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.
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.
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.
Social and emotional learning (SEL) can be a powerful lever for creating caring, just, inclusive, and healthy communities that support all individuals in reaching their fullest potential.
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 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.
When district staff feels a sense of community and shared purpose, they can engage more deeply in social and emotional learning (SEL). View process information here.
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.