Self Awareness:
The ability to know one’s own strengths and limitations, with a well-grounded sense of confidence, optimism, and a “growth mindset.”
| Title | Document Type | |
|---|---|---|
DRC Guidance Pages |
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| 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. View process information here. | ||
| Social and emotional learning (SEL) is reinforced and sustained when districts, families, and community partners align and work together. 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. | ||
| Effective professional learning ensures that district staff understand social and emotional learning (SEL) and how to support systemic implementation. | ||
| Clear, ongoing communication helps build awareness, promotes social and emotional learning (SEL) in classrooms and schools, and makes the case for investing in SEL. 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. View Resources 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 resources 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. | ||