Culture and Climate:
School climate is the “quality and character of school life” based on how members of the school community experience school and the school’s “norms, goals, values, interpersonal relationships, teaching, learning and leadership practices, and organizational structures” (Reference: National School Climate Council).
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DRC Guidance Pages |
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| Planning for continuous improvement is the first phase in a PDSA cycle. This includes the work you’ve done in Key Activity 1 (Vision and Plan) to develop an action plan based on your current needs, resources, and level of implementation. View process information here. | ||
| Effective professional learning ensures that district staff understand social and emotional learning (SEL) and how to support systemic implementation. View process information here. | ||
| When school and district leaders align their efforts around social and emotional learning (SEL), academics, and equity they support a greater impact in advancing life opportunities and outcomes 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. | ||
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Focus Area 2 – Strengthen Adult SEL Competencies and Capacity This focus area of the CASEL District Resource Center helps school districts strengthen staff expertise and skills to lead social and emotional learning (SEL) initiatives, as well as cultivate adults’ social, emotional and cultural competencies. |
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| 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. | ||
| 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). View resources here. | ||
| When social and emotional learning (SEL) implementation is centered around equity, it can be a key strategy for promoting understanding, examining biases, addressing racism, building cross-cultural relationships, closing opportunity gaps, and creating more inclusive schools. | ||