1. The relationship among the adults in the building has more impact on the quality and character of the school and the accomplishments of its youngsters than any other factor. -- Roland Barth

2. SCHOOL INSTRUCTIONAL LEADERSHIP T-330 October 21, 2015 Class 7: Social-Emotional Learning

3. From last class Plus ROLE PLAY (incl pre and post work) Hearing from Michael & Annice Delta Ending late Canvas directions earlier Transitions People have hands up for long time Know what character you’ll play in role play

4. Learning Targets for Class #7 I can assess my systems paper using the rubric and help a peer do the same. I can explain the connection between non-cognitive skills & academic learning. I can apply lessons from 2 practitioners to my practicum site’s work on social-emotional learning.

5. Agenda Systems paper Non-cognitive skills overview Research Subset: SEL Preview next week’s readings & practicum logs Application to practicum sites Plus/Delta online

6. SLP 2016 Norms We collaborate and build a community of respect. We value vulnerability and truths over comfort. We trust each other and assume positive intentions. We expect and seek feedback. Norms don’t prevent violations, they create them. View violations not with penitence but with curiosity. (Kegan & Lahey, 2001)  Examples of someone following up when you may have “violated” a norm?

7. School-based Systems Paper

8. STEP 1 IF you have an outline or more: Review rubric IF you have ideas percolating: Review description of 3 sections of paper STEP 2 Highlight areas you need to work on, questions you have STEP 3 Partner sharing/feedback: 3 min: share what you have, tell what feedback you want 2 min: partner feedback STEP 4 Partner sharing/feedback (same as STEP 3)

9. Non-Cognitive Factors

10. Preview 0 Values Continuum 0 Review Non-Cognitive Skills Framework 0 What does this mean for the work?

11. Values Continuum 0 After the statement is read, move to the place that most accurately represents your perspective. 0 Interpret the statement based on your beliefs and values.

12. Non-Cognitive Skills Review

13. Academic Behaviors

14. Academic Perseverance

15. Academic Mindsets

16. Learning Strategies

17. Social Skills

18. Review & Note on Context

19. Connection to Practice 0 Solo: answer the questions below 0 What do you agree with? 0 What do you take issue with? 0 What would you implement in practice? 0 In groups of 5, reflect on the non-cognitive skills article and interpretive summary: 0 What is the group’s headline for future implications of practice? 0 Context: Your area superintendent is considering integrating non-cognitive skills as a district-wide practice. The superintendent tasked your group to conduct an initial effectiveness and feasibility study.

21. We All Have Social-Emotional Needs

22. History  We all have it. What is the poem about?  Remember?  https://www.youtube.com/watch?v=qZXgJ40iWAc https://www.youtube.com/watch?v=qZXgJ40iWAc  Turn and talk  What if…  What can we do about it?

23. Perceptions  https://www.youtube.com/watch?v=EHG9-of_WtQ https://www.youtube.com/watch?v=EHG9-of_WtQ  Perceptions are powerful  Perceptions are created by our environment, past, and are also inherent  Biases  How do they apply to teaching?

24. What principals can do Admin needs to have a means to find out what types of problems there are in the school. Student services meeting, disaggregation of data from school counselors. SOS, survey to students and then check-in with students due responses. Teachers need to have a system of reporting students of concern Crisis response team, Child Response Team Creation of programs within schools, point-person to meet needs of certain students Find money, outside partnerships, grants, etc

25. .  Professional development (mindfulness, growth mindset, responsive classroom, PBIS)  Have staff building exercises, student and community building exercises  Don’t separate the duties of teachers and student services too much  Provide spaces within your school for students to relax, de-stress, etc  Creating culture in the school, symbolic and human resource frames  Parent engagement

26. Diversity or

27. . SStudents-using toolbox, asking for help, practicing self control, processing, previewing PPositive reinforcement, redirect negative attention seeking BBehavior is a symptom, communication, functional PPatterns? AAccommodations and modifications RRose and Gravel (2012) “The ultimate goal of education is to build the student’s own capacity for self-regulation.”

28. LOVE  Sometimes it’s that simple (Contrary to what you’ve been told)  Selflessness (service learning)  Patience  Self-regulation  Making connections  Don’t be overly scientific  “Be welcoming with your heart, not just your mission” -Karen Mapp

29. Preview Next Week Choice of case (second case posted on website). Summary of research article (can read this instead of full study). A few words about practicum logs…

30. From SLP Handbook:

31. Practicum logs A few words about practicum logs… Expect coach comments on practicum logs (only) Coaches submit reports 3x/year to Lee & Sarah F about each student’s practicum logs. Part of your grade in T330. Put effort in the right places! (see samples)

32. Madonna

33. Plus/Deltas: Please do ‘em! We read ‘em!