Student Leadership:
Students as initiators, organizers, partners, researchers, developers, and decision-makers in the context of school and district improvement.
See also: youth voice
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DRC Resources |
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Structural Supports to Promote Teacher Well-Being This brief summarizes what research says about supporting teacher well-being, and includes strategies to consider and strategies to avoid. SOURCE: EdResearch for Recovery |
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Playbook to Leverage the Power of Communities of Practice Developed with state policy teams, this resource is designed to support anyone who is working to build a community of practice across multiple schools or districts. Describes 6 steps for building a high quality CoP with tools and examples for each step. SOURCE: CASEL |
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SEL Toolkit for Parent Champions A quick guide for parents and caregivers to share accurate information in support of SEL, including tools to ground conversations in facts and data, dispel misinformation, and advocate for high-quality SEL. SOURCE: CASEL |
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This tool provides guidance for creating classroom shared agreements, which reflect students’ shared understanding of how they wish to be treated and will treat one another. |
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This tool from CASEL's Guide to Schoolwide SEL provides an activity and examples to engage staff in reflection about how they will intentionally apply social and emotional competencies in their interactions with students and families as part of schoolwide implementation. SOURCE: CASEL |
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Webinar: Leveraging SEL to Promote Equity Webinar highlighting district challenges and promising practices, featuring Dr. Rob Jagers' review of research on SEL's connection to equitable outcomes for diverse student populations. SOURCE: CASEL |
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Executive summary of a report on California's long-term English Language Learners and recommendations for better supporting students at the secondary level who have not reached English proficiency. SOURCE: External website |
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Toward Transformative Social and Emotional Learning: Using an Equity Lens This brief explores the need to conceptualize, implement, and assess SEL in a way that is sensitive to students' cultural assets and recognizes their inherent strengths, and describes promising school practices and implications for ethical assessment of SEL. SOURCE: Assessment Work Group |
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Anchorage SEL standards with student-friendly "I" statements for each, based around 4 goals of self-awareness, self-management, social awareness, and social management. SOURCE: Anchorage Public Schools |
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Austin's SEL standards and student expectations, differentiated by grade band. SOURCE: Austin Independent School District |
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