofprovidingnewteacherswithafoundationalbackgroundinsocial-emotional

learningandconcreteskillstousethemintheclassroom,CRTWCbeganbyworkingwithuniversityfaculty

tointegrateSELintotheircoursecontent.Todoso,weusedexternalfundingtoprovidereleasetimefor

facultysothatwecouldestablishaprofessionallearningcommunity(PLC)thathasincludedmonthly

meetings,retreats,andworkwithconsultantsfromanindependentnon-profit.ThePLCexpandedinthe

pasttwoyearstoinclude,firsttwouniversitysupervisorsandthenfourcooperatingteacherswhohad

participatedintheCooperatingTeacherProfessionalDevelopmentsessionsfortwoyears.ThisPLChas

beeninstrumentalindevelopingandpilotingteachingtoolsforuseatthepre-serviceandin-servicelevels

thatgivefaculty,universitysupervisors,teachercandidatesandcooperatingteacherspracticeusinganSEL

lens.

II.CourseIntegration

Afterspendingayearreviewingavarietyofframeworksthataddresssocial-emotionallearning,wedecided

touseandadaptthefivedimensionsdescribedbytheCollaborativeforAcademic,Social,andEmotional

Learning(CASEL):Self-Awareness,Self-Management,SocialAwareness,RelationshipSkills,Responsible

Decision-making.Weaddedtothedescriptorsofeachofthefivedimensionsbybringinginteaching

strategiesrelatedtoculturallyresponsiveteaching.Atthetimewebeganourwork,thefocusofSELskill

developmentwasalmostexclusivelyontheK-12learnerasopposedtotheteacherswhoworkwiththem.

6

Asweconsideredtheneedsofourcandidatestobecomeeffectiveteachers,werecognizedtheimportance

ofaddressingboththeteacherandtheirstudents’SELskilldevelopment.Asmentionedearlier,thisledus

tomodifyourframeworkonsocial-emotionallearningandrefertotheSocial-EmotionalDimensionsof

TeachingandLearningorSEDTL;andtoworkwithfacultyinourpre-serviceprogramtoredesigntheir

coursecurricula,assignments,andassessmentswithSEDTLinmind.Ourintentionhasbeentoensurethat

boththeSELskillsoftheteacherandtheirabilitytodeveloptheSELskillsoftheirstudentsareaddressed.

Atthebeginningofourwork,weconductedabaselinesurveyoftheelementaryeducationcoursesto

identifywhereSEDTLwasalreadyincludedincoursecontent.Thebaselinedatachartshowedalmostno

explicitattentiontoSELintheK-8programcurricularmaterialsotherthaninEducationalPsychology

(AppendixB).Overthecourseofthreeyears,elementaryeducationfacultyparticipatedinprofessional

developmentsessionstohelpidentifydesiredSELskillsappropriatetovariouscontentareasthatteacher

candidatescouldpracticeintheirmethodscoursesandthentryinthefieldunderthesupervisionoftheir

cooperatingteachers.Evidenceofsuchchangesinpre-servicecoursecontentwasdemonstratedwhen

facultysharedrevisedsyllabiwhichhighlightedtheSELchangesimplemented.

SincetheCommonCoreStateStandards(CCSS)havebeenadoptedbymoststates,ourprojectidentified

theSEDTLskillsneededinorderforteachersandlearnerstoworkwithandattainthesestandards.

WecreatedcomparisonchartsshowingtheconnectionbetweentheCASELdimensionsandtheCCSS

standardsinmath,literacy,andscience(AppendixC).Wealsowentonestepfurtherincreatingachart

identifyingtheSELskillsneededbyteachersinordertoimplementCCSS(AppendixD).

III.CreationofProfessionalDevelopmentMaterials

TeachingCasesandVideos.IdentifyingthoseSELskillsmostappropriatelyintegratedintoliteracy,math,

socialstudies,science,andclassroommanagementwasmoredifficultthanweinitiallyanticipated.Faculty

themselvesneededtobecomecomfortablewiththeSELdimensionsinordertolookattheirworkand

contemplatehowtointegratethesedimensionsappropriatelyintotheircoursecontentandassignments.

FacultyfoundpracticesessionsprovidedatmonthlyPLCmeetingstobeextremelyhelpfulinusinganSEL

lenstoanalyzeandrespondtoteachingandlearningeventsintheclassroom.Thisneedledustofocuson

identificationanddevelopmentofteachingvideosandwrittenteachingcasestoprovidefurtherpractice.

Wecreatedsomeofourownvideosandalsoidentifiedsomepreviouslyproducedfilms;anddeveloped

teachingpromptstohelpviewersidentifyexplicitwaysthatattentiontoSEDTLwasinevidence,orinneed.

Thusfar,wehaveproducedthreevideosshowingprofessorsintheirteacherpreparationclasses

7

implementinglessonsthatintegrateSEDTL.Wealsocreatedavideowithastudentteachertryingoutone

strategyinherclassroomthatshelearnedfromparticipatingintheoriginalclasslesson.

Wehavealsofoundwrittenteachingcasestobeanextremelyhelpfultool.Faculty,universitysupervisors,

teachercandidates,andcooperatingteacherscangrapplewithreallifesituations,usingroleplayand

discussionquestionstounpackSEDTLissuesinparticularclassroomepisodes.Onereasonforstartingwith

teachingcasesandvideosisthattheyprovidea“thirdperson”,lessthreateningapproachtoanalysisof

teachingpractice.Onceeveryonebecomescomfortablewithaskingquestionsanddiscussinghowtouseof

anSELlensinpracticewithavideoorteachingcase,theyhavebeenmorepreparedtolookattheirown

coursesyllabi,aswellastheirteachingandsupervisorypractices.Oneofourparticipatingfacultyhas

developedeightwrittenteachingcasesthatprovideashortscenarioalongwithquestionsfocusedoneach

ofthefiveSELdimensions.

DispositionsInventory.Startinginyear2wecompletedaliteraturereviewofdispositionsinventories(DI)

currentlydesignedforpre-serviceteachereducation.Nothingweuncoveredcouldbeeasilymappedonto

theCASELdimensions,sowedecidedtoundertakethedevelopmentofourowntool.Theoriginalintent

wastocreateatoolthatwouldprovidefocusforfaculty,candidates,universitysupervisorsand

cooperating/mentorteachersontheSELskillswewantedthecandidatestoaddressintheirdevelopment

aseducators.This29-itemtoolasksrespondentstoprovide“evidenceofpractice”astheyratedthemselves

onaLikertscale.Initiallyusingitasaself-ratingtool,wepiloteditwithcandidatesinthreedifferentclasses.

Wefoundthatthecandidatestendedtoratethemselvesextremelyhighacrossallfivedimensionsandsee

itasanassessmentratherthanatooltoguidegrowthinSELpractices.Wearestillatthestageofanalyzing

howthistoolcanbestbeusedbysupervisors,candidates,andcooperatingteachersasanongoing

instructionaltooltohelpcandidatesgrowtheirSEDTLskills.

DevelopandpilotSELTeacherObservationProtocol.InFall2015WestEdandCRTWCbeganco-developing

aTeacherObservationProtocolthatidentifieswhatSELlookslikeinclassroom.Thistoolwillbeusedto

providefeedbackforthoseintrainingandthosecoachingforSEL,andtoprovidedatatohelpassessthe

extenttowhichthepreparationprogramisinfluencingtheactualteachingpracticeofourcandidatesand

graduates.

LessonPlanTemplate.Fortuitously,theSJSUElementaryEducationdepartmentdecidedayearagoto

implementacommonlessonplantemplateacrosscourses.CRTWCpersonnelwereaskedtobecome

8

involved,providinginputonthenewformattoincludeexplicitattentiontoSEDTL.Thislessonplan

templateiscurrentlybeingpilotedbythedepartmentonasmallscaleinSpring2016,withplanstoexpand

itsusetothewholedepartmentinFall2016.

IV. UniversitySupervisorWorkshops

Duringthe2013-2014and2014-15academicyears,CRTWCwasinvitedtofacilitatetwomonthlymeetings

eachyearwithuniversitysupervisors.Atthesesessions,weprovidedapproximatelythirteensupervisors

withanoverviewoftheworkbeingdonebyfacultytointegrateSEDTLintotheircoursesandgavethem

opportunitiestopracticeusinganSEDTLlenstoanalyzevideosandteachingcases.Wealsousedtwo

combinedfaculty/universitysupervisormeetingstogenerateconnectionsbetweenthecourseworkcontent

andfieldworkassignments.

V.CooperatingTeacherProfessionalDevelopmentSeries

Overthepast2½yearswehavedevelopedaseriesoffourprofessionaldevelopmentsessionsfor

cooperatingteachers.Theyattendthesesessionsduringtheschooldaywhiletheirteachercandidates

assumeresponsibilityfortheirclasses.Thetwodistrictswithwhichwecurrentlywork,payeachteacher

candidateforahalf-dayofsubstituteteaching.Wechosetoconductsessionsduringtheday,inpart,to

sendaconsistentmessagethatSEDTLisnotanadd-onbutanimportantpartofateacher’srepertoirefor

teachingacademiccontentandmaintainingaproductive,safelearningenvironment.Havingthesessions

duringtheschooldaygivestheteachercandidatethechancetopracticeteachingusingtheirSELlens,and

encouragesthecooperatingteachertosharesessioncontentastheydebrieftheirexperienceslaterthat

day.Theseriescurrentlyfocusesonthefollowingtopics/questions:

o Whatissocial-emotionallearningandSEDTL?

o HowisSEDTLessentialtoachievementofCommonCoreStandards?

o HowcanyougiveformativefeedbackusinganSEDTLlens?

o Whatisthe“RunResponse”andhowcanSEDTLskills,suchasself-management,assiststudents

andteachersreactmoreeffectivelytoperceiveddifficultacademicorsocialchallenges(Swanson,

2014)?

Cooperatingteachersaregivenfollow-upassignmentsaftereachofourprofessionaldevelopmentsessions

whichaskthemtotryoutastrategywiththeirteachercandidatesthatwehavediscussed.Inthepastyear

wehavebegunusingco-teachingstrategies(St.CloudUniversity:TheAcademyforCo-teachingand

9

Collaboration)tostructurehowthecooperatingteachersandteachercandidateswillpracticetryingthe

SEDTLstrategiesdiscussedintheprofessionaldevelopmentsessions.

Researchingourefforts

“Supportingchildren’ssocialandemotionaldevelopmentcreatesafoundationoftrustbetweentheteacherandthestudent.Astudentmustfeelliketheytrusttheteacheriftheyaregoingtoexploretheiracademicmaterialwithanyconvictionordepth.Iwanttobeateacherwhoprovidesasafe,caringcommunityinwhichmystudentscanfullyexpresstheirneedswithoutfearofrejectionorridicule.”TeacherCandidate[Source:Spring2015Survey]

Ourthree-yearlongitudinalstudy,beingconductedbyWestEd,beganin2014-15.Ourpurposeistoinquire

intotheimpactofthecomponentswehavetargetedtobringattentiontoSEDTLintotheteacher

preparationprogram.WeareusingthefollowingLogicModelItoguideourfirstye

DrawingfromLogicModelI,threeprimaryresearchquestionsguidedtheinitialyearofthisstudy:

1) TowhatextenthavefacultyanduniversitysupervisorscommittedtotheintegrationofSEDTLintheircourseandfieldworkwithteachercandidates?

The Collaborative for Reaching and Teaching the Whole Child

LOGIC MODEL #1: GENERATING THE INPUTS FOR THE SEDTL MODEL

Activities Short-term Outcomes Mid - to Long-term Outcomes

CRTWC will create a scalable model for

embedding social-emotional

dimensions of teaching and

learning in K-8 teacher education.

IMPACT

Project faculty: x Receive professional development on

SEDTL research and applied practices via: o Monthly project faculty meetings in

which practices are shared o College of Education Faculty Lunch

and Learn o All day retreats 3 times per year

x Receive one-on-one consultations for course redesign from Acknowledge Alliance consultants

x Participate in online sharing of SEDTL resources

x Attend conferences with an SEDTL focus

As individuals, project faculty: x Intentionally use SEDTL strategies in

their content teaching/coaching x Intentionally use SEDTL strategies to

create a safe and positive environment for candidates

x Intentionally model SEDTL principles in teaching/coaching

x Promote social-emotional skill development in their students

x Present their work at professional conferences

x Publish their work

As a Collaborative, members: x Use a shared language for

communicating about SEDTL in classes and supervision

x Use common and coordinated strategies and practices to embed SEDTL across all classes and field experiences

x Use Dispositions Assessment data to drive continuous program improvement

x Will produce a set of materials for embedding SEDTL that can be shared with other teacher education institutions

As individuals, project faculty: x Can articulate what SEDTL is x Know the body of research supporting

use of SEDTL x Understand that SEDTL is a component

of effective practice x Have increased confidence in applying

SEDTL in teaching/coaching x Have increased commitment to

applying SEDTL in teaching/coaching x Know their own social-emotional skill

strengths and needs across CASEL dimensions*

x Incorporate SEDTL research in course content

x Incorporate SEDTL strategies in teaching/coaching

As a Collaborative, members: x Develop and implement a protocol for

program’s use of Dispositions

Assessment x Identify ways to use consistent language

around SEDTL in teaching/coaching x Identify ways to standardize strategies

and practices related to SEDTL

* CASEL dimensions are: Self-awareness, self-management, social awareness, relationship management, responsible decision-making

10

2) Howhavefaculty/supervisorsintheeducationdepartmentintentionallyincorporatedSEDTLstrategiesintotheirteaching/coaching?

3) TowhatextentdocandidatesperceiveSEDTLbeingaddressedintheirprogramandcompetenceinusinganSEDTLlensintheirteachingpractice?

Methodology

OurexternalWestEdevaluator,Dr.RebecaDiaz,employedamulti-faceteddatacollectionapproachthat

integratesablendofqualitativeandquantitativemethodstoassesstheimpactofCRTWCatouruniversity.

Theevaluationisbothformativeandsummative.Theexternalevaluatordevelopedseveraldatagathering

instrumentsincollaborationwiththeCRTWCDirectorandAssistantDirectorandconductedseveraldata

collectionactivities,describedbelow,toaddressthesequestions.Theevaluatorwasalsoanobserverat

severaloftheproject’sprofessionaldevelopmentevents.

Datasources,evidence,objects,ormaterials

FacultyInterviews

Theevaluatorconductedindividualinterviewswithkeyfacultyinthecredentialprogramattheonsetofthe

evaluation.Thepurposeoftheinterviewswastogatherinformationregardingfacultymembers’

understandingofSEDTLaswellastheirexperienceimplementingthemodel.

FacultyandSupervisorFocusGroups

TheevaluatorconductedfocusgroupswithfacultymembersandsupervisorsfromtheCredentialProgram.

Thereweretwosupervisorfocusgroups—thefirstwithsupervisorswhowerepartoftheSEDTLProjectand

thesecondwithsupervisorsintheDepartmentatlarge.Thepurposeofthesefocusgroupinterviewswasto

gatherinformationregardingtheirimplementationofthemodel;theirexpectationsofcandidates’useof

themodel;andwhethertheyneededfurthersupportinunderstandingthemodelandincreasingtheir

commitmenttothemodelintheirpractice.

CandidateSurvey

TheevaluatoradministeredasurveytoallcandidatesintheCredentialProgram.Thesurveywas

administeredinSpring2015andwascompletedby125candidates,achievinga63percentresponserate.

Thesurveyinstrumentconsistedof10sections,withbothopenandclose-endedquestions.

11

CandidateFocusGroups

Twofocusgroupswithatotalof16candidateswereconducted.Thetimingofthefocusgroupwas

intentionallyinSpring2015tocapturecandidates’experiencesoverthecourseoftheacademicyear.

ReviewofArchivalData

TheevaluationteamreviewedmultipledocumentsincludingarticlespublishedbyCRTWCparticipants,

coursesyllabi,acourseredesignmatrix,andanewlydevelopedSocial-EmotionalLearningDispositions

Inventory(SELDI).

ResultsfromYearIDataCollectionandAnalysis

FacultyPerspectives

FacultyintheEducationDepartmentreportedthattheirinvolvementwiththeCRTWChasimpactedtheir

practice.Facultydescribedthevariouswaysinwhichtheyhavechangedtheirteaching,includingthe

contentoftheircourses,toincorporateSEDTLstrategies.Theyalsoattributedchangesintheirthinkingand

theirprofessionaldevelopmenttotheCRTWC.Andequallyasimportant,keyfacultyaffirmedthatSEDTL

hasbecomeanessentialaspectoftheirpractice,totheextentthattheywouldcontinuetoincorporate

SEDTLeveniftheywerenolongerpartoftheCollaborative.

