Academy for Social-Emotional Learning in Schools

Teacher training



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



Teachers at Computer

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