Education Week - May 10, 2017 - 14

Teachers Honing Expertise on Social-Emotional Learning
CONTINUED FROM PAGE 1

Photos by Ramin Rahimian for Education Week

one instructional practice as a focus
area, spending at least a year improving it through guided inquiry work.
Inquiry is basically a structured,
reflective conversation through
which listeners help guide their
peers and challenge their thinking.
Teachers in the cohort meet weekly
with their school peers and monthly
as a large group for open-ended, reflective conversations and to review
student work and videos of children
interacting in their classrooms.
They pay close attention to how
students' emotions and peer interactions affect their learning. For
example, one teacher focused on
helping students have productive
conversations about math problems,
developing strategies to help them
talk through disagreements about
how to find a solution, and how to
explain their reasoning.
"I really feel like the most powerful part of it is that it's starting with
what's happening in your classroom," Young said. "Not what's supposed to be happening, not what the
curriculum thinks should be happening. What's actually happening."

Avoiding Fads
Social-emotional learning involves
nurturing students' interpersonal
and behavioral skills through a
variety of educational strategies.
Around the country, more schools
are experimenting with socialemotional learning, buoyed by research that correlates it with positive outcomes, like academic gains
and reduced disciplinary incidents.
Employers have also pointed to socalled "soft skills" as desirable traits
for future employees.
Young's inquiry work, which focused on classroom writing workshops, led her to bring more peer
interactions into the writing process as a way of separating the act
of conceptualizing an essay from the
work of writing it out. She got the
idea after she interviewed students
about the purpose of the workshops
and got answers revealing some
students' misunderstanding of
why writing matters. "We do writing workshops to help improve our
handwriting," one boy told her.
"The purpose of writing was not
clear to him," Young said. "That really changed my thinking in a dramatic way."
The process she devised improves
students' academic work, she said,
and it leverages skills they've
learned through the Oakland district's social-emotional learning
strategy, skills like how to listen,
how to relate to the experiences of
their peers, and how to provide feedback.
Schools that promote comprehensive social-emotional learning focus
on three strategies: changing school
climate through areas like discipline and family engagement, direct
instruction of research-based socialemotional learning curriculum, and
incorporating a social-emotional
learning approach into traditional
classroom work.

FROM TOP:
Teacher Susannah Young
leads Morning Circle time
with her 2nd grade
students at Lincoln
Elementary School in
Oakland, Calif.
Second grader Zolboo
Bayarnyam talks with a
fellow student about
words and acts that cause
happiness. Teacher
Susannah Young has
focused on building her
students' writing and
social-emotional skills by
fostering peer-to-peer
conversations.

14 | EDUCATION WEEK | May 10, 2017 | www.edweek.org

Districts that have committed to
the strategy, including Oakland, say
weaving social-emotional learning
strategies into everyday classroom
practices can be the most challenging. Strategies are still developing,
and when the work feels like a fad,
or a new, top-down mandate, teachers are less likely to "buy into it,"
school leaders say.
Most teachers are also coming to
classrooms from schools of education and other pre-service programs
that did little to address socialemotional learning, forcing them
to learn on the job, according to a
recent survey of U.S. teacher-preparation programs by researchers at
the University of British Columbia.
While social-emotional learning
advocates emphasize concepts like
prioritizing student discussions over
teacher lectures, strategic thinking
over a narrow focus on the correct
answer, and giving students a chance
to learn from their mistakes through

productive failure; many teachers
have never had such classroom experiences in their own K-12 educations,
said Carrie Wilson, the executive director of Mills teacher scholars.

'Adult SEL'
That's why many refer to the program's inquiry process as "adult
SEL," the shorthand for social-emotional learning. Before teachers in
the program commit to the vulnerable experience of sharing their work
with their peers, they have discussions about what they need to learn
and how they can help each other
meet their goals, Wilson said.
"Our theory of action is that in
order for adults, teachers, and principals to be able to provide certain
types of learning experiences for students, they have to be able to have
those experiences themselves," she
said. "When you look at the opportunities for adults in schools to really

engage in that type of experience,
what we hear from teachers is that
they are really few and far between."
The Mills teacher scholars program
partners with Oakland and five other
districts in the San Francisco Bay
Area, leading cohorts of teachers who
are focused on a range of academic
subjects and teaching areas.
Oakland's cohort, which focuses
specifically on social-emotional
learning implementation, is made
up of about three K-12 teachers
from each of five "learning hub
schools," including Lincoln, where
district leaders are trying new
strategies to improve their socialemotional learning approach.
District leaders hope those teachers, who have now participated in
the Mills cohort for three years and
serve as instructional leaders, will
eventually be able to lead the teachers at their own schools in similar
inquiry work on-site. It's part of a
larger strategy to expand a deeper
understanding of social-emotional
learning districtwide.
Oakland is one of 10 largely urban
school districts that have partnered
with the Chicago-based Collaborative
for Academic, Social, and Emotional
Learning, or CASEL, to implement
comprehensive social-emotional
learning strategies and to allow researchers to study their results. Each
of those districts-which also include
Atlanta, Cleveland, and Anchorage,
Alaska-has taken its own approach.
Oakland created social-emotional
learning standards that outline ageappropriate strategies for developing relational and cognitive skills at
each grade level, from pre-K to high
school. In an unusual move, those
standards also apply to the adults
working in its schools.
The standards focus on the five


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Table of Contents for the Digital Edition of Education Week - May 10, 2017

Education Week - May 10, 2017
Pruning Dead-End Pathways In Career Tech. Ed.
Teachers Lace Academics With Relationship Skills
DIGITAL DIRECTIONS: Ed-Tech Leadership Hazy Under Trump
Parker Davis and Alina Lopez, right, talk about words and acts that cause happiness, in a 2nd grade classroom at Lincoln Elementary School in Oakland, Calif. Peer-to-peer conversations are part of an effort to build academic and social-emotional skills
Legislatures Tackle ESSA, Fiscal Issues
Report Roundup
News in Brief
Record U.S. Graduation Rate Not Seen as Inflated
Obama-Era Nutrition Standards Loosened for School Meals
Mostly White Town Can Leave Diverse District, Court Says
Teacher Residencies Can Help Curb Shortages, Studies Say
Do Parents See Math as ‘Less Useful’ Than Reading?
Oregon GEAR UP Links Rural Students To Private Colleges
2017 Budget Deal Defers Fierce Fights on Education Aid
Trump Orders Hard Look At Federal Reach on K-12 Policy
Hurdles Remain for Calif. K-12 Funding Formula, Study Says
100 Days: How Three Presidents Stack Up on K-12
Rafiq R. Kalam Id-Din II: Black Teachers Matter. School Integration Doesn’t
By Robert W. Runcie & Antwan Wilson: How We Stopped Sending Students to Jail
Q&A With Peggy Orenstein: Let’s Talk to K-12 Girls About Sex
Letters
TopSchoolJobs Recruitment Marketplace
David Jacobson: A Purple Agenda for (Early) Education
Education Week - May 10, 2017 - Legislatures Tackle ESSA, Fiscal Issues
Education Week - May 10, 2017 - 2
Education Week - May 10, 2017 - 3
Education Week - May 10, 2017 - News in Brief
Education Week - May 10, 2017 - 5
Education Week - May 10, 2017 - Obama-Era Nutrition Standards Loosened for School Meals
Education Week - May 10, 2017 - Mostly White Town Can Leave Diverse District, Court Says
Education Week - May 10, 2017 - Teacher Residencies Can Help Curb Shortages, Studies Say
Education Week - May 10, 2017 - Do Parents See Math as ‘Less Useful’ Than Reading?
Education Week - May 10, 2017 - Oregon GEAR UP Links Rural Students To Private Colleges
Education Week - May 10, 2017 - 11
Education Week - May 10, 2017 - 12
Education Week - May 10, 2017 - 13
Education Week - May 10, 2017 - 14
Education Week - May 10, 2017 - 15
Education Week - May 10, 2017 - 16
Education Week - May 10, 2017 - 17
Education Week - May 10, 2017 - 2017 Budget Deal Defers Fierce Fights on Education Aid
Education Week - May 10, 2017 - 19
Education Week - May 10, 2017 - Hurdles Remain for Calif. K-12 Funding Formula, Study Says
Education Week - May 10, 2017 - 100 Days: How Three Presidents Stack Up on K-12
Education Week - May 10, 2017 - 22
Education Week - May 10, 2017 - 23
Education Week - May 10, 2017 - By Robert W. Runcie & Antwan Wilson: How We Stopped Sending Students to Jail
Education Week - May 10, 2017 - Letters
Education Week - May 10, 2017 - 26
Education Week - May 10, 2017 - 27
Education Week - May 10, 2017 - TopSchoolJobs Recruitment Marketplace
Education Week - May 10, 2017 - 29
Education Week - May 10, 2017 - 30
Education Week - May 10, 2017 - 31
Education Week - May 10, 2017 - David Jacobson: A Purple Agenda for (Early) Education
Education Week - May 10, 2017 - CW1
Education Week - May 10, 2017 - CW2
Education Week - May 10, 2017 - CW3
Education Week - May 10, 2017 - CW4
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