Archive for the ‘Rodel Teacher Council’ Category

A Big Step Forward for the Rodel Teacher Council

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It was a banner year for the Rodel Teacher Council (RTC). In previous years, we conducted some pretty serious research on personalized learning, and then took our knowledge and turned it into informative briefs, reports, and even workshops for our fellow teachers.

This year was different. We wanted to turn our expertise into action; good ideas and best practices into concrete policy. And that’s just what we did. We started by asking some critical questions: How should I respond to a student demonstrating effects of trauma? Where can I access professional development that’s more engaging and relevant to my classroom needs? Will our school’s internet crash during our state testing tomorrow? Then we went about tackling concrete answers.

Read on below for recaps of the four RTC working groups. We did our best to summarize the teachers’ incredible work, but we still didn’t fully capture all the time, energy, and focus our colleagues  poured into every meeting, every strategy session, every important decision. In short, the RTC changed the game this year. Teachers impacted policy decisions in a more direct way than we ever imagined. Our teachers exemplified the belief that collective voices can lead to meaningful action and significant results.


Broadband Connectivity
Social and Emotional Learning
Personalized Professional Development
Competency-Based Learning

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Delaware Teachers Lead the Way on SEL: A Q&A with CASEL’s Linda Dusenbury

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As a teacher, social and emotional learning is part of my daily life. Inside my classroom, we focus on developing students’ academic skills alongside holistic approaches to SEL.

 

This year, I was a member of the Rodel Teacher Council’s advocacy group that focused on social and emotional learning. Our goal: To kickstart a process for Delaware to develop SEL competencies—a common language for what students should know and be able to do when it comes to their social and emotional development.

 

Through our research (which we turned into Creating A Common Language for Social and Emotional Learning in Delaware) we connected with the Collaborative for Academic, Social, and Emotional Learning (CASEL). In April, the RTC and Capital School District hosted Linda Dusenbury, the consulting senior scientist and director of the Collaborating States Initiative at CASEL, to visit Delaware. She shared with interested districts, charters, and other partners about the free technical assistance that CASEL offers to other states that are a part of the Collaborating States Initiative (CSI).

 

As the RTC moves forward with its Delaware partners in collaborating together to formally join CASEL’s CSI and develop a common language for SEL in Delaware, I spoke with Linda to get her take on how Delaware is doing.

 

 

What is your role at CASEL? Why are you passionate about this work?

 

In 2016, Roger Weissberg and I worked together to launch the CASEL Collaborative States Initiative to work with states and school districts to help ensure that, from preschool to high school, students are fully prepared—academically, socially, and emotionally—to succeed in school, at work, and in life. The purpose of the CSI is to help states that want to develop policies or guidelines to support implementation of high-quality, systemic, evidence-based social and emotional learning. Our recent report captures our initial insights from the CSI, which has grown dramatically in the past years. In February 2018, teams from 25 separate states attended the national CSI meeting.

My background is as a psychologist and a research scientist. We know from research that there are intentional strategies that parents and educators can use to help equip kids for success in school and in their lives in the future. When we as educators and parents are intentional and conscious about what we do to create optimal environments for growth and development, it is possible to optimize child development—to have students be better equipped as students today and in the future as adults in the workforce and society.

 

What did you learn about Delaware when you were here?

 

So many good things! I already knew that you were being very thoughtful about SEL. It’s clear the Rodel Teacher Council members are already super informed about SEL from listening to educators across the state, and you also have amazing groundwork with the Rodel Foundation’s new SEL landscape analysis (A Broader Vision of Student Success: Insights and Opportunities for Social and Emotional Learning in Delaware). That’s a tremendous and very important step forward—a real strength from my perspective.

 

You’ve also got a real emphasis that I saw—including from your Secretary of Education—on the importance of districts and charters being engaged and even leading this process. It’s so important to ground this work around local community priorities and perspectives on SEL.

 

CASEL is interested in supporting collaboration between districts, charters, and their state leaders. The local leaders, with support of the state,  are the ones who will leading the way, and becoming an example for other districts who may want to get into the work.

 

We’re already learning tremendously from Delaware. The state education agency clearly has enormous respect for the districts and charters, and wants to support local leadership and goals. If Delaware becomes part of the CSI, I’m sure we will be pointing to your example a lot.

 

 

Speaking of educators, what should their role be in developing SEL competencies?

 

It’s critical that educators be involved with articulating what students should know and be able to do with regard to SEL.

