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 | |
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DRC Resources |
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How to Develop Working Agreements for Any Group Oakland's step-by-step instructions for establishing working agreements for a group, and returning to them regularly to check in. SOURCE: Oakland Unified School District |
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Chicago Public Schools Three-Year Vision Chicago's vision and plan integrates SEL throughout its priorities, highlighted best in the section on safe and supportive learning environments. SOURCE: Chicago Public Schools |
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How Do Principals Influence Student Achievement? This research brief from the University of Chicago Consortium on School Research shows that administrators who successfully move the needle on student achievement most often do so through the lever of school climate and staff collaboration. SOURCE: University/Nonprofit Research Institution |
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Connecting Teacher Efficacy Beliefs in Promoting Resilience to Support for Latino Students Results of this study suggest that efficacy beliefs related to resilience are linked to building important relationships through connecting with students, building on their experiences and knowledge, and understanding the issues they confront. SOURCE: Research Journal |
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Building Trusting Relationships for School Improvement – Implications for Principals and Teachers This booklet looks at the importance of trust in school improvement, particularly regarding relationships between teachers and between teachers and administrators. It includes case studies in middle and high schools, a review of relevant research, common obstacles to trust, and actionable strategies for strengthening trust. SOURCE: Northwest REL |
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Boston Public Schools Office of Social Emotional Learning & Wellness brochure Boston's Office of Social Emotional Learning and Wellness (SELWell) is a collaborative department including athletics, health services, health and wellness, behavioral health, and other student support services alongside social and emotional learning instruction. SOURCE: Boston Public Schools |
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Boston's Office of Social Emotional Learning & Wellness (SELWell) is made up of a range of departments that work together to improve the social, emotional, and physical health and wellness of all students. This menu includes a snapshot of each contributing team and their services organized by tier. SOURCE: Boston Public Schools |
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In this 2018 study, Miller, Wanless & Weissberg examined how professionals in the field of SEL translate between their professional knowledge and their personal parenting practices and priorities for their children's development. Responses are analyzed and compared to the CASEL 5 competency framework. SOURCE: Research Journal |
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This article makes the case for shifting the national focus from bullying prevention to the systemic integration of evidence-based practices of social and emotional learning into school programs and policies. The authors explain the limitations of bullying prevention and intervention programs and present the case that proactive SEL for adults and students can be more effective in decreasing bullying. SOURCE: Research Journal |
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CASEL and the Montgomery County Educational Service Center collaborated on this video to describe the competency of self-awareness. Parents can help children develop self awareness by being honest about their own emotions. Educators can help by teaching the vocabulary of emotions, modeling behavior, and supporting students as they grow in self-awareness. SOURCE: CASEL and the Montgomery County ESC |