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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.
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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)
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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
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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
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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.
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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
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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
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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
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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
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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.
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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.
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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
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