Building an S.E.E.L. Program * * What is that second “e” and why does it matter?

Building an S.E.E.L. Program * * What is that second “e� and why does it matter?

SOTF 11.09.18

Dr. Maureen MacLeod & Mr. Bennett Valencia Department Chairs, Team #S+Well Punahou School, Honolulu, HI

Portrait of a Graduate ● ● ● ● ● ● ● ●

Global Perspective Social Responsibility Empathy & Compassion Embracing Diversity Moral Reasoning Moral Action Personal Leadership Engaged Citizenship

The Case for S.E.L. According to the Collaborative for Academic, Social & Emotional Learning (CASEL) “Social and emotional learning involves the processes through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.�

The Case for S.E.L. These intrapersonal and interpersonal competencies can be taught and measured. Research shows that students with these skills do better in school and in life (CASEL 2013) According to EAB, successful S.E.L. programs are evidence-based, place S.E.L. skill building on the same level as other academic subjects, and exist in a culture that supports and reinforces S.E.L. in all areas of the school.

The Case for S.E.L. “Decades of research in human development, cognitive and behavioral neuroscience, and educational practice and policy ... have illuminated that major domains of human development — social, emotional, cognitive, linguistic, academic — are deeply intertwined in the brain and in behavior. All are central to learning.“ (Aspen Institute 2017) “Social development has critical cognitive elements that govern the processing of information from the social world and drive the attributions that are made. Cognition and emotion work in tandem; a core skill like self-control includes a cognitive inhibition component that is easier or harder to deploy depending on the emotions of the individual and the situation.” (Aspen Institute 2017)

The Case for S.E.L. “What we refer to ‌ as social and emotional learning and development encompasses cognitive, social, and emotional processes, skills, and competencies. Not only do these important skills facilitate academic learning, but we know that the quality and depth of student learning is enhanced when students have opportunities to interact with others and make meaningful connections to subject material.â€? (Aspen Institute 2017)

The Case for S.E.L. What does this mean? ● Emotions matter because they affect how and the degree to degree people learn ● Social and emotional learning is part of and necessary for successful academic learning ● Schools and school settings have an important role in designing learning environments that support and intentionally foster SEL skill-building

Buy or Build?

Buy or Build?

Classroom Management Tools

Emotions Matter

Creating Caring Citizens

Mindfulness in Practice

And, the Second “E”?

Thinking About “Ethical” With your neighbor: ● Discuss what “behaving ethically” means to you ● Discuss how “ethical” might be connected with “character” ● Discuss the role schools should have in teaching ethical and/or character education. ○

Does your answer change if the school context does? (e.g., public, charter, independent)

● Discuss the assumptions your school makes about their students’ backgrounds, value sets, understandings? ● Discuss desired outcomes for ethical learning

Aims of a Punahou Education ● What do we value as a school? ● What matters in our curriculum: ● A sense of place ● A sense of purpose ● A commitment to “pay it forward” ● A willingness to identify & pursue personal passions ● A desire to be part of something bigger 2013: Dr. Scott “The Aims of a Punahou Education”

Ethics = Aims ● ● ● ● ● ● ● ●

Global Perspective Social Responsibility Empathy & Compassion Embracing Diversity Moral Reasoning Moral Action Personal Leadership Engaged Citizenship

Evidence-Based Framework ● Robust S.E.L. programs have positive impacts on student academic success, behaviors, attitudes, and skills ● A myriad of S.E.L. programs are available. The CASEL framework offers a standard against which to measure the potential effectiveness of S.E.L. programs ● All five elements must be present and must reach into the relevant spheres of a student’s life.

How does CASEL do Ethics?

Designing an S.E.E.L. Program

The Opportunity ● Design a multifaceted program that places Social Emotional & Ethical Learning is at the center of a student’s journey and underpins and is integrated with courses and curriculum and teachers consider S.E.E.L. essential to effective teaching. ● To do this we must: ○ ○ ○

Share the compelling research highlighting the positive student learning outcomes that occur when schools implement S.E.E.L. in their schools Provide teacher training to support incorporating S.E.E.L. into classrooms and curriculum Build stakeholder support with parents by sharing research on the the connection between student success and S.E.E.L. curriculum

How we got started ... ● 2016: WASC Self-Study called for a coherent K-12 SEL program that aligned with the CASEL framework ● 2016 - 2018: School visits - East & West Coast ● 2016 - 2018: Training - Challenge Success, MTC, Meaningful Advisories (CSEE), CTTL, RULER, STANLEY KING ● 2018-2019: Focus groups and surveys for teachers, students, parents, alumni ● 2018-2020: Prototyping advisory support, introducing new courses, providing training for teachers, rethinking “how” this work integrates into the school community

How We Framed the Opportunity � To create a multifaceted program that places Social Emotional & Ethical Learning is at the center of a student’s journey and underpins and is integrated with courses and curriculum and teachers consider S.E.E.L. essential to effective teaching.

Integrated Implicit

Explicit

How We Framed the Opportunity � To create a multifaceted program that places Social Emotional & Ethical Learning is at the center of a student’s journey and underpins and is integrated with courses and curriculum and teachers consider S.E.E.L. essential to effective teaching.

Creating a 4-year required curriculum

Integrated

Building a Culture of SEL Educators Implicit

Explicit Redesigning the Advisory program

Designing an S.E.E.L. Initiative Four-year Graduation Requirement Course CASEL Framework

Evidence-based Framework

Aims of a Punahou Education

Ethical & Skills Lens

S.E.E.L. Initiatives

Delivery Framework

Revamped Advisory Program

Living in the Real World ● Everyone we work with agrees that S.E.E.L. is essential to the helpful students acquire the skills to be successful at Punahou and beyond. ● But … ○ ○ ○

We all are busy and the school culture is still very academic achievement oriented Faculty are hired for their subject expertise - most successful S.E.L. schools we’ve visited also hire for a S.E.L. teaching lens.

Like any organization: ■ Change is hard.

■ Change costs money ■ Time in limited ■ People are busy doing good work.

Our First Steps ...

We began this school year piloting initiatives with the Class of 2022 ● Freshman advisory teachers were invited to lead a new focus initiative ● All 27 cycles are designed as “Freshman Focus Days” and each advisory is part of an advisory “hui.” Two teaching faculty were given reassigned time to support advisory initiatives ● Each freshmen advisory attended Freshman Camp together and their advisory teachers were invited to attend camp, too! ● The 9th grade guidance program is being shared with advisory teachers to leverage connections

Our First Steps ...

We began this school year piloting initiatives with the Class of 2022 ● We ended some courses in order to focus on research and design for new courses consistent with our Aims ● We reorganized our department and established a student space for selfcare ● We proposed a new four-year required course and a redesign to the advisory program that would provide explicit S.E.E.L. instruction and provide an opportunity for practice and application through the advisory program

Your Graduates We’ve made a lot of progress and we have a long way to go.

As we continue to imagine the skills, qualities, and capabilities our graduates will possess, we hope you’ll find some of these ideas helpful in your S.E.L. journey ● Activity: ○ ○ ○

Jot down three to five S.E.E.L. skills that you’d like your graduates to develop Jot down one or two courses/places that might be open to incorporate this type of skillbuilding Jot down the first couple of steps you’d need to take to iniate this

Mahalo