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DRC Resources |
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Social and Emotional Learning in Practice: Toolkit of Practical Strategies and Resources Ideal for OST programs, includes tools for equipping staff to teach SEL, creating the learning environment, designing impactful learning experiences, and using data for improvement. Special attention is paid to culturally responsive design. SOURCE: University/Nonprofit Research Institution |
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Principals, administrators, SEL team members, staff members, and other adults can use this tool to assess personal strengths, think about how to model those strengths when interacting with others, and plan strategies to promote growth across areas of social competence. SOURCE: CASEL |
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SEL Action Guide – District Professional Learning Offerings This example from a school division in southeastern Virginia shows how they planned and provided professional learning for all district staff to strengthen understanding and investment, and later build skills, collaborate, and apply SEL in their context. The original version of this document included links for their staff to sign up for in-person learning or experience an online module. |
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Sample Schoolwide SEL 101 Presentation This presentation can be adapted and used to introduce SEL to staff, families, and community partners. It gives an overview of what is SEL, why it’s important, and the process for schoolwide SEL. Talking points and activity instructions are provided in the notes section. Also available in Spanish. SOURCE: CASEL |
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Job Interview Questions for Teachers and Other Staff Interview questions for school staff that probe for SEL knowledge and mindset, relationship-building strategies, and the candidate's approach to equity. Includes "listen for" details. SOURCE: CASEL |
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DRC Guidance Pages |
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| When district staff feels a sense of community and shared purpose, they can engage more deeply in social and emotional learning (SEL). | ||
| When district staff feels a sense of community and shared purpose, they can engage more deeply in social and emotional learning (SEL). View process information here. | ||
| Successful districtwide social and emotional learning (SEL) implementation is more effective when districts also cultivate adults’ SEL and cultural competencies. View process information here. | ||
| When central office leaders understand social and emotional learning (SEL) research and practices, they are able to promote and sustain systemic implementation. | ||
| Dedicated, long-term funding and staff are key for sustaining social and emotional learning (SEL) implementation and send a strong message that SEL is a priority. View process information here. | ||