Adapted from the Winter 2016 Rennie Center Report
- New Bedford’s adoption of the CSEFEL pyramid model for supporting social-emotional competence in young children in ways that are tailored to each child’s level of need. The bottom of the pyramid represents general teaching practices that can support all children’s social-emotional well-being.
- In Newton, a focus on professional development that supports teachers in integrating research-based social-emotional practices with the teaching of academic content, helps ensure that the inclusion of attention to social-emotional competencies is not an “add-on” but incorporated into general teaching practice and the establishment of a supportive learning environment.
- In Chelsea, focusing on cultivating a growth mindset (the belief that persistent effort can produce better results) at all levels of the system, in classroom practice and in professional development. (See this 3:26 -minute video demonstration of growth mindset)