KeyfacultyaffirmedthattheirpedagogyisnowinformedbySEDTL.Facultydescribedthattheywere

motivatedtobecomepartoftheCollaborativeandutilizeSEDTLstrategiesbecausetheyfoundthatthe

conceptsresonatedwiththeirbeliefsabouthowstudentslearn.Onefacultymemberreportedthatthe

Collaborativehastransformedherworkinmeaningfulways.Anotherfacultymemberstatedthatinher

pre-serviceteachingshefocusesonhowto“makeamathteacherwithanSELlens.”Hergoalistohelp

candidatescreateanSELenvironmentforstudents.Shefurtheraddedthatthismeanthelpingstudentsuse

self-regulationandgoalsettingwhentheyhaveadifficulttask.Anotherfacultymemberstatedthatshehas

placedsignificantemphasisonthesocialaspectsofthemodelandhowpeoplerelatetooneanother.The

modelprovidesleveragefortheimportanceofcreatingenvironmentsthatareconduciveforlearning.She

furtherstatedthattoooftenteacherscreatethesocial-emotionallearningenvironmentforchildren,butdo

notapplythesameideastoteachers.Thesamefacultymemberstatedthatbecausesheismoremindfulof

SEDTL,sheisbetterableto“takethetemperature”oftheroom.Herstudentevaluationsprovidedevidence

thatherapproachworkedforherstudentsaswell.

12

KeyfacultydescribedthetypesofchangestheymadetotheircoursesastheyincorporatedSEDTL.The

typesofchangesvariedfromoneprofessortoanother—fromreferencingtheCASELwheeltorevising

coursestohavingcandidatescreateprojectscenteredonSEDTL.Forexample,onefacultymember

describedthatheaskedhisstudentstousetheCASELwheeleverytimetheycametoclass.Heindicated

thatastheydiscussedthecoursecontent,theywouldmakeconnectionstothewheel.Heconductedthis

practiceasawaytobetterunderstandtheCASELconceptsandtoprovideadifferentlenstowhat

happenedintheclassroom.Hesummarized,“Itbroughtadifferentanalyticallenswithwhichtoviewour

work.Wedefinitelylookedatcandidates’ownSELaswellastheirstudents’SEL.”Anotherfacultymember

statedthatshe“enhanced”twocourses,forwhichSEDTLisnowanimportant“thread.”Shespendsone

classteachingsocialnormsandhasdevelopedtwodiscussionpromptassignments.Anotherfaculty

membertransformedoneofhercourseswhereshedevelopedwhatshereferstoasa“touchstone

assignment.”Hercandidatesconductedresearchonspecifictopicsrelatedtoteacherburnoutand

teachers’emotionallaborinteachingaswellasSELdimensionsoflearning.Candidatesproducedpapers

wheretheywroteaboutengagingtheirstudentstolearnsocialemotionalcompetencies.Further,ofnote,

wasthefactthatfacultyreportedthatoneofthemostsignificantbenefitsoftheirparticipationinthe

CollaborativewasallocationoffundingandtimetoconductresearchonSELandSEDTL,whichinturnhas

resultedinliteraturereviews,publications,andtheirownabilitytodeliverprofessionaldevelopmentand

alsopresentatmajorconferencesinthefield.

FeedbackfromfacultysuggeststhesustainabilityofSEDTLineducationcoursesatSJSU.Whenkeyfaculty

wereaskedwhethertheywouldcontinuetoincorporateSEDTLintotheirpracticeiftheCollaborativeno

longerexisted,theydidnothesitatetorespondaffirmatively.Forexample,onefacultymemberstated,

“ThisworkhaschangedthewayIthinkandthewayIteach.”Sheexplainedthatevenwhenattimesshedid

notknowwheretheresearchonSEDTLwasheadedinthefuture;theframeworkwasembeddedinher

pedagogy.AnotherkeyfacultymemberagreedthatshewouldcontinuetoincorporateSEDTLandfelt

certainthatotherfacultymembersintheDepartmentwouldalsotakethatstance.Athirdkeyfaculty

memberstatedthatsheabsolutelywouldcontinueusingSEDTLandfurtherstatedthat“nothingshould

everstaythesame,”suggestingthatshewouldcontinuetogrowherknowledgeofSEDTL.Finally,faculty

describedSEDTLasacornerstoneoftheEducationprogramatSJSU.

13

SupervisorPerspectives

UniversitySupervisorsintheCredentialProgramalsoreportedthattheirinvolvementwithCRTWC

impactedtheirpractice.Whilesomeparallelsexistedbetweensupervisors’andfacultymembers’

incorporationofSEDTL,theirexperiencesdifferedsignificantly.Thecommondenominatorforbothgroups

ofsupervisorsisthattheyvalueSEDTLstrategiesandarecommittedtousingtheseintheirpracticelong-

term.SupervisorsreportedthatCRTWChasincreasedtheirawarenessofSELandalsoprovidedthemwith

toolstouseintheircoachingwithcandidates.

Auniquefindingamongthesupervisorswasthatpartoftheirmotivationtoparticipateintheprojectwas

drivenbythesenseofcommunitythatwasfostered.Supervisorsdescribedtheenvironmentpromotedby

CRTWCleadershipas“safe”and“welcoming.”Onesupervisordescribedthatshefeltvalued.Shestated,

“WhatIloveaboutthisisthattheytreatusasco-creators.Ilongforthat;tousemyexpertiseandhaveit

bevaluable.”

Anotherfindingwastheextenttowhichsupervisorsdiscussedthe

importanceofthefieldexperienceandparticularlytheroleofthe

CooperatingTeachers(CTs).SupervisorssuggestedthatCTsshould

participateinSEDTLprofessionaldevelopment.Theyreportedthat

theCTswhodidparticipateinSEDTLtrainingappreciateditand

feltvaluedbytheirdistrictforprovidingthemtheopportunity.

SupervisorsreportedthattheworkoftheCollaborativehas

increasedtheirawarenessofSELandalsoprovidedthemtoolsto

useintheircoachingwithcandidates.Onesupervisorreported

thattheworkoftheCollaborative“ReconfirmedwhatIdowithmy

teachercandidates,”inmakingthemfeelcomfortableinthe

seminarandhelpingthemdealwiththestressesofbecominga

teacher.Anothersupervisorstatedthat,“Workwiththe

collaborativehashelpedmeidentifytheskillsthatI’vealways

valuedandfeltwereabsolutelyessentialforthekids.”Shewenton

tosaythatthedifferenceisthatnowshehasthelanguageandthe

researchtosupportherefforts.

“As a teacher, I must be able to be self

aware of my emotions and how it effects

the classroom learning environment. I

must be able to manage my emotions

and be able to take my student’s

perspective when they are having a

problem. Also, I must be able to listen to

students, parents and colleagues and I

have to make responsible decisions for

myself and my classroom. As a teacher I

also have to help my students learn these

skills so that they can manage their own

emotions, listen to other students

[respectfully], set goals for themselves,

build relationships with other students

[that] are positive and productive and

learn how to make responsible decisions

both inside and outside of the

classroom.”

–Candidate [Source: Spring 2015 Survey]

14

SupervisorsalsoreportedthattheworkoftheCollaborativehelpedthemunderstandtheimportanceof

makingexplicittheconnectionsbetweentheresearchonSEDTLandpractice.Forexample,onesupervisor

stated:

Alotofitistryingtomakethatexplicitconnection…wetalkabouthowimportantitisforclassroommanagementtobuildrelationshipswithkids…beingmoreexplicitaboutconnectingthatasamodelofsocialawarenessforbothstudentsintheclassroomandthecandidates.Therewassomeofthatbeforebutnotalwaysasmuchofaconnectionwithbrainresearchandmodelingforstudents…theCollaborativehasmadememoreawareoftheimpact.

TheprofessionaldevelopmentprovidedbytheCRTWCcontributedtouniversitysupervisors’incorporation

ofSEDTLstrategiesintotheircoaching.OnegroupofsupervisorsinterviewedwerepartoftheCollaborative

andthereforeparticipatedinvarioustypesofprofessionaldevelopmentactivitiessuchas:CRTWCmonthly

meetings,CRTWCretreats,theannualCRTWCSpringInstitute,andtrainingconductedbytheCRTWC

Directorandfacultyatthesupervisors’meetings.Additionally,onesupervisorindicatedthatshehadtwo

productivesessionswithastaffpersonfromwithaconsultanttotheproject.Thesecondgroupof

supervisors,whowerenotparticipantsintheCollaborative,receivedtrainingonSEDTLthroughthe

monthlysupervisors’meetingsandalsoviatheCRTWCSpringInstitute.Supervisorsdescribedthe

professionaldevelopmentas“exciting”and“invigorating.SupervisorswhowerepartoftheCollaborative

describedthattheyfounditexcitingthattheprofessionaldevelopmentprovidedthroughtheCollaborative,

includingarecentpresentationandvideoontheuseofSEDTLinformativeassessment,wasnowmoving

moreintothe“how”anditspracticalapplication.

