This month, we discuss the importance of building collective efficacy and equipping educators to lead, teach, and model social-emotional learning skills.
3 SEL Leadership Thoughts
What does it mean to build a sense of collective efficacy with a team? It starts with connection. Staff need opportunities to connect with each other and problem-solve together. They need to be included at the table as decision-makers—especially when it comes to social-emotional learning projects. Doing this can have the dual-benefit of building buy-in while ensuring that new initiatives are truly co-created. [Tweet This]
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What does strengthening adult SEL competencies and capacity actually look like? Try breaking it down into three core areas: (1) learning (e.g., providing professional learning to strengthen social, emotional, and cultural competence); (2) collaboration (e.g., setting up structures and practices to foster trust and teamwork), and; (3) modeling (e.g., support staff in modeling SEL competencies and mindsets across the entire school community). [Tweet This]
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Modeling social-emotional skills is something that we all do. It helps to set the tone for our communities and provides young people with positive examples. But we can be more intentional about it by reflecting on: the language we use during interactions with staff, students, and families; the ways in which we are embedding SEL practices within interactions with these stakeholders; if we are promoting equity of voice; and how we are building supportive relationships with others. [Tweet This]
2 Quotes from SEL Leaders
“The goal of SEL and trauma-informed education is not to decrease disciplinary issues… If the goal is to ‘reduce problem behavior,’ that is going to be the only metric we look at to see if it is ‘working,’ which ironically ignores the lessons of SEL and trauma-informed education because if you are really in that work, you know that ‘problem behavior’ is a problematic concept altogether.” – Alex Shevrin Venet [Full Thread]
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“Educators with stronger social-emotional competence can build more positive relationships with students, including students whose identities are different from their own. These positive relationships, in turn, increase students’ prosocial behavior, academic engagement, and learning and reduce the need to discipline students. They also buffer educators from burnout.” – Dr. Christina Cipriano [Tweet This]
1 Question to Reflect On
How often are you taking the time to reflect on your own SEL competency development?
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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 and listening to: