District SEL Expertise:
Professional learning resources, templates, and models for district leaders.
Also, see the resources section for Strengthen Central Office Expertise.
| 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. | ||
| 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. | ||
| 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. | ||
| Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. | ||
| 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. | ||
| 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. | ||
| 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. | ||
| 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. | ||
| 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. | ||
| When district staff feels a sense of community and shared purpose, they can engage more deeply in social and emotional learning (SEL). | ||