 

SEL isn’t a new concept. It’s something that’s always happening in human development, across the lifespan. We are social and emotional creatures. Whether we’re thinking about it or not, kids are developing socially and emotionally throughout their lives, every waking moment. We all are.

 

What SEL as an approach is trying to do in partnership with educators, is to become intentional and strategic in creating optimal conditions for social and emotional development.

 

Depending on the circumstances in their school environment, kids can feel safe and encouraged to take risks in their classroom environment, or they may feel anxious—and may withdraw or act out. SEL works to answer the questions:  What are the components of an optimal classroom experience, and how can we promote those systemically so that all students feel safe and engaged, and have an opportunity to learn collaboration skills with other students, so that students engage in positive ways with each other and their teacher? SEL helps develop a climate that is safe and encouraging, where learning can be optimized.

 

Do you have any feedback on our next steps as we work with an emerging Delaware SEL collaborative (comprised of K-12—including leading districts and charters—government, higher education, and community groups) to formally join CASEL’s CSI?

 

In every case we encourage a working group like the one that’s emerging in Delaware to agree on a common vision—which, in a way, you all have—around SEL. But then, what would your goals be for advancing that vision?

 

Our process is to ask a state team to tell us their goals for advancing SEL over the next year and a half, based on the unique context of each state. Some states decide to articulate SEL competencies.Some focus on how to support professional development. Some develop different types of guidance around implementation or assessment, or linking SEL to equity. Some do a combination of these things.

 

We see you as the experts in Delaware. We’re happy to support you in your work so that what you develop is fully supported by evidence-based practice in SEL. As you develop policy, we can work with you to identify and develop resources. We also offer to review and comment on the guidance you may develop. But we see you as the team that will best decide your priorities and goals. We are committed to supporting you (by sharing examples that may be helpful from other states, and by sharing information about evidence-based practices, for example) in achieving your goals for SEL.

 

Is there anything else we haven’t covered that you want to say about Delaware, the teacher council, and our SEL work?

 

Just to reinforce that I am so impressed with the thoughtful approach you’ve taken, and with the multiple constituents that have come together around this work. The partnership that the Rodel Teacher Council and Rodel Foundation have are a tremendous strength. The number of organizations that are represented are also a tremendous strength.

 

You see yourself at the beginning. I see you as so far ahead in terms of all of the resources and thinking that you’ve already done–including the thoughtful framing you’ve done and the resources you’ve created. I see you as ready for this work and we at CASEL are really excited to see the plan that you develop.

 

Lindsay Hudson-Hubbs is a REACH (Restoring Educational Achievement through Collaborative Health Services) classroom teacher in Woodbridge School District, and a member of the Rodel Teacher Council.

Why We Need to Dig Deep on Social-Emotional Learning Together

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Close your eyes for a moment and think about one of your favorite teachers from grade school. What do you remember? Chances are, you remember as much about how they taught as what they taught. You remember that classroom’s environment and how that teacher made you feel. Inspired. Energized. Safe. Creative.

 

As we’ve written about before in this space, social and emotional learning (SEL) isn’t a new thing. We heard about the need to look more holistically at the development of our young people when the Vision Coalition spoke to 4,000 Delawareans during the creation of Student Success 2025 back in 2014.

 

SEL is something that great teachers have been doing instinctively for generations. But it’s fair to say that it wasn’t until more recently that cognitive science sharpened our definition of SEL and reinforced the need for a broader vision of learning that’s as foundational as our traditional academic learning.

 

What’s new? Given that we were seeing pockets of work on SEL cropping up throughout the state and that nine out of 10 respondents to our 2017 Rodel Teacher Council survey said schools should place more emphasis on SEL, we launched what we believe is the most comprehensive statewide landscape analysis of SEL in the country. Later in the summer and fall, we’ll work with the community to unpack what we found and hope that it helps accelerate the good work already started in classrooms statewide.

 

Why now? SEL’s reemergence into the spotlight in recent years is a response to the rapidly evolving world that our young people will soon inherit. For years employers have told us that too many new employees lack the “people skills” needed to work in a complex environment. Meanwhile rapid shifts in our economy exacerbated the income divide, leading to roughly four out of every 10 Delaware public school students now living in poverty. And when poverty is paired with issues like violence and addiction, it can not only impact a child’s ability to learn, but weigh heavily on the teachers and administrators, too. Adults inside the school deserve thoughtful, comprehensive social emotional skill development, which in turn can lead to culturally responsive and engaging places to teach and to learn.

