Education Week - April 5, 2017 - 10


Teacher-Prep Slow to Embrace Social-Emotional Learning
By Evie Blad
As social-emotional learning gains
traction in schools, many teachers
are coming into their jobs unprepared to develop students' skills in
areas like self-awareness and navigating relationships, advocates say.
That's because many teacherpreparation programs don't provide
enough training on how to identify
the skills students need to be successful, and how to teach those
skills, they say. Some states have
also been slow to adapt teacher-licensing requirements to the reality
that a growing numbers of schools
and districts are exploring or implementing social-emotional learning.
Developing students' abilities in
understanding their emotions and
making responsible decisions is accomplished through a combination
of direct instruction, incorporating
those skills into academic work, and
changes to whole-school factors like
discipline policies and family engagement.
"It's important for teachers to learn
how to specifically identify social and
emotional competencies that are important for their students to have and
to learn how to systematically develop
them," said Roger Weissberg, the chief
knowledge officer of the Collaborative
for Academic, Social, and Emotional
Learning, or CASEL. "This does not
necessarily come naturally to people."
While a majority of states include

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at least some social-emotional-learning competencies and whole-school
factors in teacher-certification requirements, very few teacher-prep
programs address such issues in
mandatory coursework, according to
a report by researchers at the University of British Columbia that was
prepared for the collaborative.
Advocates for social-emotional
learning point to research showing
that the approach can help boost
students' academic performance
and that employers are increasingly seeking recruits with strong
relational and emotional skills.

Lack of Familiarity
Leaders of school districts using
comprehensive social-emotionallearning programs say teachers' lack
of knowledge can make implementation difficult. That's particularly true
in schools with high rates of teacher
turnover, where training teaching
staff in a consistent, long-lasting strategy can be difficult as classrooms turn
over between school years, they say.
That's why proponents of socialemotional learning have set their
sights on the teacher pipeline as they
scale up the work at the state and
district levels.
The University of British Columbia report assesses all states'
teacher-certification requirements
in three areas. The first is whether
those requirements address work-

ing with students on five socialemotional-learning competencies
identified by CASEL: self-awareness,
self-management, social awareness,
relationship skills, and responsible
decisionmaking. Researchers looked
for mentions of those concepts and
associated terms as they relate to
students. The second is whether
there were mentions of those concepts as they relate to teachers' own
social and emotional development.
In the third area, researchers explored whether would-be teachers are
required to learn about issues related
to students' "learning contexts": coordination across school departments
and between classrooms to meet the
needs of students, school-community
partnerships, school-family partnerships, and social-emotional learning
in the classroom context.
Researchers found that 27 states
have teacher-licensure requirements
that address four or five of the competencies. All 50 states and the District
of Columbia addressed at least one
area of "teachers' SEL" in their certification; just 10 states addressed four
or five of the competencies. Researchers found that 42 states addressed all
four areas of the "learning context."

State-by-State Look
But those state requirements
weren't always reflected in mandatory
coursework in teacher-prep programs,
the researchers found. They explored

a sample of 30 percent of programs in
every state, weighted for each state's
ratio of public-to-private programs.
In 14 states, a majority of the programs reviewed addressed three of
the five social-emotional-learning dimensions for teachers. In the rest of
the states, a majority of the programs
addressed fewer of the competencies.
Researchers did not identify any
state where the majority of teacherprep programs they reviewed covered
more than one of the student socialemotional-learning skills.
The majority of teacher education
programs in 18 states addressed
between one and three of the four
"learning context" dimensions. Only
in Ohio did a majority of programs
reviewed by researchers address all
four areas of the learning context.
(The research was supported by the
NoVo Foundation, which also helps to
support coverage of social-emotional
learning in Education Week.)
After seeking input from deans
of schools of education, the report
recommends more social-emotionallearning research that relates specifically to teacher preparation.
It takes thoughtful work to shift the
offerings of a teacher-prep program,
said Nancy Markowitz, the director
of the Center for Reaching and Teaching the Whole Child at San Jose State
University in California. Eight years
ago, Markowitz worked with the university's teacher education faculty to
infuse a social-emotional-learning ap-

