In order to create conditions for students to engage in SEL, adults need to feel empowered, supported, and valued. This calls on districts to foster a supportive staff community that promotes adults’ own SEL. This focus area helps districts strengthen staff expertise and skills to lead SEL initiatives, as well as cultivate adults’ social, emotional and cultural competencies.
Read the definition of full implementation under each item before selecting a rating. A ‘4’ rating indicates that the full definition is met.
| 1 No planning or implementation | 2 Partially planned and implemented | 3 Mostly planned and implemented | 4 Fully planned and implemented | |
|---|---|---|---|---|
Strengthen central office SEL expertise
The district provides professional learning about SEL research and practice to central office leaders and staff from all departments, including foundational professional learning for all new staff. These events enable central office staff to understand their role in integrating SEL into their area of work and to speak clearly about the value of SEL. Expertise is further strengthened by convening SEL learning communities among central office staff.
Assess Implementation
|
|
|
|
|
Design and implement an effective SEL professional learning program for school staff
A scaffolded and comprehensive district SEL professional learning program supports school staff in developing skills aligned with district goals. Ongoing sessions are included in the district’s professional learning calendar. Dedicated district staff members plan, facilitate, and coordinate the sessions, and facilitators represent the diverse backgrounds in the district. SEL practices and content are embedded throughout other professional learning programs in the district (e.g., core content). School leaders and teams have regular opportunities to learn from each other and share best practices around SEL implementation. Data on the quality of SEL sessions are regularly collected and used for continuous improvement.
Assess Implementation
|
|
|
|
|
Strengthen staff social, emotional, and cultural competence
The district supports staff in reflecting on their own social and emotional competencies, identities, and biases; and engaging in practices that affirm, explore and cultivate students’ cultures, values, and identities. There are frequent opportunities for adults to practice, model, and enhance these competencies, including consistent and scaffolded professional learning experiences. Practices that support these competencies are also embedded into district- and school-level staff meetings. These competencies are woven through all resources and tools that guide staff in interactions with students, families, and community members.
Assess Implementation
|
|
|
|
|
Develop structures that promote trust, community, and collective efficacy among staff
The district provides frequent opportunities for staff to build supportive professional relationships and a sense of shared purpose, decision-making and efficacy. Staff norms or shared agreements guide respectful interactions, effective collaboration, and an inclusive district culture. District and school staff have dedicated time to engage in collaborative reflection and problem solving, sharing ideas and responsibility, and community building. Data on staff perceptions of their work climate are regularly collected and used for continuous improvement.
Assess Implementation
|
|
|
|
|
Track progress on adult-focused SEL goals and continuously improve practice
The district engages in rapid learning cycles to monitor progress and reflect on disaggregated data to inform real-time changes to implementation of adult-focused SEL strategies. These cycles follow established continuous improvement timelines. The district ensures support and tools are provided to school teams for engaging in their own rapid learning cycles around adult-focused SEL goals.
Assess Implementation
|
|
|
|
|