By Kay Lisseck, MKEA Regional Coordinator, Pioneer Valley Region
With a focus on social-emotional learning, the latest annual report from the Rennie Center for Education Research and Policy points to “an increasing — and convincing — body of evidence” suggesting, what many teachers already know: “When schools and their partners address “social-emotional” competencies, such as self-regulation and interpersonal communication, in addition to skills more traditionally associated with academics, they do a better job at both preparing students for the realities of college and adulthood and helping them master core academic content.”
- 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. ( For more on the impact of a growth mindset on student learning, see this 3:26 -minute video demonstration.
What’s happening in your district to foster social-emotional learning and development?