TeacherCandidates’Perspectives

Candidates’PerceptionsofSEDTLIncorporation

ThedatagatheredfromourteachercandidatesabouthowfacultyincorporatedSEDTLintotheirteaching

andhowsupervisorsincorporatedSEDTLintotheircoachingwasveryinsightful.Allcandidatesreported

thatfacultyandsupervisorsincorporatedSEDTLintheirteachingandcoaching,respectively.However,

studentperceptionsregardingthedepthtowhichSEDTLwasintegratedincourseworkvaried.

Findingsfromthesurveyindicatehighagreementamongthemajorityofcandidateswithregardtothe

incorporationofSEDTLinuniversitycourses.Thesurveyaskedcandidatestoratetheextenttowhichthey

agreedwithsevenstatementsrelatedtothemultiplesubjectscredentialprogram(Exhibit1).These

statementstouchedonperceptionsofSJSUcoursesandfieldexperiences.Acrossallstatements,the

majorityofcandidatesreportedstrongagreementoragreement.Thelargestproportionsofstrong

15

agreementandagreementwereobservedforthefiveitemsrelatedtoSJSUcourses.Inparticular,more

than80percentofcandidatesstronglyagreedoragreedthatcoursesintheSJSUcredentialprogram

promotedagrowthmindsettowardsteaching.Whilemorevariabilitywasobservedacrossthethree

remainingcourse-relateditems,theproportionofcandidatesthatreportedstrongagreementor

agreementwashigh,rangingfromapproximately67to70percent.

Slightlylesspositiveresponseswereobservedforthetwoitemsrelatedtofieldexperiences.Morethan13

percentofparticipantseitherstronglydisagreedordisagreedthatFieldexperiencesupportedthe

developmentofmyabilitytofosterK-8students’social-emotionalskillsandfieldexperiencesupportedmy

developmentofsocial-emotionalcompetencies.Despitethehigherproportionofdisagreementwithfield

experienceitems,itisimportanttonotethatmorethat60percentofcandidateseitherstronglyagreedor

agreedwitheachoftheseitems.

Exhibit 1 – Candidate Perceptions of SEDTL Incorporation in University Courses

N = 115. Candidates were asked, Please rate how much you agree or disagree with the following statements regarding the multiple subjects credential program, and responded using the following options: 1 = Strongly Disagree, 2 = Disagree, 3 = Neither Agree or Disagree, 4 = Disagree, 5 = Strongly Agree. Percentages less than 3.5 percent are not displayed due to spacing limitations. Missing data ranged from 3.5 to 4.3 percent.

9.9%

9.9%

15.3%

22.5%

24.3%

25.5%

28.8%

57.7%

59.5%

52.3%

38.7%

37.8%

59.1%

55.0%

22.5%

23.4%

22.5%

24.3%

24.3%

10.9%

10.8%

8.1%

5.4%

8.1%

9.0%

8.1%

3.6%

5.4%

5.4%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

CoursesintheSJSUcredentialprogramhavepreparedmetogeneratestrategiesforimprovingclassroomenvironmentsusing

SELskills

CoursesintheSJSUcredentialprogramhelpedmedevelopmyabilitytofosterK-8students’ social-emotionaldevelopment

CoursesintheSJSUcredentialprogramreadingsandassignmentscontributed tomyunderstandingofSEDTLconceptsofSelf-Awareness,Self-Management, Social

Awareness,RelationshipSkills,andResponsibleDecision-making

Fieldexperiencesupportedmydevelopment ofsocial-emotionalcompetencies

Fieldexperiencesupported thedevelopment ofmyabilitytofosterK-8students’social-emotionalskills

CoursesintheSJSUcredentialprogrampromotedculturallyresponsiveteachingpractices

CoursesintheSJSUcredentialprogrampromotedagrowthmindsettowardsteaching

StronglyAgree Agree NeitherAgreeorDisagree Disagree StronglyDisagree

16

WealsoaskedcandidatestorespondtoquestionsabouthowwelltheDepartmentofElementary

EducationisaddressingtheintegrationofSEDTL.Candidateswerepresentedwitheighttopicsrelatedto

SEDTLintegrationandinstructedtodeterminewhetherthetopicwasnotemphasizedenough,emphasized

therightamount,oremphasizedtoomuch(Exhibit2).Acrossallitems,perceptionsthatatopicwas

emphasizedtoomuchwererare.Ratingsoftoomuchemphasisweremostprevalentforitemsthatmost

candidatesagreedwereemphasizedtherightamount.Forexample,whileapproximately3percentof

candidatesindicatedthatDevelopingstudents’growthmindsetanddevelopingstudents’socialand

emotionalcompetencieswereemphasizedtoomuch,70and66percentofcandidatesrespectively

reportedthatthelevelofemphasisforthesetopicswasjustright.

Whileover-emphasisdoesnotappeartobeasubstantialissue,candidatesdidreportthatsometopics

werenotemphasizedenoughintheprogram.Morethanhalfoftherespondentsreportedthatlesson

planningthatintegratesSEDTLskillsandeffectivelyaddressingstudentstatusissuesintheclassroomwere

notemphasizedenough.Similarly,whilemorethanhalfofthecandidatesreportedthattheemphasiswas

justright,morethan40percentofcandidatesindicatedthatinstructionalstrategiesthatpromoteSELskills

andClassroommanagementstrategiesthatpromoteasafelearningenvironmentthatintegratesSEDTL

skillswerenotemphasizedenough.

17

Exhibit 2 – Candidates’ Perceptions of Program’s Integration of SEDTL

N = 115. Candidates were asked, Based on your experience so far, please rate how well the Department of Elementary Education is addressing the integration of the social-emotional dimensions of teaching and learning, and responded using the following options: 1 = This is not emphasized enough, 2 = The level of emphasis is just right, 3 = This is emphasized too much, 4 = I am not familiar with this concept. Candidates who answered, I am not familiar with this concept, ranged from 1.8 to 8.0 percent and were excluded from the analyses. Missing data ranged from 1.8 to 8.0 percent and were excluded from the analyses. Missing data ranged from 1.7 to 2.6 percent.

Candidates’IncreasedSEDTLContentKnowledge

ThecandidatesurveyresultsabouttheextenttowhichtheydemonstrateincreasedSEDTLcontent

knowledgeindicatethatwhilecandidateshavebeenexposedtoSEDTLstrategiesintheircourseworkand

throughtheircoaching,therecontinuestoberoomforgrowthintheirknowledgeandunderstandingofthe

model.

CandidateknowledgeofSEDTLwasassessedwithfivesurveyitemsthataskedthemtoratetheirextentof

agreement(Exhibit3).Variationincandidateknowledgewasobservedacrossthefiveitems.Itappearsthat

candidatesfeelmostpreparedtoexplainSEDTLandeachofthefiveSELdimensions.Specifically,morethan

40percentofcandidatesreportedtheystronglyagreeoragreewithstatementsabouttheirabilityto

explainthesetopicstosomeoneelse.Similarly,morethanhalfofcandidatesstronglydisagreedor

disagreedthat“IamuncertainaboutwhatSEDTLisandhowitworksintheclassroom”andmorethan40

percentstronglydisagreedordisagreedthat“Iwouldbeuncertainifsomeoneaskedmetoprovidespecific

examplesofhowSEDTLcanbeintegratedintoinstruction”.

