Lesson Planning:
Samples and tools to support teachers in designing instruction that integrates opportunities to discuss and practice social and emotional skills.
| Title | Document Type | |
|---|---|---|
DRC Guidance Pages |
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| 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. | ||
| Sharing about progress and what is learned with district stakeholders helps raise awareness about what the SEL team is achieving, highlights successes that can be celebrated, and maintains commitment and buy-in among those key stakeholders. View process information here. | ||
| Clear, ongoing communication helps build awareness, promotes social and emotional learning (SEL) in classrooms and schools, and makes the case for investing in SEL. | ||
| 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. | ||
| Social and emotional learning (SEL) is reinforced and sustained when districts, families, and community partners align and work together. View process information here. | ||
| 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. | ||
| 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. | ||
| 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. | ||
| Standards establish developmentally-appropriate and culturally-responsive benchmarks for social and emotional learning (SEL) and sends the message that SEL is a core part of students’ education. | ||
| When central office leaders understand social and emotional learning (SEL) research and practices, they are able to promote and sustain systemic implementation. View process information here. | ||