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 PresentationJune 25, 2012

Presentation By:Kristina Tank-Crestetto

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.

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

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.

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 impact on academic performance, health,

relationships, and citizenship.

SEL skills are desired by future employers.

SEL provides a coordinating framework to overcome

fragmentation of various efforts around prevention and

youth development programming in a district.

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

Key Approaches for

Promoting SEL in Schools

Greater Success in School, Work, and Life

Greater Attachment, Engagement and Commitment to School

Less Risky Behavior, More Positive Development

Short-term Outcomes

Long-term Outcomes

Positive Learning Climate & Instructional Strategies• Safe, Caring• Well-managed • Engaging •Cooperative • Supportive• High Expectations

SEL Skills Instruction:• Self-awareness• Self-management• Social awareness• Relationship skills• Responsible decision-making

Evid

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Inputs/Approaches

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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

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

Self-ManagementManaging emotions and behaviors to

achieve one’s goal

• Regulating one’s emotions

• Managing stress

• Self-control

• Self-motivation

• Setting and achieving goals

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

Relationship SkillsForming positive relationships, working

in teams, dealing effectively with conflict

• Building relationships with diverse individuals/groups

• Communicating clearly

• Working cooperatively

• Resolving conflicts

• Seeking help

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

Ways SEL is Taught and Learned

Active participation in a safe, caring, engaging, supportive, well-managed learning environment

Evidence-based SEL skills instruction through a research based SEL curriculum as well as integrating these skills throughout the curriculum

Interactive, cooperative, and reflective instructional practices for modeling, practicing, and reinforcing SEL skills

Modeling of SEL skills by adults and students

Teachable moments to teach, model, and reinforce SEL throughout the school day

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).