Community Relations:
Practices by which school and district leaders communicate with, engage, support, and partner with the communities they serve.
See also: communications, family and community engagement
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DRC Guidance Pages |
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| 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. | ||
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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. | ||
| 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. | ||
| 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. | ||
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Focus Area 2 – Strengthen Adult SEL Competencies and Capacity – Rubric 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 2 – Strengthen Adult SEL Competencies and Capacity that can help. |
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