48.1%

48.6%

57.4%

57.5%

62.7%

65.8%

70.0%

72.7%

51.9%

50.5%

41.7%

41.5%

36.4%

31.5%

27.3%

20.0%

0.9%

0.9%

0.9%

0.9%

2.7%

2.7%

7.3%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

LessonplanningthatintegratesSEDTLskills

Effectivelyaddressingstudentstatusissuesintheclassroom

InstructionalstrategiesthatpromoteSELskills

Classroommanagementstrategiesthatpromoteasafelearningenvironment thatintegrateSEDTLskills

Developingstudents’knowledgeandskillstobeabletointegrateSELskillsintothecurriculum

Developingstudents’socialandemotionalskillsandcompetencies

Developingstudents’growthmindset

Effectivelyteachingstudentsfromdiversebackgrounds

Thelevelofemphasisisjustright Thisisnotemphasizedenough Thisisemphasized toomuch

18

WhilealargeproportionofcandidatesreportedbeingknowledgeableaboutSEDTLacrosstheseitems,itis

importanttonotethatasizableproportionindicatedtheyneitheragreeordisagreeorrespondedsuchthat

theydidnotperceivethemselvesasknowledgeable.Forexample,whilenearlyhalfofparticipantsstrongly

agreedoragreedthat“IcanclearlyexplainwhatSEDTListosomeoneelse”,theremainingparticipants

(51%)eitherstronglydisagreed,disagreed,orneitheragreedordisagreedwiththisitem.Theareainwhich

candidatesappeartofeelleastknowledgeableisrelatedtocitingresearchtosupporttheneedforSEDTLin

theclassroom.Forthisitemlessthanonethirdofcandidatesstronglyagreedoragreedwiththisstatement

andmorethanonethirdstronglydisagreedordisagreed.

Exhibit 3 – Candidates’ Knowledge of SEDTL

N = 115. Candidates were asked, To what extent do you agree with the following statements about SEDTL? And responded using the following options: 1 = Strongly Disagree, 2 = Disagree, 3 = Neither Agree or Disagree, 4 = Agree, 5 = Strongly Agree. Missing data ranged from 0 to 0.9 percent. InordertobetterunderstandTeacherCandidateperceptionstowardthestudentsintheirclassrooms,we

askedthemtoratetheirlevelofagreementwithstatementsaboutstudentacademicproblems(Exhibit4).

Mostcommonly,candidatesperceivedstudentacademicproblemsaslargelystemmingfrompoor

relationshipsbetweenteachersandstudents,bullying,students’lackofinterestinlearning,andlackof

parentalinvolvement.Morethan70percentofcandidatesstronglyagreedoragreedthatstudent

problemslargelystemfromeachoftheseissues.Whiletheseissuesweremostcommonlyendorsed,more

than40percentofcandidatesstronglyagreedoragreedthatstudentacademicproblemsstemfromeach

oftheremainingissueslisted.Amongissuesthatcandidatesmostfrequentlydisagreedwith,morethana

quarterindicatedtheystronglydisagreeordisagreethatstudentacademicproblemsstemfrompoor

studentbehaviorinclassorstudents’lackofacademicskills.

3.5%

7.0%

5.3%

7.8%

7.0%

26.1%

26.1%

28.1%

36.5%

42.1%

19.1%

24.3%

26.3%

24.3%

23.7%

35.7%

29.6%

28.9%

25.2%

20.2%

15.7%

13.0%

11.4%

6.1%

7.0%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

IamuncertainaboutwhatSEDTLisandhowitworksintheclassroom

IwouldbeuncertainifsomeoneaskedmetoprovidespecificexamplesofhowSEDTLcanbeintegratedintoinstruction

IcanciteresearchsupportingtheneedtointegrateSEDTLintheclassroom

Icanclearlyexplaineachofthe5social-emotionallearningdimensions(CASEL2003)tosomeoneelse

IcanclearlyexplainwhatSEDTListosomeoneelse

StronglyAgree Agree NeitherAgreeorDisagree Disagree StronglyDisagree

19

Exhibit 4 – Candidates’ Perceptions about Students’ Academic Problems

N = 115. Candidates were asked, Based on your own views and experiences, to what extent to do you agree or disagree with the following statements? Students’ academic problems largely stem from…, and responded using the following options: 1 = Strongly Disagree, 2 = Strongly Agree, 3 = Neither Agree or Disagree, 4 = Agree, 5 = Strongly Agree. Missing data ranged from 0 to 2.1 percent.

Candidates’IncorporationofSEDTLStrategiesintheirPractice

Twocomponentsofthecandidatesurveyandfocusgroupquestionswereanalyzedtoaddresstheextentto

whichcandidatesincorporatedSEDTLstrategiesintotheirteachingpractice.Thesurveyresultsoverall

showthatcandidatesareconfidentaboutmostSELskillsandthemajorityfeelpreparedtoteachanduse

SELskills.Atthesametime,focusgroupfindingsaddanotherdimensionofinformationregardingthe

incorporationofSEDTLstrategiesintheirpractice.Thefocusgroupinterviewsindicatethatacandidate’s

abilitytointegrateSEDTLintheirpracticewaslargelycontingentontherecpetivityoftheCT.Thefocus

groupinterviewfindingssuggestmixedlevelsofSEDTLincorporation.

Candidateswereaskedtoratetheextenttowhichtheybelievetheycanutilizevariouspracticesasa

teacherona5-pointscalerangingfrom‘completely’to‘notatall’(Exhibit5).Ingeneralitappearsthatas

teachers,candidatesbelievethattheywouldbeabletoengageinallsixbehaviorsassessedwithatleast83

percentofcandidatesreportingtheywouldbeabletocompletelyormostlydemonstrateeachbehavior.

5.3%

6.1%

8.7%

8.8%

15.7%

22.1%

22.1%

23.5%

46.0%

38.6%

44.3%

43.0%

58.3%

50.4%

50.4%

51.3%

26.5%

19.3%

33.0%

19.3%

10.4%

11.5%

18.6%

9.6%

15.9%

27.2%

10.4%

21.9%

7.8%

9.7%

4.4%

10.4%

6.2%

8.8%

3.5%

7.0%

7.8%

6.2%

4.4%

5.2%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Negativeschoolclimate

Students’ lackofacademicskills

Lackofsafeandsupportivelearningenvironments forstudents

Poorstudentbehaviorinclass

Lackofparentalinvolvement

Students’ lackofinterestinlearning

Bullying

Poorrelationshipsbetweenteachersandstudents

StronglyAgree Agree NeitherAgreeorDisagree Disagree StronglyDisagree

20

Exhibit 5 – Candidates’ Self-Rated Ability to Behave Reflectively

N = 115. Candidates were asked, Please rate your ability to engage in the following practices as a teacher: As a teacher, I believe I would be able to…, and responded using the following options: 1 = Not at all, 2 = A little, 3 = Somewhat, 4 = Mostly, 5 = Completely. Percentages less than 3.5 percent are not displayed due to spacing limitations. Missing data ranged from 0 to 0.9 percent.

Candidates’PreparednessforTeaching

Additionally,candidateswereaskedtoratetheirlevelofpreparednessforvariousaspectsofteaching

(Exhibit6).Morethanhalfofthecandidatesindicatedtheywereveryreadytobeacollaborativeteam

memberwithgradelevelandschoolcolleagues,establishasafeandsupportiveclassenvironment,build

meaningfulrapportwithyourstudentstocreateaproductivecontextforlearning,andpromotepositive

interactionsbetweenstudents.Foreachoftheseitems,atleast86percentofcandidatesreportedbeing

eitherveryreadyorreadytocarryouttheskill.Inaddition,forallbutoneoftheremainingitems,atleast

two-thirdsofcandidatesindicatedtheywereveryreadyorreadytoimplementtherespectiveteaching

skill.

35.7%

43.0%

45.2%

47.8%

54.8%

61.7%

47.8%

49.1%

41.7%

41.7%

38.3%

33.0%

14.8%

7.9%

12.2%

9.6%

6.1%

5.2%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Usestrategiestocopewithmyownstress

Recognizethesourcesofmyownstress

GethelpfromotherswhenIneedit

Provideformativefeedbacktoastudentwhileconsideringhis/herfeelingsofsafety

Listenandremainopen-mindedwhengivenconstructivecriticism

Understandhowmydecisionsasateacherimpactclassroomclimate

andstudents’abilitytolearn

Completely Mostly Somewhat Alittle Notatall

21

Exhibit 6 – Candidates’ Preparedness for Teaching

N = 115. Candidates were asked, To what extent do you feel ready to do each of the following?, and responded using the following options: 1 = Not Ready at All, 2 = Slightly Ready, 3 = Moderately Ready, 4 = Ready, 5 = Very Ready, 6 = Not sure what this means. Percentages less than 3.5 percent are not displayed due to spacing limitations. Candidates who answered, Not sure what this means, ranged from 0 to 1.8 percent and were excluded from the analyses. Missing data ranged from 0 to 0.9 percent.