 

My child is in kindergarten, and I tell her teacher that I care less about whether she can read and more about whether she plays nicely with others and is a good friend. Academic skills will come, but SEL is the foundation for being a good person.Delaware Parent

 

What’s next? Core academics are and always will be central and vital to the educational experience. But what we’ve come to realize is that skills like communication, collaboration, critical thinking, empathy, and creativity are not just nice to have, they are foundational skills our students need in order to be successful in the classroom and in life.

 

If we want our young people to go out into the world healthy, caring, and able to respond to a fast-paced, global society—we need to embed SEL into our schools to meet the needs of all students, with particular attention to the unique needs of students of color, English learners, and low-income students. If we, as a state, are serious about ensuring that our learning environments are safe and welcoming places for all students to grow, learn, and thrive, we need to openly discuss and address Delaware’s, and our nation’s, long and continuing history of racial inequity, and the opportunities for SEL to advance equity in our schools. As the report notes, educators need support to understand and affirm students’ and families’ backgrounds and cultural heritages, and acknowledge and address the impact of race, racism, and implicit bias in education.

 

Moving forward, together. At this stage in the game, people in and around education, nationally, and within Delaware, agree that SEL is important. But as we found out in our research, there are dozens of definitions and interpretations of what it actually means, how it manifests inside classrooms, or how we can quantify it.

 

We heard loud and clear that we need to get on the same page. As a state, we need to expand our definition of student success. We need a common understanding of what we actually mean when we say “SEL,” and how SEL can be used to support students.

 

A Broader Vision of Student Success: Insights and Opportunities for Social and Emotional Learning in Delaware focuses on the efforts underway across Delaware to support students, families, and educators in developing their SEL skills.

 

(Members of the Rodel Teacher Council also weighed in this month with a new policy brief. Creating a Common Language for Social and Emotional Learning in Delaware urges leaders to provide a stronger framework for integrating SEL into academic development.)

 

We offer this report to shine a light on the current SEL landscape in Delaware and help policymakers, educators and partners in the education, government, healthcare, nonprofit, and business sectors make decisions and investments to strengthen the work that’s underway supporting social and emotional development.

 

How we did it. While Rodel kicked this project off, it wouldn’t have been possible without the shared financial and intellectual partnership of the Arsht-Cannon Fund, Christina Care Health System, the Delaware Community Foundation, and Nemours Children’s Health Care System, as well as our Steering Committee of local stakeholders.

 

Education First and Edge Research led the data collection and analysis. The research that led to these findings included a broad range of surveys, interviews, and engagements with many school, district, and community leaders, and site visits to a variety of Delaware schools spanning all three counties. To ensure that their research rung true to those working with Delaware’s young people every day, our Steering Committee worked with Education First to provide feedback on their findings along the way.

 

Our researchers spent time in public schools across Delaware, and observed a variety of rich social and emotional learning in action: educators helping students recognize, understand and express their emotions, and develop and practice strategies to regulate those emotions when needed. They saw teachers focused on building strong relationships and helping students develop strategies to work together and solve problems, including by persisting through challenges and learning from failures. (For more examples of SEL work underway in Delaware, click here.)

 

But more pressingly, we found we need to co-construct what SEL means for our children with their parents and the community. While the definitions, expectations, and measures can be informed by academia, they need to be shaped and informed by meaningful engagement with parents, students, and educators—early and often.

 

In addition, we need to expand partnerships between schools and health services, mental health facilities, and community non-profits to ensure students and families have the supports they need.

To truly succeed in the future, students will need more than just core academic knowledge… To tackle tomorrow’s problems and excel in the jobs of the future, students will need skills and attributes like creativity, flexibility, and curiosity… As the social and environmental challenges in our communities grow, our children will need to be more empathetic and innovative in their problem-solving.Student Success 2025, Vision Coalition of Delaware

 

Now the real work begins. We hope this report serves as a springboard for those conversations and subsequent action. Our hope is that building a common framework and language around SEL will help practitioners and parents change the learning experience for our kids. We also heard that this SEL work needs to inform how we train and support educators. In fact, we hope that it inspires teachers to experiment, innovate, and work together to figure out how to continually get better at addressing students’ needs. We hope school leaders will see new opportunities to build community partnerships, as well as curated curriculum and tools to give SEL a stronger backbone and so teachers can build off of one another’s good work.

 

Addressing these challenges would benefit from deep, sustained collaboration across schools and with a range of nonprofit, health, social service, government, and mental health supports. In Delaware, we know that kind of collaboration is possible. Stay tuned for more opportunities this summer and fall to share your ideas and take action. Let’s dig in together.

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