Integrating Social and Emotional Learning across a School District : Knowing Our Students, Knowing Ourselves.

Format:

Book

Author/Creator:

Gatens, Brian.

Contributor:

Scibilia, Dominic P.

Series:

Teaching Ethics across the American Educational Experience

Language:

English

Subjects (All):

Affective education--United States.

Affective education.

Social learning--United States.

Social learning.

Moral education--United States.

Moral education.

Reflective teaching--United States.

Reflective teaching.

School environment--United States.

School environment.

School districts--United States.

School districts.

Education, Secondary--Aims and objectives--United States.

Education, Secondary.

Physical Description:

1 online resource (189 pages)

Edition:

1st ed.

Other Title:

Integrating Social and Emotional Learning across a School District

Place of Publication:

Blue Ridge Summit : Rowman & Littlefield Publishers, 2021.

Summary:

This text provides a wealth of practical strategies and inspirational guidance on incorporating social-emotional and ethical learning across a district and educational community.

Contents:

Cover

Half Title

Title Page

Copyright Page

Contents

Series Preface: Teaching Ethics across the American Educational Experience

March 14, 2018

March 14, 2019

Foreword

Introduction

Section I: The District Vision and Administrative Praxis

Chapter 1: The Social Emotional Life of a School System: The District Superintendent as Mentor

Making CSEL Essential in a School District: A Superintendent Discerns What Gives Life to Learning

Building a Consensus

Acting on a Mandate

CSEL in Administrative Praxis

Conclusion

References

Chapter 2: The Social-Emotional Journey: The Life and Practice of the Teacher

SEL as a District Goal

The Social and Emotional Lives of Teachers

Part 3: Current State of SEL Life of Emerson Teachers

Part 4: Beginning the SEL Conversation at the District Level in Emerson

Conclusion: Next Steps and More Questions

Section II: The Memorial School (K-3)

Interlude

Chapter 3: Journey to Support the Whole Individual Child

Reflecting on Preparation for the Journey: Equipping the Professionals

SEL: Asking, Seeing, and Acting

SEL and School Discipline

Reflecting on the Year: A Glaring Conclusion

Suggested Resources

Appendix

Chapter 4: Learning to Write Realistic Fiction: Self-Awareness and the Beginning of Moral Mindfulness

Social-Emotional Learning: A Teacher's Experience

Beginnings of Writing: What Do We Do First?

The Winter Session

Now the Spring Session!

Section III: The Villano School (Grades 4-6)

Chapter 5: Making SEL a Way of Being

A Reflective Narrative: When SEL Designs Start to Take Shape

A Villano School Model for an Opening Day

The November Professional Development Day at Villano-It's Time

Villano SEL Session

The January PD Day-Next Steps.

The First Committee Meeting

SEL Villano Committee Agenda 1.28.19

The Faculty Meeting that I Saw Coming . . . But Didn't

The Board Meeting

Coaching Faculty: Weaving SEL into Observations

A Conclusion: Reflecting on the Start of Year 2

Chapter 6: The Three Dimensions of Social-Emotional Learning in School from the Lens of the School Social Worker

SEL and the Self

A Social-Emotional Teaching Lesson

1:1 and Group SEL: A Professional Reflection on Modeling Self-Awareness

Communal SEL: Family Time

Conclusion: Reflection on a Professional Mindfulness

Section IV: The Junior-Senior High (Grades 7-12)

Chapter 7: Using Socratic Seminar to Engage Students in Social-Emotional Learning

What Is Ethics and What Does This Mean in Our Classrooms?

Student-Centered Learning in the SS

The Power of Student Reflection

Conclusion: A Teacher's Reflection

Note

Socratic Seminar

Should Selling Rhino Horn Be Legal?

Epilogue

About the Contributors.

Notes:

Description based on publisher supplied metadata and other sources.

ISBN:

1-4758-5063-8

OCLC:

1256258144