Thecandidatefocusgroupinterviewsprovideanothersourceofevidenceregardingcandidates’

incorporationofSEDTLintheirpractice.Thefindingsfromthesefocusgroupsshowmixedresults,with

somecandidatesexperiencingsuccessinusingSEDTLintheirclassroomassignmentswhileothersdidnot

havetheopportunitytodoso.Alsoofnoteisthatcandidatesspentasignificantamountoftimeduringthe

focusgroupinterviewsconnectingtheirperceivedpreparednesstothefieldworkexperienceandlevelsof

supporttheyreceivedfromtheircooperatingteachers.Forexample,onecandidateexpressedgratitude

aboutherplacementandindicatedthattheCTpositivelymodeledSEDTL.Shestated:

22.6%

29.2%

30.4%

30.4%

32.1%

33.0%

34.5%

35.1%

35.7%

51.3%

52.2%

55.3%

58.4%

37.4%

39.8%

36.5%

39.1%

39.3%

42.6%

42.5%

33.3%

37.4%

35.4%

36.3%

36.0%

31.0%

29.6%

23.9%

23.5%

21.7%

23.2%

20.0%

18.6%

22.8%

22.6%

11.5%

8.0%

7.9%

9.7%

9.6%

6.2%

7.8%

8.7%

4.5%

3.5%

4.4%

7.0%

4.3%

3.5%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

EvaluateyourabilitytointegrateSELintoyourowninstruction

Useavarietyofinstructionalmethodsthatpromotesocial-emotionallearning(SEL)skills

Prepareandimplementalessonthatfocusesonteachingaparticularsocial-emotionalskill,suchasgrowthmindset

Useavarietyofactivitiesandassignmentsthatintegratesocial-emotionallearningskillsforallstudents

Supporthighacademicexpectations forstudentsbyintegratingSELskillsintoinstruction

Createlessonplansthatintegratesocial-emotionallearning(SEL)skills

Createandmanageeffectivesmalllearninggroupswithinclass

Communicatewithstudents’ familiestoencouragetheirengagement

Effectivelyteachstudentsfromdiversebackgrounds

Promotepositiveinteractionsbetweenstudents

Buildmeaningfulrapportwithyourstudentstocreateaproductivecontextforlearning

Establishasafeandsupportiveclassenvironment

Beacollaborativeteammemberwithgradelevelandschoolcolleagues

VeryReady Ready ModeratelyReady SlightlyReady NotReadyatAll

22

I love my [CT]…I feel she does a great job of teaching the whole social emotional learning. She modeled the majority of the first month…then we started doing things together. I feel like she really cares about me as a person. I feel like I put more into my work because I care about her.

Atthesametime,candidatessharedaccountsofCTsdemonstratingpoorSEDTLuse.Onecandidatestated

thatobservingtheCT’slackofattentiontoSEDTLhashelpedhergrowthasateacher,forsheismoreaware

ofpracticesthatshedoesnotwanttoemulate.ThecandidatedescribedherCT,whowasretiringatthe

endoftheacademicyear(2014-15)andwhohadneverbeenamentorteacher,asregularlyputstudents

“onthespot.”AnothercandidatedescribedthattheCTrepeatedlymockedalowstatusstudentinfrontof

theclass.Whenaskedhowshewoulddefinethelowstatusstudent,sheexplainedthatthestudentwas

“middleoftheroadintermsofabilitybutalmostneverturnedinhishomeworkandhadabadhabitof

bringingsmalltoystoclass.[Also]probablymorethanonce[he]hadtalkedbacktoher.”

Yet,inspiteofobstaclesinthefieldplacements,whenaskediftheyplannedtouseSEDTLstrategiesonce

theygraduatedandhadtheirownclassrooms,allcandidatesinthefocusgroupsrespondedaffirmatively.

Onlyonecandidateexpressedconcernthatstandardizedtestingrequirementsandpacingschedulescould

impedeenoughtimetouseSEDTLinthefuture.Thisideatriggeredaninterestingdiscussionduringthe

focusgroup,withsomecandidatessuggestingthathighstakestestingwasmorereasontoincorporate

SEDTLintheclassroom.

ProgrammaticInstitutionalization

SJSUMultipleSubjectProgramMission/VisionStatementRevision.Giventhecommitmentoffacultyto

theintegrationofSELskilldevelopment,themission/visionstatementwaschangedtoincludeexplicit

referencetothisimportantstrand:

ThisprogrampreparesstudentstoobtaintheirpreliminarycredentialtoteachinK-8schools,learntoengageinsocialjusticepractices,contributetothedevelopmentofculturalliteracy,provideeducationthatpromotesdemocracy,anddevelopcontentknowledgeexpertisetoteachinurbanandsuburbanschools.AlltheprogramcourseswillpreparestudentstoprovideinstructionforEnglishLearnersandstudentswithspecialneeds.Theywillalsolearntosetupasupportiveclassroomenvironmentbasedonsocialemotionallearningprinciplesandwillexperiencecollaborative co-teachingexperienceswithsuccessfulmentor/cooperatingteachersinthefield.

Second,theFall2015descriptionforanewtenuretrackfacultypositionincludedas“highlydesirable”

one’sknowledgeof,andcommitmenttotheintegrationofSEDTLpracticesinteacherpreparation.Thisled

thesearchcommitteetohaveconversationswithcandidatesaboutthistopic,somethingthathadnever

beforebeenmentioned.

23

DistrictSupport

InadditiontothecommitmenttheprojecthasreceivedfromtheSJSUfaculty,pilotschooldistrictshave

offeredcontinuingsupportforourworkwithcooperatingteachers.Asofnow,twodistricts,workingwith

CRTWCprojectstaff,haverecruitedagrowingpoolofcooperatingteacherstoworkwithourteacher

candidatesandattendprofessionaldevelopmentsessionsthatconnectSELintegratedcourseworktothe

field.Thesepilotdistrictshavealsoinvitedprojectstafftoprovideprofessionaldevelopmentfor

administration,contentcoaches,andnewteachersupportproviderstobegininstitutionalizingSELdistrict-

wide.

Conclusion

“Ibelievethatbeyondbeinganacademicsetting,theschoolenvironmentisanatmosphereofsocialization.Inadditiontoensuringstudentsareacademicallypreparedforthefuture,itshould be the duty of teachers to also ensure they are becomingwell-rounded citizens ofsociety. Indoingso,elementsofSELshouldbe incorporated intoteachingand learning.Allthewhile, as students’ social-emotional development is increased; itmay lead to a betterlearningenvironmentforthestudent,whichinturnsupportseffectiveteaching.”[Source:TeacherCandidate;Spring2015Survey]

ThefindingsindicatethattheCRTWChasmadeanimpactonfaculty,supervisorsandcandidatesatSJSU.

BothfacultyandsupervisorschangedtheirpracticeasaresultoftheirexperienceswiththeCRTWC.Faculty

madechangestotheirpedagogy,theircoursecontent,andalsothewayinwhichtheyassesscandidates.

SupervisorschangedtheircoachingtoincorporateSEDTLstrategies.TheCollaborativeprovidedsupervisors

withtoolstouseintheircoachingofcandidates,anditalsoprovidedthema“safe”environmentinwhich

theyfeltvaluedbyothercolleaguesinthedepartment.Also,candidatesgavehighmarkstothe

incorporationofSEDTLcontentintheircoursework.Also,themajorityofcandidatesreportedthatthe

departmentplacedtherightlevelofemphasisonmostoftheskillstheyneededtoeffectivelyteach

students.Furthermore,candidatesratedthemselveshighontheirabilitytobehavereflectivelyandontheir

preparednessforteaching.

Thefindingsalsosuggestthatahighlevelofcommitmentamongallthreegroupsofstakeholderstotheuse

ofSEDTLstrategies.TheevaluatoraskedkeyfacultyandsupervisorsiftheywouldcontinueusingSEDTL

strategiesintheirpracticeiftheCollaborativedidnotexist,andbothgroupsrespondedaffirmativelywith

nohesitation.Thesamewastrueforthecandidates.Whentheevaluatoraskedcandidatesinfocusgroup

sessionswhethertheywouldcontinuetouseSEDTLaftergraduatingfromthecredentialprogram,all

candidatesoverwhelminglyrespondedaffirmatively.

24

Anotherfindingthatbecameevidentinthedatawasthesignificantroleofcooperatingteachers(CTs)in

thefieldexperiencesofcandidates.SupervisorsraisedtheissueofCTsasdidcandidates.Perceptionsofthe

participatingCTsweremixed,withreportsofbothpositiveexperiencesaswellasnegativeexperiences.

