This month, we focus on embracing the endless nature of SEL work (within systems and ourselves).
One additional note: our friends at CASEL recently launched their new blog, Constellations. If you have an idea for a topic or specific article, share it here.
3 SEL Leadership Thoughts
As a leader, it is easy to get caught up in the repetitive cycle of continuously removing the branches of the proverbial thorn bushes that exist in your community, only to have them grow back every year. Instead, how can we shift to better understanding and tackling the root causes of issues? The latter is far more difficult and takes longer to do, but it can lead to positive systemic change. [Tweet This]
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Learn to embrace the endless nature of social-emotional learning. We will never be “done” working on our own skills; we will never “complete” the job of supporting our students to feel safe and supported. The most important battles must be fought anew each day. [Tweet This]
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Find areas to experiment with SEL. Most leaders would greatly benefit from having “practice grounds” where they can move fast, try things, learn, and iterate quickly. The same can be said for students and teachers. [Tweet This]
2 Quotes from SEL Leaders
“The right thing to do with all educators in every context is unknown and unknowable, and therefore everything is an experiment.” – Isobel Stevenson [Tweet This]
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“Athletes watch tape after they play in a game to develop a schema; to understand what the organizing principles are. Coaches help them work within that schema to get to the intended outcome. Teachers need a schema around social-emotional skill development that is clear. The shift we need is to move toward a lens in which every interaction is an opportunity for SEL.“ – David Adams [Tweet This]
1 Question for You
As a leader, are you solving problems at the branch level or at the root level?
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If you enjoyed that, please consider sharing SEL in 5 with others.
Until next month,
Nick Woolf
Author of SEL in 5
Founder of Inside SEL
p.s. here’s what else I’m reading: