Student Leadership:
Students as initiators, organizers, partners, researchers, developers, and decision-makers in the context of school and district improvement.
See also: youth voice
| Title | Document Type | |
|---|---|---|
DRC Guidance Pages |
||
| The systemic integration of social and emotional learning (SEL) into district priorities ensures that it will become a vital component of what makes the district, schools, and students successful. View process information here. | ||
| A shared vision connects social and emotional learning (SEL) to a school district’s overall mission, serves as an inspirational call to action, and provides a foundation for planning and implementation. View process information here. | ||
| The systemic integration of social and emotional learning (SEL) into district priorities ensures that it will become a vital component of what makes the district, schools, and students successful. | ||
| 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. | ||
| Learning from data and using this information to improve practice is a central purpose of continuous improvement. Because of this, what your SEL team learns during the STUDY phase informs the SEL continuous improvement process moving forward. View process information here. | ||
| Learning from data and using this information to improve practice is a central purpose of continuous improvement. Because of this, what your SEL team learns during the STUDY phase informs the SEL continuous improvement process moving forward. | ||
| When district staff feels a sense of community and shared purpose, they can engage more deeply in social and emotional learning (SEL). | ||
| Adopting an evidence-based program is one of the key strategies for providing consistent social and emotional learning (SEL) opportunities for all students. | ||
| The ten indicators of schoolwide social and emotional learning (SEL) provide districts and schools with evidence of high-quality implementation in the classroom, school, family, and community. | ||