The Success of Social-Emotional Learning Hinges on Teachers
Summary: This article speaks about the importance of the teacher’s role in developing social-emotional competencies. Results of an Ed Week survey, along with reports from schools in various states, show that school leaders and teachers feel the need for more sustained professional development and training in helping students develop SEL skills.
Source: Madeline Will, Education Week, April 7, 2020
Understanding Trauma-Informed Education
Summary: This article is written by a principal of an acclaimed Trauma-Informed school. He describes what trauma-informed education is and what it isn’t. He offers six misconceptions about trauma-informed education and the reality behind each of these misconceptions.
Source: Mathew Portell, Edutopia, December 16, 2019
STARTING STRONG: How Social Emotional Learning Can Improve Teacher Education
Summary: This research brief from the Committee for Children and CASEL identifies the gap in teacher preparation when it comes to siocial-emotional learning (SEL). The article also provides some insight into why SEL training as part of teacher preparation is important.
Source: Committee for Children/CASEL, March 2019
Talking SEL Integration with Dr. Tara Laughlin
Summary: This article describes an online course that is designed to help teachers integrate SEL into subject content and classroom instruction. Dr. Laughlin is a contributor to our blog series and Director of Curriculum and Education training at PAIRIN.
Source: Dr. Tara Laughlin, PAIRIN, February 14, 2018
Integrating Social and Emotional Learning Should Be Standard Practice
Summary:This article points to the importance of professional development in helping teachers implement SEL in their classrooms. The article cites three important points – addressing SEL as part of a coherent learning plan, engaging adults in SEL, using a continuous improvement approach in setting goals and monitoring progress.
Source:Stephanie Hirsch, Education Week, October 16, 2018
Categories: SEL Basics, Professional Development, Teacher Engagement, Teacher Training, Teacher Collaboration
Educators Need Emotional Support, Too
Summary:This article underscores the need to provide supports for educators who are highly stressed and emotionally exhausted from providing academic, emotional and behavioral support to stressed and traumatized students. The article also supports greater funding for more guidance counselors who could ake on some of the burden of dealing with these students.
Source:Amelia Harper, Education DIVE, September 4, 2018
Categories: Trauma Informed Ed, Adverse Childhood Experiences, Mental Health, Teacher Training, Emotional Intelligence (EQ)
Schools Need to Approach Equity Issues With a Growth Mindset
Summary:A growth mindset may be important for students, but it also applies to teachers. This can be particularly true in terms of educational equity. “Equity discussions need to focus not only on race, but also on factors such as socioeconomic status, gender, sexual orientation, family background, disability, and religious beliefs, because they all bring different experiences to the educational setting,” says Dr. Michael Moody.
Source:Amelia Harper, Education DIVE, August 29, 2018
Categories: Mindset, Educational Equity, Teacher Engagement, Teacher Training, School Culture and Climate
Can ‘Micro-Credentialing’ Salvage Teacher PD?
Summary: This article describes an approach to professional development that can be more relevant and practical than the tradition approach of taking courses. Micro-credentialing is a focused way for teachers to acquire specific knowledge or skills that have on impact on their classrooms.
Source: Stephen Sawchuk, Education Week, March 30, 2016
Categories: Teacher Training, Professional Development
