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Leading for Change Through Whole-School Social-Emotional Learning

Leading for Change Through Whole-School Social-Emotional Learning
Strategies to Build a Positive School Culture

June 2019 | 232 pages | Corwin

Develop and cultivate a positive school culture!

Calling all change agents! If you are hoping to join other schools and districts across the country that are adopting Social-Emotional Learning (SEL) programs and practices to improve student outcomes and teacher  capacity, then you’ve found the right book.

Let Jennifer Rogers share her specialized experience in developing and implementing behavioral and social-emotional programs and support with you. The practical framework outlined in this book comprises real-world experiences and evidence-based strategies to integrate systemic change toward a positive school culture. With sustainable practices in mind, this guide features 

  • thought-provoking worksheets to explore staff understanding of SEL, collect evidence, influence instruction, and more 
  • a step-by-step rubric to guide implementation with recommendations
  • resources to explore at the end of each chapter
  • reflection questions to promote deeper thinking

SEL is about both prevention and intervention. For the stakeholders engaged in this work who must think reflectively about schools, this book offers the support, strategies, processes, and tools, to teach students these competencies in a comprehensive and sustainable way. 

About the Author
Introduction: Using Social-Emotional Learning to Make Your School More Positive and Productive
What Does Social-Emotional Learning Have to Do With Systems Change?  
Fair Warning: The Challenge Of Systems Change  
Chapter 1: Why Now?
Mental Health Of Our Students  
Adverse Childhood Experiences  
The Changing Dynamics Of Our Classrooms  
Burnout And Stress Of Teachers  
The Who Is You  
The First Step—Self-Care: Putting Yourself on the To-Do List  
Practitioner’s Voice  
Reflection Questions  
Chapter 2: Whole-School Social-Emotional Learning—Research on SEL
What Is Social-Emotional Learning?  
SEL Core Competencies  
Powerful Evidence Supporting The Impact Of Enhancing Students’ Social-Emotional Skills  
Multitiered Systems Of Support And Sel: Universal Support For All Students  
SEL and School Culture  
Practitioner’s Voice  
Reflection Questions  
Chapter 3: Strategy #1: Identify Your Why
Inspiration Leads to Action  
Beliefs as Barriers to Action  
The Mascot, the Carrot, and the Competition  
Why Is the Driver for Who, What, When, and Where  
Practitioner’s Voice  
Chapter 4: Strategy #2: Adopt A Framework
Framework, Model, and Intervention, Oh My!  
Read the Directions Before Application: Choosing a Framework  
The Importance of Process When Choosing a Framework  
Chapter 5: Strategy #3: Do Your Detective Work—Data Collection and Data Analysis
Ask Questions  
Using Data Thoughtfully  
Large Data Sets: Needs Assessment, Universal Screeners, Skill Assessments, and Surveys  
In the Moment: Data Collection  
How Do We Gather Data About Our School and Community?  
Developing Your Own Accountability Tool  
Practitioner’s Voice  
Reflection Questions  
Chapter 6: Strategy #4: Work With Others to Develop a Vision to Guide Change
Vision Statement  
Vision for Leadership  
Your School Leaders—Are They on Board?  
Vision Standards  
Practitioner’s Voice  
Reflection Questions  
Chapter 7: Strategy #5: Understand the Politics of Your Workplace
Understanding the Politics of Your Workplace (Yes, Even In Kindergarten)  
Social Network Theory  
History of Interventions  
Importance of Who Is on the Team  
The “What” of School SEL Teams  
Making Working Together Work  
More Issues  
Things to Consider When Hiring an Expert  
Practitioner’s Voice  
Reflection Questions  
Chapter 8: Strategy #6: Develop an Action Plan for Implementation
Making Stuff Happen—It’s All About a Plan  
You Say You Want an Interventions  
Action Planning  
Practicing SEL  
What Is Loose and What Is Tight?  
What Do We Want? Change! When Do We Want It? Should’ve Happened Yesterday!  
Practitioner’s Voice  
Reflection Questions  
Chapter 9: Strategy #7: Invest in Your Infrastructure
What Is Infrastructure And Why Do We Need It?  
Fidelity of Implementation  
Building Capacity  
Empowering Student Voice  
Parent/Family Involvement  
Building Community Understanding  
Infrastructure Issues: The Leadership Merry-Go-Round  
Practitioner’s Voice  
Reflection Questions  
Chapter 10: Strategy #8: Plan for Resistance to Change
Resistance to Change  
Challenge Scenarios  
Practitioner’s Voice  
Reflection Questions  
Chapter 11: Strategy #9: Assess Your Outcomes
Gold Standard for Change: The “Fire Drill Effect”  
Big Question: Did Anything Change for the Better?  
SEL Intervention Outcomes  
Measuring Your SEL Implementation  
Be Sensitive to Outcome Overload  
Overall Goal of Assessing Outcomes: Improving Systemic Integration and Sustainability  
Practitioner’s Voice  
Reflection Questions  
Chapter 12: Strategy #10: Fill in the Gaps of Your Foundation
Filling in Gaps  
Revisiting the Past: How Is Your Framework Meeting Your Needs?  
Celebration Time! Okay, Now Back to Work  
Revise and Resubmit: The Evolution of Your Intervention  
Practitioner’s Voice  
Reflection Questions  
Chapter 13: Conclusion
A Final Message for You: The Agent of Change  
Appendix 1: SEL and System Change Strategies Rubric
Appendix 2: Professional Development Exit Ticket
Appendix 3: Figures and Graphics
Reflection Questions  
Practitioner’s Voice  
Reflection Questions  

"School leaders are rarely provided with resources and support to implement large scale changes. Leading for Change Through Whole-School Social-Emotional Learning is written in a handbook format and provides educators with implementation strategies and evaluation tools to address school climate."

Carol Campbell, High School Principal, Grant High School
Grant High School

"Social-emotional learning is the new 'it' topic, yet little is available on how to truly implement it in a practical way. This book is ideal for administrators trying to shift school culture as well as lead teachers." 

Georgina Castilleja, Middle School Principal, Houston Independent School District
Houston Independent School District

“As a front-line educator, seriously considering making a personal and professional commitment to serve as a change agent might be a scary proposition. This book serves as an encouraging guide to the brave ones who step up to do what it seems we all, by now, are aware we will eventually need to do.”

Gloria Avolio, Ph.D., School Counselor, Hillsborough County Public Schools
Hillsborough County Public Schools

Leading for Change Through Whole-School Social-Emotional Learning provides personally relevant insights for change agents in need of support to transform culture for the whole individual and in turn for the entire school." 

Debbie Arakaki, Curriculum Coordinator and Coach, Kalihi Uka Elementary School
Kalihi Uka Elementary School

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ISBN: 9781544352985