Community Partnerships:
Schools and community partners aligning on common language, strategies, and communication around all SEL-related efforts and initiatives, including out-of-school time.
See also: family and community engagement
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DRC Guidance Pages |
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| The CASEL 5 social and emotional learning (SEL) competencies are self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. They promote intrapersonal, interpersonal, and cognitive competence. | ||
| Monitoring and reflecting on your district’s progress in promoting district-wide social and emotional learning (SEL) is an important part of a quality implementation. Here are tools for Focus Area 3 – Promote SEL for Students that can help. | ||
| 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. | ||
| The CASEL District Resource Center provides worksheets, webinars, and more resources to promote social and emotional learning (SEL) and equity in school districts. | ||
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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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| Effective professional learning ensures that district staff understand social and emotional learning (SEL) and how to support systemic implementation. | ||
| 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. | ||
| 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. | ||
| Successful districtwide social and emotional learning (SEL) implementation is more effective when districts also cultivate adults’ SEL and cultural competencies. View resources here. | ||
| 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. view resources here. | ||