Whilethemajorityofcandidatesreportedbeingpreparedforteaching,somesimultaneouslysharedthat

theextenttowhichtheyimplementedSEDTLstrategiesintheirassignedclassroomswaslimitedduetothe

CTs.

StudyLimitations

WhilethisinitialyearofdataconfirmsthatCRTWCishavinganimpact,theresultsarebasedonpeople’s

perceptionsratherthantheiractualactivitiesintheclassroom.TheSELObservationProtocolwearenow

pilotingisintendedtorectifythislimitationbyprovidingatooltolookatactualteacherbehavior.An

importantpartofthistoolwillbenotonlythein-classprotocolbutalsothefollow-upinterviewquestions

thatwillprovideamorein-depthlookattheextenttowhichateacheremploysanSELlensintheir

instructionaldecision-making.Second,becauseofuniversityschedulingissues,wewereunabletodoboth

preandpostdatagatheringofthestakeholders.ThishasbeenrectifiedinYearTwoofthestudy.

ImplicationsforPractice

ThesefindingssuggestvariousimplicationsfortheactivitiesoftheCollaborative.Wehighlightthemost

salientimplicationshere.First,theevidencesuggeststheneedforCTsthatunderstandSEDTLandwill

encouragethesestrategiesamongcandidates.ThismaytranslateasSJSUplacingmoreofaprioritytheskill

setneededbypotentialCTs.ThisalsounderscorestheneedformoreSEDTLprofessionaldevelopmentfor

CTs.Second,theevidencesuggeststhatwhilecandidatesexpresssatisfactionwiththeuseofSEDTL

conceptsandstrategiesthroughouttheircourseworkandtheprogramasawhole,theynonetheless

reportedlimitationsintheirknowledgeofSEDTL.Thissuggeststheneedforfacultyandsupervisorsmaking

moreexplicittheSEDTLresearchandtoolsandthelinkstotheircoursesandthecoaching.Third,the

evidencesuggestsaneedforfacultyandsupervisorstoidentifyhowtheuseofSEDTLincandidates’

classroomsismakingadifferenceinstudentlearning.TheCRTWCLogicModelII(AppendixE)identifies

studentlearningasoneoftheultimategoals.Thusfar,thereisnotenoughevidencethatshowsthatthe

Collaborativeismakingprogresstowardthisgoal.ThistopicwillbefurtherexploredinYear3ofthe

WestEdevaluation.

25

NextSteps

IdentificationofhighleverageSELpractices

ProjectstaffandfacultybecameawareoftheneedtoidentifyhighleverageSELpracticesthatteacher

candidatesneedtoseemodeledandbeabletopracticebeforetheyareintheirownclassroom.Aguiding

questionindoingthisworkhasbecome:Whatdowewanttoourcandidatesdoingthefirstsixweeksof

schoolthatwillprovide“SELanchors”fortheirworkwiththeirstudentsfortherestoftheschoolyear?

Identifyandaddress“pressurepoints”toinstitutionalizethisworkinaprogram

AlthoughtheElementaryEducationdepartmentatSanJoseStateagreedtoaddlanguagetotheirMission

andVisionstatement,andtocreateaseriesofSEL-relatedquestionstoaskofnewpotentialfacultyduring

employmentinterviews,workstillneedstobecompletedtoinstitutionalizeSEDTLinourdepartment.

Hopefulstepshavebeentaken;howeverresultsofapilotimplementationstudyduringthe2016-17

academicyearwillprovideneededguidanceincompletingthistask.

FinalWord

Lastingchangethat“movestheneedle”inoureducationalsystemdepends,inpart,ondeepchangein

teacherpreparation.Ourworkthusfarisproofofconceptthatchangeinteachereducationtointegrate

SELispossible.ParticularlyasstatesbegintoadoptnewteacherperformancestandardsthatincludeSEL

skills,teachereducatorsneedaroadmapforhowtoincorporatetheseskillsintotheirprogramsanda

meansofgatheringdataontheeffectivenessoftheirefforts.Manyquestionsremainsuchasdoesthe

integrationofSEDTLinteachereducationpreparenewteacherswhowillbemoreresilientandstayinthe

professionlonger?WouldasinglecourseonSEDTLinuniversitypreparationprogramsdojustasmuchas

thefullintegrationmodelweareusing?Ourworkprovidestheinitialhighwayonthatroadmapalongwith

substantiationofitsimpact.Ourhopeisthatitwillsupportandencourageteachereducatorsintheir

effortstomeettheneedsofteachersandtheirstudentsforadiversedemocracy.

26

AppendixA

!

©!2015!Collaborative!for!Reaching!&!Teaching!the!Whole!Child!and!Acknowledge!Alliance!Based!on!“Social!and!Emotional!Learning!Core!Competencies.”!!Collaborative!for!Academic!and!Social!Emotional!Learning!(CASEL)!and!work!with!ePsy!Consultancy!

!

!

!

!

!

!

!

!

!

!

! !

Responsible*Decision-Making*

• Considers!wellMbeing!of!others!!• Demonstrates!integrity!• Willing!to!accept!responsibility!for!outcomes!• Considers!multiple!options!before!making!decision!

• Recognized!one’s!ethical!responsibility!to!treat!others!fairly!and!with!respect!

• Maintains!high!expectations!for!self!and!others!!

Social*Awareness*

• Able!to!put!self!in!another’s!place!• Values!diversity!• Able!to!find!and!use!resources!to!*support!all!students*

• Promotes!and!encourages!*multiMcultural!viewpoints*

• Uses!strategies!and!content!to!*promote!social!justice*

• Involve!all!students!in!the!learning!*process*

Self-Awareness*

• Actions!demonstrate!awareness!of!relationship!between!feelings,!thoughts,!and!behaviors!

• Aware!of!own!judgments/biases!• Aware!of!need!for!growth!mindset!!• Aware!of!cultural!components!that!shape!one’s!world!view!

!

Self-Management*

• Demonstrates!ability!to!bounce!back!from!challenges!

• Able!to!persevere!in!face!of!challenges!• Uses!specific!strategies!to!manage!stress!effectively!!

• Sets!healthy!boundaries!between!self!and!others!

• Identifies!and!manages!personal!and!professional!goals!

• Develops!strategies!to!adapt!to!new!situations!*

Relationship*Skills*• !Uses!strategies!to!build/maintain!productive!relationships!!

• Listens!actively!to!others!• Able!to!question!others!constructively!• Exhibits!discretion!!• Uses!skills/strategies!to!resolve!conflicts!productively!

• Able!to!be!openMminded!when!given!feedback!*

Social*and*Emotional*Learning*(SEL)*and*Culturally*Responsive*Teaching*(CRT)*Competencies*

27

AppendixB

Thedegreetowhichsignatureassignmentsassessthesocial-emotionaldimensionsofteachingandlearning(SEDTL)Teacherpractices

IndirectAssessmentAssessescandidateeffectivenessinattendingtofactorsassociatedwithSEDTL,butdoesn’tdirectlyaddressSEDTL

ExplicitpromptPromptscandidatestoaddressSEDTL

ExplicitassessmentPromptscandidatestoaddressSEDTL,andassesseseffectivenessframedintermsofSEDTL

ClearlyarticulatedassessmentPromptscandidatestoaddressSEDTL,assesseseffectiveness,andprovidesclearandexplicitfeedbacktocandidatesframedintermsofSEDTL

Understandingstudentsandtheircontext

103,108A,108B,108C,108D,162,246,PACT

103,108A,PACT 103,108A,PACT 103

Identifyingorassessingstudents’needs

108A,108B,108C,108D,162

108A,108B,PACT

108B,PACT

Planningtosupportstudents

103,108A,108C,108D,162,PACT,246

103,PACT 103,PACT 103,

Planningtofostergrowth

103,108A,108C,108D,162,PACT,246

103,PACT 103 103

Enactingplansandmonitoringprogress

108A,108B,PACT 108B,PACT

Collecting,communicatingandreflectingonoutcomes

108A,108B,PACT 108B,PACT PACT

Settinggoalsandplanningnextsteps

108A,108B,PACT 108B,PACT

Signatureassignmentsincludedinthisanalysis:EDEL102,VideoanalysisEDEL103,CommunityInvestigationEDEL108A,CaseStudyAssignmentEDEL108B,VideoAnalysisofClassroomTeachingEDEL108C,Mini-unitinSocialScienceEDEL108D,IntegratedUnitOutlineEDEL162,LessonPlanAnalysisPACTTeachingEvent