proach into coursework.
Professors explored how to teach
teacher-candidates to nurture their
own personal and relational skills
while also developing them in students. They devised strategies, such
as how to teach children the "self talk"
they need to get through the sometimes defeated feelings of solving a difficult math problem, and how to greet
every student at the doorway in the
morning as a means of quickly assessing their readiness to engage in class.
"My belief has been that you've got
to start upstream at the beginning,"
said Markowitz, who added that she's
seen many programs come and go in
schools. "Unless it's built into the way
people think and approach their work,
it's not going to be institutionalized."
Now the whole-child center is piloting a program to help spread its social-emotional-learning strategies to
other colleges of education, a process
that requires time, flexibility, and a
commitment to collaboration among
faculty, she said.
As more states adopt standards for
social-emotional learning and add related concepts into such areas as accountability and teacher evaluations,
Markowitz expects teacher-preparation programs will have greater
incentive to incorporate the concept
into a greater number of courses.
When it comes to social-emotional
learning, she said, "the university
has been left out of the equation in
terms of implementation of change."

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10 | EDUCATION WEEK | April 5, 2017 | www.edweek.org


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Table of Contents for the Digital Edition of Education Week - April 5, 2017

Education Week - April 5, 2017
ENDREW F. RULING
High Court Ruling Firms Up Goal Posts On Spec. Ed. Rights
Teachers Not Shying From Political Topics
New Dimension to Kansas’ Funding Puzzle
Title II Funds Facing the Ax Under Trump
School Rape Case Inflames Immigration Fight
News in Brief
Report Roundup
States Get More Leeway on Identifying ‘Dropout Factories’
Course Access: A Different Way To Expand School Choice?
Sydney Bruner, a junior at Prairie High School in Cottonwood, Idaho, studies for a class presentation. The state is one of several that offer course choice.
No Link Between Test and Principals’ Success, Study Shows
Teacher-Prep Slow to Embrace Social-Emotional Learning
DIGITAL DIRECTIONS: Digital Tools Target ESSA Parent-Engagement Mandate
After-School, Summer Learning Efforts at Budget Risk
Special Education Rulings Put High Court Nominee on Hot Seat
Greg Richmond: Why I’m Worried About the Future of Charter Schools
Scott Laband: We Must Not Abandon Teacher Evaluation
Kenneth Ward: Mentoring: A Common-Sense Solution for At-Risk Youths
Letters
TopSchoolJobs Recruitment Marketplace
Van Schoales: The New Teacher-Evaluation Laws: Education’s Pyrrhic Victory?
Education Week - April 5, 2017 - School Rape Case Inflames Immigration Fight
Education Week - April 5, 2017 - 2
Education Week - April 5, 2017 - 3
Education Week - April 5, 2017 - News in Brief
Education Week - April 5, 2017 - Report Roundup
Education Week - April 5, 2017 - States Get More Leeway on Identifying ‘Dropout Factories’
Education Week - April 5, 2017 - Sydney Bruner, a junior at Prairie High School in Cottonwood, Idaho, studies for a class presentation. The state is one of several that offer course choice.
Education Week - April 5, 2017 - No Link Between Test and Principals’ Success, Study Shows
Education Week - April 5, 2017 - 9
Education Week - April 5, 2017 - Teacher-Prep Slow to Embrace Social-Emotional Learning
Education Week - April 5, 2017 - DIGITAL DIRECTIONS: Digital Tools Target ESSA Parent-Engagement Mandate
Education Week - April 5, 2017 - 12
Education Week - April 5, 2017 - 13
Education Week - April 5, 2017 - 14
Education Week - April 5, 2017 - Special Education Rulings Put High Court Nominee on Hot Seat
Education Week - April 5, 2017 - 16
Education Week - April 5, 2017 - 17
Education Week - April 5, 2017 - 18
Education Week - April 5, 2017 - 19
Education Week - April 5, 2017 - 20
Education Week - April 5, 2017 - 21
Education Week - April 5, 2017 - Scott Laband: We Must Not Abandon Teacher Evaluation
Education Week - April 5, 2017 - Kenneth Ward: Mentoring: A Common-Sense Solution for At-Risk Youths
Education Week - April 5, 2017 - Letters
Education Week - April 5, 2017 - 25
Education Week - April 5, 2017 - TopSchoolJobs Recruitment Marketplace
Education Week - April 5, 2017 - 27
Education Week - April 5, 2017 - Van Schoales: The New Teacher-Evaluation Laws: Education’s Pyrrhic Victory?
Education Week - April 5, 2017 - CW1
Education Week - April 5, 2017 - CW2
Education Week - April 5, 2017 - CW3
Education Week - April 5, 2017 - CW4
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