28

SocialandemotionaldimensionsofteachingandLearning(SEDTL)addressedinprogramassessmentsSELSkillsandAssets Candidates’ownabilityto

attendtotheirownSEDTLskills

Candidatesabilitytoattendtotheirstudents’SEDTLskills

Self-awareness Identifyingandrecognizingemotions

Recognizingstrengths,needsandvalues

X X

Accurateself-perception X XSelf-efficacy XSelf-management Impulsecontrolandstressmanagement

Self-motivation,confidenceandperseverance

Goalsetting,organizationandfollow-through

X

SocialAwareness Perspective-taking Empathy Appreciatingdiversity X Respectforothers X Understandinggroupdynamics Relationshipmanagement Communication,socialengagement,andbuildingrelationships

Workingcooperatively Negotiation,refusal,andconflictmanagement

Helpseekingandproviding DecisionMaking Socialoremotionalproblemidentificationandanalysis

Socialoremotionalproblemsolving

Evaluationandreflection Personal,moralandethicalresponsibility

29

AppendixC

30

AppendixD

31

AppendixE

The Collaborative for Reaching and Teaching the Whole Child

LOGIC MODEL #2: ACTIVITIES AND OUTCOMES FOR PRE-SERVICE TEACHERS

Activities Short-term Outcomes Mid - to Long-term Outcomes

RED

ESIG

NED

CO

URS

ES

INFU

SED

WIT

H S

EDTL

CO

ACH

ING

AN

D S

UPE

RVIS

ION

U

SIN

G S

EDTL

IMPACT

* CASEL dimensions are: Self-awareness, self-management, social awareness, relationship management, responsible decision-making

x Courses promote a growth mindset and culturally responsive teaching

x Classroom environment and relationships reflect SEDTL approach

x Instructors model SEDTL in teaching x Courses include readings,

assignments, course activities related to SEDTL

x Courses develop candidates’ own

social-emotional skills across CASEL dimensions*

x Courses develop candidates’ ability to foster K-8 students’ social-emotional skills across CASEL dimensions

x Course assessments measure candidates’ SEDTL content knowledge

x Self-administered Dispositions Assessment at multiple times during program allows candidates to track growth and needs

x Coaching promotes a growth mindset and culturally responsive teaching

x Coaching focuses on: o Course content that employs an

SEDTL approach o Classroom management

strategies that employ an SEDTL approach

o Development of candidates’

own social-emotional skills across CASEL dimensions

o Fostering K-8 students’ social-emotional skills across CASEL dimensions

RED

ESIG

NED

CO

URS

ES IN

FUSE

D W

ITH

SED

TL

COA

CHIN

G &

SU

PERV

ISIO

N U

SIN

G S

EDTL

Embedding

SEDTL in classroom

practice will be recognized as an

essential component of effective K-8 teaching that

leads to greater teacher retention

and enhanced student academic

success.

SEDTL skills will be part of

teacher credential

standards in California

Teacher candidates:

x Can articulate what SEDTL is x Know the body of research supporting

use of SEDTL x Understand that SEDTL is a

component of effective teaching practice

x Recognize SEDTL principles being applied in their field experience classroom

x Value SEDTL as important in their own practice

x Demonstrate SEDTL in : o Developing content area lesson

plans o Analyzing classroom

environments o Generating strategies for

improving classroom environment x Know their own social-emotional skill

strengths and needs across CASEL dimensions

x Possess strategies to improve areas where they have social-emotional skill needs

x Demonstrate growth in social-emotional skills

Teacher graduates: x Intentionally embed

SEDTL strategies in their K-8 course content teaching

x Intentionally embed SEDTL strategies to create a safe and positive classroom environment

x Promote social-emotional skill development in their students

x Build and maintain effective relationships with students, teachers, colleagues, and parents/guardians of their students

x Demonstrate culturally responsive teaching practices

x Intentionally continue building their own social-emotional skills

x Experience higher levels of job satisfaction than peers

x Stay in teaching longer than the current norm

Teachers’ K-8 students: x Feel safe in the

classroom x Employ SEL

strategies relating to CASEL dimensions

x Experience social-emotional well-being

x Achieve academic success in common core standards

32

References

Bridgeland,J.,Bruce,M.,&Hariharan,(2013).TheMissingPiece:ANationalTeacherSurveyonHowSocialandEmotionalLearningCanEmpowerChildrenandTransformSchools.CollaborativeforAcademic,Social,andEmotionalLearning.Chicago:CivicEnterprises.

Durlak,J.A.,Weissberg,R.P.,Dymnicki,A.B.,Taylor,R.D.,&Schellinger,K.B.(2011).Theimpactof

enhancingstudents’socialandemotionallearning:Ameta-analysisofschool-baseduniversalinterventions.ChildDevelopment,82,405-432.

Durlak,J.,Domitrovich,C.,Weissberg,R.andGullotta,T.(2015).HandbookofSocialandEmotional

Learning.NewYork:GuilfordPress.Elias,M.,Zins,J.,Weissberg,R.,Frey,K.,Greenberg,M.,Haynes,N.Kessler,R.Schwab-Stone,M.&Shriver,

T.(1997).Promotingsocialandemotionallearning:Guidelinesforeducators.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment.

Jones,S.andBouffard,S.(2012).Socialandemotionallearninginschools:Fromprogramstostrategies.

HarvardSocialPolicyReport.v.26n4.

Ladson-Billings,G.(1995).Butthat’sjustgoodteaching!Thecaseforculturallyrelevantpedagogy.TheoryintoPractice34:3,pp.159-165.

Ladson-Billings,G.(1992).Culturallyrelevantteaching:thekeytomakingmulticulturaleducationwork.InC.A.Grant(Ed.),Researchandmulticulturaleducation(pp.106-121).London:FalmerPress.

Lopes,P.N.,Mestre,J.M.,Guil,R.,Kremenitzer,J.,&Salovey,P.(2012).Theroleofknowledgeandskillsformanagingemotionsinadaptationtoschool:Socialbehaviorandmisconductintheclassroom.AmericanEducationalResearchJournal,49(4),710-742.

Markowitz,N.(2014).IntegratingSocial-EmotionalLearninginK-8Pre-ServiceTeacherEducation:

Processes,Products,andOutcomes.AmericanEducationalResearchAssociationConferencesymposiumpresentation.Philadelphia,Pennsylvania.

Scales,P.,Benson,P.Roehlkepartain,E.,Sesma,A.,VanDulmen,M.(2006).Theroleofdevelopmental

assetsinpredictingacademicachievement:Alongitudinalstudy.JournalofAdolescence,29,691-708.Schonert-Reichl,K.,Hanson-Peterson,J.,andHymel,S.(2015).SELandPreserviceTeacherEducation.InJ.

Durlak,C.Domitrovich,R.Weissberg,andT.Gullotta(Eds.)HandbookofSocialandEmotionalLearning.(pp.406-421).NewYork:TheGuilfordPress.

Schussler,D.,andKnarr,L.(2012).Buildingawarenessofdispositions:enhancingmoralsensibilitiesin

teaching.JournalofMoralEducation,DOI:10.1080/03057240.2012.722987 Schussler,D.,Stooksberry,L.,Bercaw,L.(Sept/Oct2010).UnderstandingTeacherCandidateDispositions:

ReflectingtoBuildSelf-Awareness.JournalofTeacherEducation,61(4)350–363.

33

Snyder,F.J.,Flay,B.R.,Vuchinich,S.,Acock,A.Washburn,I.J.,Beets,M.W.,&Li,K.(2010).Impactofsocial-

emotionalandcharacterdevelopmentprogramonschool-levelindicatorsofacademicachievement,absenteeism,anddisciplinaryoutcomes:Amatched-pair,clusterrandomized,controlledtrial.JournalofResearchonEducationalEffectiveness,3(1),26-55.

Yoder,N.(January2014).Teachingthewholechild:Instructionalpracticesthatsupportsocial-emotional

learninginthreeteacherevaluationframeworks.CenteronGreatTeachers&Leaders.AmericanInstitutesforResearch.

Zins,J.,Bloodworth,M.,Weissberg,R.,WalbergH.(2004)Thescientificbaselinkingsocialandemotional

learningtoschoolsuccess.InJ.Zins,R.Weissberg,M.Wang&H.Walberg(Eds.)Buildingacademicsuccessonsocialemotionallearning:Whatdoestheresearchsay?(pp.3-20).NewYork:TeachersCollegePress.